THE INFLUENCE OF SERVANT LEADERSHIP, SUPERVISION SYSTEMS AND SCHOOL CULTURE ON TEACHER PERFORMANCE THROUGH TEACHERS COMPETENCY MEDIATION AND GOOD SCHOOL GOVERNANCE MODERATION

Abstract

This study examines key organizational and governance-related determinants of teacher performance in a public senior high school context. Specifically, it analyzes the effects of servant leadership, school culture, and supervision systems on teacher performance, with teacher competence positioned as an explanatory variable and Good School Governance (GSG) as a moderating variable. A quantitative research design was employed, involving teachers from a public senior high school in Kudus Regency (SMAN 1 Bae Kudus), Indonesia. Data were collected through structured questionnaires and analyzed using multiple regression, path analysis, moderation analysis, and the Sobel test. The findings indicate that servant leadership, school culture, and supervision systems have positive and significant effects on teacher competence. Furthermore, servant leadership, school culture, supervision systems, teacher competence, and Good School Governance significantly influence teacher performance. Moderation analysis demonstrates that Good School Governance strengthens the effect of teacher competence on teacher performance. However, mediation analysis reveals that teacher competence does not significantly mediate the relationship between organizational factors and teacher performance. These results underscore the strategic importance of governance quality in optimizing teacher competence to enhance performance within public secondary schools.

Keywords: Servant Leadership; School Culture; Supervision System; Teacher Competence; Good School Governance