The Influence of Locus of Control, Learning Orientation, and Work Environment Characteristics on the Performance of Early Childhood Education Teachers in Mertoyudan District, Magelang Regency
Abstract
Teacher performance plays a pivotal role in improving the quality of early childhood education, as teachers are responsible for facilitating children's cognitive, social, emotional, and moral development. However, differences in teachers’ performance indicate that both individual and organizational factors may influence their effectiveness. This study aims to examine the effects of locus of control, learning orientation, and work environment characteristics on the performance of Early Childhood Education (PAUD) teachers in Mertoyudan District, Magelang Regency. A quantitative approach with an associative research design was employed. The study involved 93 PAUD teachers selected through proportional sampling. Data were collected using structured questionnaires and analyzed using descriptive statistics, simple linear regression, multiple linear regression, t-tests, F-tests, and coefficient of determination analysis. Prior to hypothesis testing, the research instrument satisfied validity and reliability requirements, while the regression model fulfilled the classical assumption tests. The findings revealed that locus of control, learning orientation, and work environment characteristics each had a positive and significant effect on teacher performance. Simultaneously, these three variables also significantly influenced teacher performance, explaining 49.7% of the variance, while the remaining 50.3% was attributable to other factors outside the research model. These findings suggest that strengthening teachers’ internal control beliefs, fostering continuous learning orientation, and creating supportive work environments are essential strategies for enhancing teacher performance and improving the quality of early childhood education.
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References
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