Soft File Artikel - Resy Ardiansyah

International Journal of Research and Review
Vol. 10; Issue: 11; November 2023

Website: www.ijrrjournal.com
Research Paper E-ISSN: 2349-9788; P-ISSN: 2454-2237
The Influence of Principal Leadership, Rewards,

and Work Environment on Primary School Teacher
Performance in Lunyuk District with Teacher
Discipline as a Mediating Variable
Resy Ardiansyah1, Ali Sunarso2, Sunyoto Eko Nugroho3
1
Master Program, Student of Primary Education, 2,3Master Program, of Primary Education;
Semarang State University, Semarang City, Indonesia
Corresponding Author: Resy Ardiansyah
DOI: https://doi.org/10.52403/ijrr.20231148
ABSTRACT elementary school teachers. The influence of

work environment variables on teacher discipline
This research aims to examine the influence of obtained a t-calculated value of 6.738. This
the principal's leadership, giving rewards, and the shows that the t-calculated value is greater than
work environment on the discipline of the t-table value (6.738 > 1.981), which means
elementary school teachers in Lunyuk District that the work environment has a positive and
and to examine the influence of the principal's significant effect on the work discipline of
leadership, giving rewards, and the work elementary school teachers. The results of the
environment on teacher performance through Sobel test show that the mediating role of work
discipline as a mediating variable. The method discipline on the principal's leadership and the
used in this research is a quantitative method school work environment has a significant effect,
using primary data. The population in this study which can improve the performance of
were all elementary school teachers in Lunyuk elementary school teachers in Lunyuk District.
District, consisting of 18 elementary schools with This can be seen in the results of the probability
a total of 166 teachers. In this study, the sample value being less than 0.05. Based on the results
used was 117 respondents. The data collection of this research, it can be concluded that the
technique used in this research was a principal leadership and work environment
questionnaire. The data analysis technique used variables have a positive and significant effect on
in this research is multiple linear regression, and the work discipline of elementary school
the prerequisite tests used include the normality teachers, while rewards do not have a significant
test, heteroscedasticity test, multicollinearity test, effect on the work discipline of elementary
path analysis, and Sobel test to test the influence school teachers. The results of the Sobel test
of mediating or intervening variables. The results show that the mediating role of work discipline
of the research statistically show that the on the principal's leadership and work
influence of the principal's leadership variable on environment has a significant effect, which can
teacher discipline has a t-count of 2.075. This improve the performance of elementary school
shows that the t-calculated value is greater than teachers in Lunyuk District.
the t-table value (2.075 > 1.981), where the
principal's leadership has a positive and Keywords: Principal Leadership, Rewards, Work
significant effect on the work discipline of Environment, and Teacher Performance
elementary school teachers. The influence of the
reward variable on teacher discipline obtained a INTRODUCTION
t-calculated value of -0.874. This shows that the In Indonesia, education has an important role
t-calculated value is smaller than the t-table value in carrying out nation-wide development,
(-0.874 < 1.981), where giving rewards does not
especially in building the quality of human
have a significant effect on the work discipline of
International Journal of Research and Review (ijrrjournal.com) 400

Volume 10; Issue: 11; November 2023
Resy Ardiansyah et.al. The influence of principal leadership, rewards, and work environment on primary school
teacher performance in lunyuk district with teacher discipline as a mediating variable
resources. The quality of human resources teacher's vision and mission to carry out the
cannot be separated from the role of existing assigned tasks can run effectively and
formal educational institutions. Formal efficiently.
education at school has the aim of forming Learning at school can be said to be optimal
students who have personalities, develop if the teacher's performance is good in
intellectual abilities, and have noble teaching and managing students. Enforcing
character. The success of education in teacher performance in teaching needs to be
schools cannot be separated from the appreciated by giving rewards. Providing
important role of the school principal. The rewards can stimulate teacher enthusiasm to
skills and wisdom of the principal have an improve performance in teaching at school.
influence on the school they lead. The School principals must adopt policies to
principal must be a role model for the implement rewards for teachers who perform
teachers in the school he leads. Leadership well (Leniwati, 2021). According to initial
can be defined as an effort to influence other observations and interviews by researchers
parties by providing guidance and motivation with several teachers at the Lunyuk District
to collaborate to achieve predetermined goals Elementary School, various kinds of
(Badu & Djafri, 2017). Leaders must show complaints were shown, one of which was
an attitude that is exemplary and can have a that the wages promised to teachers who
big influence on carrying out their work. worked overtime at school were not given on
Usually, subordinates will see how the leader time, which had an impact on teacher
gives instructions and direction in organizing performance in the future. Not only that, this
the work that must be done by his reward problem is also proven by the lack of
subordinates (Islami et al., 2021). The appreciation from the school, both morally
principal's leadership is very important as a and materially, for teachers who are diligent
driving force, and the principal is also and punctual in carrying out their obligations
required to be able to carry out interpersonal as educators. Therefore, with some of these
communication to be effective in leading problems, giving rewards that are not optimal
(Kurniawan, Y. A., 2018). With the effective can affect teacher discipline in schools. A
leadership of the school principal, of course, teacher's performance must also be supported
the quality of the school can be improved, as by existing components in the school, such as
can be seen from the academic and non- a school environment that is comfortable for
academic achievements obtained (Marhadi, teaching and learning. According to
2020). Nitisemito in Mukti et al. (2022) the work
The school principal, as a leader, must be environment can be interpreted as everything
able to invite all teachers to implement a that is in the workplace and can have an
quality education process. A quality influence on someone in carrying out the
education process must be balanced with tasks assigned to them.
qualified teaching staff who have a high level The work environment at school can
of discipline. The results of the researcher's influence teacher performance in the
initial observations at the Lunyuk District teaching and learning process. Through a
Primary School show that, from the results of comfortable work environment and complete
initial observations and interviews with infrastructure, teachers are able to use their
several teachers, there were problems felt by teaching time effectively so that students can
teachers regarding the leadership of the learn in a conducive manner and the planned
school principal, such as the principal's lack goals can be achieved. The results of
of activity in providing supervision to researchers' observations in several
teachers at school, making teachers not elementary schools in Lunyuk District show
optimal in carrying out their duties. that there are still several schools whose
Therefore, school principals must pay more facilities and infrastructure are incomplete.
attention to teacher complaints so that the Apart from that, there is still frequent

miscommunication between teachers, LITERATURE REVIEW

resulting in a less conducive work Teacher Performance
environment. Gibson's opinion in Damanik (2019) is that
The performance of teachers determines the performance is a level of success in carrying
success of implementing learning and out tasks and being able to complete the goals
educational programs in schools. According that have been set at the beginning. This
to Gibson in Damanik (2019), performance is indicates that performance is said to be
a level of success in carrying out tasks and successful or good if the goals to be achieved
the ability to complete the goals that have can be implemented. According to Harum et
been set at the beginning. This indicates that al. (2022), teacher performance in teaching
performance is said to be successful or good and learning activities is the most significant
if the goals to be achieved can be factor in realizing an effective educational
implemented. The performance of teachers in process, especially in instilling discipline and
schools is important because it is necessary quality learning in students. Educators, in
to achieve educational goals, but whether the this case, have an important role in
performance is good or not can also be determining the quality of education.
supported through discipline.
The results of the researcher's initial Discipline
observations in several elementary schools in According to Suyadi (2013), discipline is
Lunyuk District, West Nusa Tenggara, can defined as habits and actions that are
be said to be that teacher discipline is not yet consistent with all applicable rules or
optimal because there are still teachers who regulations. According to Handoko (2008),
are not present at school without clear discipline is something that is absolute in
explanation, teachers who arrive at school human life because a human being without
late, teachers who do not have prior strong discipline will damage the
permission when leaving class, and there are foundations of his life, which will endanger
also teachers who end lessons at school not himself and other humans, even the natural
on time or end lessons earlier than the surroundings. According to Musfah (2015),
specified study hours, which ultimately has he also gave his opinion about discipline
an impact on reducing the teacher's related to rules and order. Order means a
performance. Not only that, the problem person's obedience to following the rules
found by researchers from interviews with because it is driven by something that comes
school principals was indiscipline in the from outside him. So discipline is obedience
work of several teachers, where many RPPs that arises because of awareness and
had not been required to be signed by the encouragement from within the person.
principal. Based on an interview with one of Rules and regulations mean a set of
the teachers, the low level of teacher regulations that apply to create orderly
discipline is due to the lack of firm leadership conditions.
or principles regarding teachers with low
levels of discipline, resulting in poor teacher Principal Leadership
performance, such as teachers who are often Andayani & Tirtayasa (2019) define
late for school or late in the classroom, and leadership as a process that gives meaning
this results in students becoming (meaningful leadership) to cooperation and is
uncontrolled. Therefore, the explanation of produced by the will to lead in achieving
existing problems such as the principal's goals. Hasibuan & Bahri (2018) define
leadership, giving rewards, and the work leadership as the ability, process, or function
environment and discipline need to be in general to influence people to do
considered because they will have an impact something in order to achieve certain goals.
on teacher performance in school pursuits. Marjaya & Pasaribu (2019) also provide the
understanding that leadership is a personal

attitude that leads to the implementation of work arrangements both as an individual and
activities to achieve the desired goals. as a group. Wibowo (2016) stated that
Sutanjar & Saryono (2019) explain that creating a healthy environment will
leadership is an activity to influence the indirectly maintain or even increase
behavior of other people so that they are productivity. The work environment can
directed to achieve certain goals. Astuty & have negative impacts, one of which is
Zuniasih (2018) define leadership as the interaction between employees, which can
ability to influence a group to achieve goals. trigger conflicts and problems at work, but
Based on several of these definitions, the the positive impact is achieving dynamic
researcher came to the understanding that the performance due to adjustments to
principal's leadership is the ability and challenges in the organization's internal and
authority to influence, move, and direct external environment due to the influence of
actions and encourage the emergence of a globalization. Sipatu (2019) believes that in
strong will with enthusiasm and confidence the work environment, every employee is
among teachers, staff, and students in required to be able to carry out work
carrying out their respective tasks. for the according to the position they hold and be
sake of progress and to provide inspiration able to adapt to the environment and co-
for the school in achieving its goals. workers who have different characters.
Reward MATERIALS & METHODS

According to Mulyasana (2015), reward is This research uses a quantitative type of
one of the strategies used in developing research using primary data. The population
learning by creating a pleasant atmosphere in this study were all elementary school
through an approach of love, attention, and teachers in Lunyuk District, consisting of 18
affection. According to Saputra et al. (2017), elementary schools with a total of 166
rewards are motivation for employees to do teachers. In this study, the sample used was
their work. A good reward system is one that 117 respondents. The sampling formula uses
is able to guarantee the satisfaction of the Slovin formula with an error rate of 5%.
company employees, which in turn enables The Slovin formula is:
the company to acquire, maintain, and
employ a number of people who, with N
𝑛=
various positive attitudes and behaviors, 1 + N (𝑒)2
work productively for the benefit of the
company. Meanwhile, Wirawan & Afani 166
(2018) stated that rewards are an important 𝑛=
1 + 166(0,05)2
element to motivate employees to contribute
to expressing the best innovation ideas for = 116,9 (rounded up to 117 respondents)
better business functions and improving
company performance both financially and The data collection technique used in this
non-financially. research was a questionnaire. The data
analysis technique used in this research is
Work environment multiple linear regression, and the
According to Sunyoto (2015), who defines prerequisite tests used include the normality
the work environment as everything that is test, heteroscedasticity test, multicollinearity
around the worker and that can influence him test, path analysis, and Sobel test to test the
in carrying out the assigned tasks, influence of mediating or intervening
Sedarmayanti (2016) defines the work variables.
environment as all the tools and materials
encountered, the surrounding environment
where a person works, work methods, and

RESULT Normality Test Results

Prerequisite Test Results The normality test aims to determine whether
The use of regression analysis in statistics the residuals or confounding variables in the
must be free from classical assumptions. The regression model follow a normal
classical assumption tests used in this distribution. In the normality test, if the
research are normality, multicollinearity, and significance value is below 0.05, it does not
heteroscedasticity tests, with the help of have a normal distribution. The normality
SPSS Version 21. testing method uses the Kolmogorov-
Smirnov test.
Table 1. Normality Test Results for Discipline Dependent Variables
One-Sample Kolmogorov-Smirnov Test
Unstandardized Residual
N 117
Normal Parametersa, b Mean .0000000
Std. Deviation 3.39455065
Most Extreme Differences Absolute .079
Positive .079
Negative -.055
Test Statistic .079
Asymp. Sig. (2-tailed) .067c
a. Test distribution is Normal.
b. Calculated from data.
c. Lilliefors Significance Correction.
Source: processed primary data (2023)
Based on the table above, it can be seen that the results of the normality test with Kolmogorov-
Smirnov produced a significance value of 0.067, which is a value above 0.05. This means that
the data distribution used for this research is normally distributed.
Table 2. Normality Test Results for Dependent Variable Teacher Performance

One-Sample Kolmogorov-Smirnov Test
Unstandardized Residual
N 117
Normal Parametersa, b Mean .0000000
Std. Deviation 3.10377112
Most Extreme Differences Absolute .079
Positive .065
Negative -.079
Test Statistic .079
Asymp. Sig. (2-tailed) .073c
a. Test distribution is Normal.
b. Calculated from data.
c. Lilliefors Significance Correction.
Based on the table above, it can be seen that multiple regression because it depends on the
the results of the normality test with correlation of independent variables with
Kolmogorov-Smirnov produced a each other. To see if there is a
significance value of 0.073, which is a value multicollinearity problem, you can pay
above 0.05. This means that the data attention to the tolerance and VIF values in
distribution used for this research is normally the regression model. If the tolerance value is
distributed. above 0.10 and the VIF value is below 10, it
is certainly free from multicollinearity. The
Multicollinearity Test Results results of the multicollinearity test related to
This test can identify whether the regression the structure of regression 1 and regression 2
model has a correlation between the as dependent variables on teacher discipline
independent variables. If there is a and teacher performance can be seen in the
correlation, there is likely a multicollinearity table below.
problem. Multicorrelation can only exist in

Table 3. Multicollinearity Test Results for the Dependent Variable on Teacher Discipline
Coefficientsa
Model Unstandardized Standardized Coefficients t Sig. Collinearity
Coefficients Statistics
B Std. Error Beta Tolerance VIF
1 (Constant) 11.707 4.490 2.607 .010
Leadership .117 .056 .186 2.075 .040 .640 1.563
Reward -.064 .073 -.074 -.874 .384 .727 1.376
Work .739 .110 .563 6.738 .000 .739 1.353
environment
a. Dependent Variable: Teacher discipline
Tabel 4. Hasil Uji Multikolinieritas Variabel Dependen Kinerja Guru

Coefficientsa
Model Unstandardized Standardized t Sig. Collinearity Statistics
Coefficients Coefficients
B Std. Error Beta Tolerance VIF
1 (Constant) .711 4.246 .167 .867
Leadership .111 .053 .118 2.092 .039 .616 1.623
Reward .067 .068 .052 .995 .322 .722 1.386
Work .469 .119 .240 3.934 .000 .527 1.897
environment
Leadership .938 .086 .629 10.855 .000 .584 1.713
a. Dependent Variable: Teacher Performance
Based on tables 3 and 4 above, it can be seen This test requirement specifies that the
that from all the independent variables used, residuals must not be related to each other.
the inflation factor (VIF) value for all To test whether there is a heteroscedasticity
variables is less than 10 and the tolerance problem or not, you can use the Glejser test.
value is above 0.10, so it can be said that in If the significance value of the Glejser test is
the path model there is no multicollinearity above 0.05, then there is no
problem between the variables. freely heteroscedasticity problem, and conversely,
researched. Thus, the analysis process using if the significance value is less than 0.05,
path analysis meets the requirements so that then there is a heteroscedasticity problem.
the analysis can continue. The heteroscedasticity results can be seen in
the table below.
Heteroscedasticity Test Results
Tabel 5. Hasil Uji Heteroskedastisitas Variabel Dependen Kedisiplinan Guru

Coefficientsa
Model Unstandardized Coefficients Standardized Coefficients t Sig.
B Std. Error Beta
1 (Constant) 1.812 2.405 .753 .453
Leadership -.013 .030 -.051 -.437 .663
Reward .027 .039 .075 .680 .498
Work environment .030 .059 .055 .507 .613
a. Dependent Variable: ABS_RES 1
Tabel 6. Hasil Uji Heteroskedastisitas Variabel Dependen Kinerja Guru

Coefficientsa
B Std. Error Beta
1 (Constant) 6.310 4.179 1.510 .134
Leadership -.023 .052 -.052 -.437 .663
Reward .027 .067 .045 .405 .686
Work environment -.022 .118 -.024 -.189 .851
Teacher Discipline -.092 .086 -.133 -1.080 .283
a. Dependent Variable: ABS_RES 2

From the results of the Glejser test in tables

5 and 6, it can be seen that the significance Model I Regression Test Results
value of the leadership, reward, work Path analysis regression test to determine
environment, and teacher discipline variables whether there is a direct or indirect influence
has a significance value greater than 0.05, so of the independent variable on the dependent.
it can be interpreted that there is no In this regression analysis, it is carried out
heteroscedasticity problem in the regression twice, which will produce two path
model, so that meets the path analysis coefficient equations.
requirements and the analysis process can
continue.
Tabel 7. Hasil Uji Regresi Model I
Coefficientsa
B Std. Error Beta
1 (Constant) 11.707 4.490 2.607 .010
Leadership .117 .056 .186 2.075 .040
Reward -.064 .073 -.074 -.874 .384
Work environment .739 .110 .563 6.738 .000
a. Dependent Variable: Teacher Discipline
Based on the output in the table above, it can 3. From the equation I produced above, it
be seen that from the three variables, an can be seen that the regression
unstandardized coefficient value of 0.117 coefficient value for giving rewards
was obtained for the principal leadership (X2) is -0.064. If the reward variable
variable, -0.064 for the reward variable, and increases by one unit where the other
0.739 for the work environment variable. So independent variables are assumed to be
the regression equation formed from the constant, it will reduce teacher work
variables of principal leadership, rewards, discipline by 0.064.
and work environment can be described as 4. From the equation I produced above, it
follows: can be seen that the work environment
regression coefficient (X3) is 0.739. If
Z = 11,707 + 0,117X1 – 0,064X2 + 0,739X3 the work environment variable increases
+e by one unit where the other independent
variables are assumed to be constant, it
1. From the equation I produced above, it will increase teacher work discipline by
can be seen that the constant value is 0.739.
11.707, which indicates that the Model I T Test Results
principal leadership, reward, and work In this study, the t-table value used was
environment variables are constant (0) 1.981, where the t-table was obtained using
or have not changed, so the teacher work the following formula: α = 5%, df = n-k-1 =
discipline variable has a value of 11.707. 117-3-1 = 113, namely 1,981.
2. From the equation I produced above, it 1. From the equation I produced in Table
can be seen that the regression 4.13 above, it can be seen that the t-
coefficient value for school principal calculated value of the principal
leadership (X1) is 0.117. If the school leadership variable is 2.075 with a
leadership variable increases by one unit significance value of 0.040. This shows
where the other independent variables that the t-calculated value is greater than
are assumed to be constant, it will the t-table value (2.075 > 1.981) with a
increase teacher work discipline by significance value below 0.05. The
0.117. results of this t test can estimate that the
principal's leadership has a significant

effect on the work discipline of 3. From the equation I produced in Table

elementary school teachers in Lunyuk 4.13 above, it can be seen that the t-
District. calculated value of the teacher work
2. From the equation I produced in Table environment variable is 6.738 with a
4.13 above, it can be seen that the t- significance value of 0.000. This shows
calculated value of the reward variable is that the t-calculated value is greater than
-0.874 with a significance value of the t-table value (6.738 > 1.981) with a
0.384. This shows that the t-calculated significance value below 0.05. The
value is smaller than the t-table value (- results of this t test can estimate that the
0.874 < 1.981) with a significance value work environment has a significant
above 0.05. The results of this t test can effect on the work discipline of
estimate that giving rewards to teachers elementary school teachers in Lunyuk
has no significant effect on the work District.
discipline of elementary school teachers
in Lunyuk District. Simultaneous Determination Coefficient
Test Results Model I
Table 8. Simultaneous Determination Coefficient Test Results for Model I

Model Summaryb
Model R R Square Adjusted R Square Std. Error of the Estimate Durbin-Watson
1 .645a .416 .401 3.43932 1.650
a. Predictors: (Constant), Work Environment, Rewards, Leadership
b. Dependent Variable: Teacher Discipline
The coefficient of determination test results elementary school teachers in Lunyuk

in the table above show an adjusted R square District, while the remaining 59.9% is
value of 0.401, or 40.1%. This shows that the influenced by other variables outside the
principal's leadership variables, giving research model.
rewards, and the work environment have an
influence of 40.1% on the discipline of Model II Regression Test Results
Table 9. Model II Regression Test Results

Coefficientsa
B Std. Error Beta
1 (Constant) .711 4.246 .167 .867
Leadership .111 .053 .118 2.092 .039
Reward .067 .068 .052 .995 .322
Work environment .469 .119 .240 3.934 .000
Teacher Discipline .938 .086 .629 10.855 .000
a. Dependent Variable: Teacher Performance
Based on the output in Table 9 above, it can Y = 0,711 + 0,111X1 + 0,067X2 + 0,469X3
be seen that from the four variables, an +0,938Z + e
unstandardized coefficient value of 0.111 1. From equation II produced above, it can
was obtained for the principal leadership be seen that the constant value is 0.711,
variable, 0.067 for the reward variable, 0.469 which indicates that the principal
for the work environment variable, and 0.938 leadership, reward, work environment,
for the teacher discipline variable. So the and teacher discipline variables are
regression equation formed from the constant (0) or have not changed, so the
variables of principal leadership, rewards, teacher performance variable has a value
work environment, and teacher discipline can of 0.711.
be described as follows: 2. From equation II produced above, it can
be seen that the regression coefficient

value for school principal leadership estimate that the principal's leadership
(X1) is 0.111. If the school leadership has a significant effect on the
variable increases by one unit where the performance of elementary school
other independent variables are assumed teachers in Lunyuk District.
to be constant, it will increase teacher 2. From equation II produced in table 4.16
performance by 0.111. above, it can be seen that the t-calculated
3. From equation II produced above, it can value of the reward variable is 0.995
be seen that the regression coefficient with a significance value of 0.322. This
value for giving rewards (X2) is 0.067. shows that the t-calculated value is
If the reward variable increases by one smaller than the t-table value (0.995 <
unit where the other independent 1.981) with a significance value above
variables are assumed to be constant, it 0.05. The results of this t test can
will increase teacher performance by estimate that giving rewards to teachers
0.067. has no significant effect on the
4. From equation II produced above, it can performance of elementary school
be seen that the work environment teachers in Lunyuk District.
regression coefficient (X3) is 0.469. If 3. From equation II produced in table 4.16
the work environment variable increases above, it can be seen that the t-calculated
by one unit where the other independent value of the teacher work environment
variables are assumed to be constant, it variable is 3.934 with a significance
will increase teacher performance by value of 0.000. This shows that the t-
0.469. calculated value is greater than the t-
5. From equation II produced above, it can table value (3.934 > 1.981) with a
be seen that the regression coefficient significance value below 0.05. The
value for teacher discipline (Z) is 0.938. results of this t test can estimate that the
If the teacher discipline variable work environment has a significant
increases by one unit where the other effect on the performance of elementary
independent variables are assumed to be school teachers in Lunyuk District.
constant, it will increase teacher 4. From equation II produced in table 4.16
performance by 0.938. above, it can be seen that the t-calculated
value of the teacher work discipline
Model II T Test Results variable is 10.855 with a significance
In this study, the t-table value used was value of 0.000. This shows that the t-
1.981, where the t-table was obtained using calculated value is greater than the t-
the following formula: α = 5%, df = n-k-1 = table value (10.855 > 1.981) with a
117-4-1 = 113, namely 1.981. significance value below 0.05. The
1. From equation II produced in table 4.16 results of this t test can estimate that
above, it can be seen that the t-calculated teacher work discipline has a significant
value of the principal leadership variable effect on the performance of elementary
is 2.092 with a significance value of school teachers in Lunyuk District.
0.039. This shows that the t-calculated
value is greater than the t-table value Simultaneous Determination Coefficient
(2.092 > 1.981) with a significance value Test Results Model II
below 0.05. The results of this t test can
Table 10. Simultaneous Determination Coefficient Test Results for Model II

Model Summaryb
Model R R Square Adjusted R Square Std. Error of the Estimate Durbin-Watson
1 .883a .780 .773 3.15871 1.623
a. Predictors: (Constant), Teacher Discipline, Rewards, Leadership, Work Environment
b. Dependent Variable: Teacher Performance

The coefficient of determination test results Results of the Intervening/Mediation

in the table above shows an adjusted R square Variable Path Analysis Model
value of 0.773, or 77.3%. This shows that the Based on the results of multiple linear
influence of the principal leadership regression in models I and II, the results of
variables—giving rewards, work the overall structural model can be described
environment, and teacher work discipline— in the path analysis of teacher performance
has an influence of 77.3% on the variables, where teacher discipline is the
performance of elementary school teachers intervening variable, as shown in the picture
in Lunyuk District, while the remaining below.
22.7% is influenced by other variables
outside the research model.
e1 = 0,773 e2 = 0,476
Leadership 0,111
0,117
0,067
Reward -0,064
Discipline 0,938 Teacher
0,739 performance
Work
environment
0,469
Figure 1. Results of the Intervening Variable Path Analysis Model
Figure 1 above shows the results of direct and discipline as the mediating variable, In
indirect testing according to the path analysis testing, the Sobel test is useful for testing the
model. The e1 value is obtained using the direct or indirect effects of mediating
residual formula √1 − 𝑅 2 then the residual variables. Sobel test calculations regarding
value e1 = √1 − 0,401 = 0,773 while the e2 the role of the mediating variable of teacher
value is obtained using the residual formula work discipline on each independent variable
are carried out online via the website
√1 − 𝑅 2 then the residual value is e2 =
http://www.danielsoper.com.
√1 − 0,773 = 0,476.
1. The Influence of Principal Leadership
Sobel Test Results
Variables on Teacher Performance
The influence of the principal's leadership,
Through Discipline as a Mediating
rewards, and work environment on teacher
Variable
performance, with the variable teacher work
𝛽1 = 0,117 Discipline 𝛽4 = 0,938

SE = 0,056 SE = 0,086
Leadership
Teacher
Sobel test statistic: 2.05197794 performance
One-tailed probability: 0.02008590
Two-tailed probability: 0.04017181
Figure 2. Principal Leadership on Teacher Performance Through Discipline as a Mediating Variable

The test results above show that the significance level of 0.05. In this way, the
mediating role of work discipline on the discipline variable can mediate between the
leadership of school principals has a principal's leadership variable and the
significant effect, which can improve the performance of elementary school teachers
performance of elementary school teachers in Lunyuk District.
in Lunyuk District. This can be seen in the
Sobel test results, where the value is 2. The Influence of Reward Variables on
2.05197794 with a two-tailed probability Teacher Performance Through
value of 0.04017181 and a one-tailed Discipline as a Mediating Variable
probability value of 0.02008590 at a
𝛽2 = -0,064 Discipline 𝛽4 = 0,938

SE = 0,073 SE = 0,086
Reward Teacher performance

Sobel test statistic: -0.87389372
Figure 3. Providing Rewards for Teacher Performance Through Discipline as a Mediating Variable
The test results above show that the discipline variable cannot mediate between
mediating role of work discipline on rewards the reward variable and the performance of
does not have a significant effect and cannot elementary school teachers in Lunyuk
improve the performance of elementary District.
school teachers in Lunyuk District. This can
be seen in the Sobel test results, where the 3. The Influence of Work Environment
value is -0.87389372 with a two-tailed Variables on Teacher Performance
probability value of 0.38217613 and a one- Through Discipline as a Mediating
tailed probability value of 0.19108807 at a Variable
significance level of 0.05. Thus, the
Discipline
𝛽3 = 0,739 𝛽4 = 0,938
SE = 0,110 SE = 0,086
Teacher performance
Lingkungan Kerja
Sobel test statistic: 5.72014449
Figure 4. Work Environment on Teacher Performance Through Discipline as a Mediating Variable
The test results above show that the tailed probability value of 0.0000001 at a
mediating role of work discipline in the work significance level of 0.05. Thus, discipline
environment has a significant effect on variables can mediate between work
improving the performance of elementary environment variables and the performance
school teachers in Lunyuk District. This can of elementary school teachers in Lunyuk
be seen in the Sobel test results, where the District.
value is 5,7201449 with a two-tailed
probability value of 0.0000001 and a one-

DISCUSSION a significant effect on the work discipline of

The Influence of Principal Leadership on elementary school teachers. The results of
Elementary School Teacher Discipline in this research are not in accordance with the
Lunyuk District second hypothesis that there is a positive and
Based on the results of the multiple linear significant influence of giving rewards on the
regression analysis that has been carried out, discipline of elementary school teachers in
it can be seen that the t-calculated value of Lunyuk District. Judging from the
the principal leadership variable is 2.075, descriptive statistical analysis, the scores
with a significance value of 0.040. This obtained from the respondents' answers fall
shows that the t-calculated value is greater into the good criteria by as much as 52%;
than the t-table value (2.075 > 1.981), where however, there are several respondents'
the principal's leadership has a positive and scores that also fall into the poor and fair
significant effect on the work discipline of criteria with percentages of 2% and 13%.
elementary school teachers. The results of Providing rewards does not have a significant
this research are in accordance with the first effect on teacher work discipline. This is
hypothesis that there is a positive and because the provision of rewards is not
significant influence of the principal's appropriate for non-PNS teachers in several
leadership on the discipline of elementary elementary schools in Lunyuk District,
school teachers in Lunyuk District. The resulting in a lack of discipline.
principal at Lunyuk District Elementary
School always provides direction and The Influence of the Work Environment
guidance to every teacher involved so that on the Discipline of Elementary School
they are always disciplined in terms of school Teachers in Lunyuk District
learning administration, regarding the Based on the results of the multiple linear
teaching and learning curriculum, student regression analysis that has been carried out,
affairs, as well as facilities and infrastructure. it can be seen that the t-calculated value of
The findings of this research are in line with the work environment variable is 6.738, with
the results of research from Bejo (2015), a significance value of 0.000. This shows that
which states that the leadership of school the t-calculated value is greater than the t-
principals can improve teacher discipline by table value (6.738 > 1.981), which means that
implementing several actions, such as the work environment has a positive and
providing regular, comprehensive, and direct significant effect on the work discipline of
coaching to teachers. Apart from that, the elementary school teachers. The results of
principal can also provide a motivational this research are in accordance with the third
spirit for teachers to carry out their duties and hypothesis that there is a positive and
obligations at school, so that if the principal significant influence of the work
can play his leadership role well in the environment on the discipline of elementary
school, a culture of high discipline will be school teachers in Lunyuk District. Judging
embedded in the existing teachers and staff. from the descriptive statistical analysis, the
scores obtained from respondents' answers
The Influence of Rewards on the show that 60% of the teacher work
Discipline of Elementary School Teachers environment for Lunyuk District Elementary
in Lunyuk District Based on the results of School teachers falls within the very good
the multiple linear regression analysis that criteria. This can be seen from the dominance
has been carried out, it can be seen that the t- of the scores obtained from respondents'
calculated value of the reward variable is - answers in the interval 38–45. On average,
0.874, with a significance value of 0.384. the working environment for elementary
This shows that the t-calculated value is school teachers in Lunyuk District is good,
smaller than the t-table value (-0.874 < such as tables and chairs that meet standards,
1.981), where giving rewards does not have so that with these facilities and infrastructure

it is possible to support education, plus there fifth hypothesis that there is a positive and
is the availability of teaching aids for significant influence of giving rewards on
teachers and rooms with open air circulation teacher performance through discipline as a
that are conducive, so that a comfortable mediating variable. Several elementary
working environment will have an impact on schools in Lunyuk District still have teachers
teacher discipline. whose discipline is lacking, for example,
arriving late to school and having incomplete
The Influence of Principal Leadership on school administration. This is because the
Teacher Performance Through Discipline wages promised to teachers who work
as a Mediating Variable overtime at school are not given on time,
Based on the results of the Sobel test, it which has an impact on teacher performance
shows that the mediating role of work in the future. Not only that, this reward
discipline on the leadership of school problem is also evidenced by the lack of
principals has a significant effect, which can appreciation from the school, both morally
improve the performance of elementary and materially, for teachers, so that their
school teachers in Lunyuk District. This can performance is less than optimal.
be seen in the Sobel test results, where the
value is 2.05197794 with a two-tailed The Influence of the Work Environment
probability value of 0.04017181 and a one- on Teacher Performance Through
tailed probability value of 0.02008590 at a Discipline as a Mediating Variable
significance level of 0.05. The results of this Based on the results of the Sobel test, it
research are in accordance with the fourth shows that the mediating role of work
hypothesis that there is a positive and discipline in the work environment has a
significant influence of the principal's significant effect, which can improve the
leadership on teacher performance through performance of elementary school teachers
discipline as a mediating variable. These in Lunyuk District. This can be seen in the
results show that better leadership from Sobel test results, where the value is
school principals will have an impact on 5.7201449 with a two-tailed probability
increasing teacher work discipline and will value of 0.0000001 and a one-tailed
also improve the performance of elementary probability value of 0.0000001 at a
school teachers in Lunyuk District. significance level of 0.05. Thus, discipline
variables can mediate between work
The Effect of Rewards on Teacher environment variables and the performance
Performance Through Discipline as a of elementary school teachers in Lunyuk
Mediating Variable District. The results of this research are in
Based on the results of the Sobel test, it accordance with the sixth hypothesis that
shows that the mediating role of work there is a positive and significant influence of
discipline on rewards does not have a the work environment on teacher
significant effect and cannot improve the performance through discipline as a
performance of elementary school teachers mediating variable. On average, the working
in Lunyuk District. This can be seen in the environment for elementary school teachers
Sobel test results, where the value is - in Lunyuk District is good, with sufficient
0.87389372 with a two-tailed probability facilities and infrastructure as well as
value of 0.38217613 and a one-tailed conducive conditions that make it
probability value of 0.19108807 at a comfortable for teachers to work, and teacher
significance level of 0.05. Thus, the performance also increases.
discipline variable cannot mediate between
the reward variable and the performance of The Influence of Discipline on Teacher
elementary school teachers. The results of Performance
this research are not in accordance with the

Based on the results of the analysis that has 4. The results of the Sobel test show that the
been carried out, it can be seen that the t- mediating role of work discipline on the
calculated value of the discipline variable is leadership of school principals has a
10.855, with a significance value of 0.000. significant effect, which can improve the
This shows that the t-calculated value is performance of elementary school
greater than the t-table value (10.855 > teachers in Lunyuk District. This can be
1.981), which means teacher work discipline seen in the Sobel test results, where the
has a positive and significant effect on the value is 2.05197794 with a two-tailed
performance of elementary school teachers. probability value of 0.04017181 and a
The results of this research are in accordance one-tailed probability value of
with the seventh hypothesis that there is a 0.02008590 at a significance level of
positive and significant influence of work 0.05.
discipline on the performance of elementary 5. The results of the Sobel test show that the
school teachers in Lunyuk District. From the mediating role of work discipline on
descriptive analysis, teacher work discipline rewards does not have a significant effect
for elementary school teachers in Lunyuk and cannot improve the performance of
District is 48% and is in the good category. elementary school teachers in Lunyuk
This means that high work discipline will District. This can be seen in the Sobel test
also tend to improve teacher performance results, where the value is -0.87389372
when teaching at school. with a two-tailed probability value of
0.38217613 and a one-tailed probability
CONCLUSION value of 0.19108807 at a significance
1. The influence of the principal's level of 0.05.
leadership variable on teacher discipline 6. The results of the Sobel test show that the
obtained a t-count result of 2.075 with a mediating role of work discipline in the
significance value of 0.040. This shows work environment has a significant
that the t-calculated value is greater than effect, which can improve the
the t-table value (2.075 > 1.981), where performance of elementary school
the principal's leadership has a positive teachers in Lunyuk District. This can be
and significant effect on the work seen in the Sobel test results, where the
discipline of elementary school teachers. value is 5.7201449 with a two-tailed
2. The influence of the reward variable on probability value of 0.0000001 and a
teacher discipline obtained a t-calculated one-tailed probability value of 0.0000001
value of -0.874 with a significance value at a significance level of 0.05.
of 0.384. This shows that the t-calculated 7. From the results of the analysis that has
value is smaller than the t-table value (- been carried out, it can be seen that the t-
0.874 < 1.981), where giving rewards calculated value of the discipline variable
does not have a significant effect on the is 10.855, with a significance value of
work discipline of elementary school 0.000. This shows that the t-calculated
teachers. value is greater than the t-table value
3. The influence of work environment (10.855 > 1.981), which means teacher
variables on teacher discipline obtained a work discipline has a positive and
t-count value of 6.738 with a significance significant effect on the performance of
value of 0.000. This shows that the t- elementary school teachers.
calculated value is greater than the t-table
value (6.738 > 1.981), which means that Declaration by Authors
the work environment has a positive and Acknowledgement: None
significant effect on the work discipline Source of Funding: None
of elementary school teachers. Conflict of Interest: The authors declare no
conflict of interest.

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International Journal of Research and Review

Vol. 10; Issue: 11; November 2023

The Influence of Principal Leadership, Rewards,

Corresponding Author: Resy Ardiansyah

ABSTRACT elementary school teachers. The influence of

International Journal of Research and Review (ijrrjournal.com) 400

International Journal of Research and Review (ijrrjournal.com) 401

miscommunication between teachers, LITERATURE REVIEW

International Journal of Research and Review (ijrrjournal.com) 402

Reward MATERIALS & METHODS

International Journal of Research and Review (ijrrjournal.com) 403

RESULT Normality Test Results

Table 2. Normality Test Results for Dependent Variable Teacher Performance

International Journal of Research and Review (ijrrjournal.com) 404

Tabel 4. Hasil Uji Multikolinieritas Variabel Dependen Kinerja Guru

Tabel 5. Hasil Uji Heteroskedastisitas Variabel Dependen Kedisiplinan Guru

Tabel 6. Hasil Uji Heteroskedastisitas Variabel Dependen Kinerja Guru

International Journal of Research and Review (ijrrjournal.com) 405

From the results of the Glejser test in tables

International Journal of Research and Review (ijrrjournal.com) 406

effect on the work discipline of 3. From the equation I produced in Table

Table 8. Simultaneous Determination Coefficient Test Results for Model I

The coefficient of determination test results elementary school teachers in Lunyuk

Table 9. Model II Regression Test Results

International Journal of Research and Review (ijrrjournal.com) 407

Table 10. Simultaneous Determination Coefficient Test Results for Model II

International Journal of Research and Review (ijrrjournal.com) 408

The coefficient of determination test results Results of the Intervening/Mediation

𝛽1 = 0,117 Discipline 𝛽4 = 0,938

International Journal of Research and Review (ijrrjournal.com) 409

𝛽2 = -0,064 Discipline 𝛽4 = 0,938

Reward Teacher performance

International Journal of Research and Review (ijrrjournal.com) 410

DISCUSSION a significant effect on the work discipline of

International Journal of Research and Review (ijrrjournal.com) 411

International Journal of Research and Review (ijrrjournal.com) 412

International Journal of Research and Review (ijrrjournal.com) 413

International Journal of Research and Review (ijrrjournal.com) 414

Pegawai Terhadap Kinerja Pegawai. Journal Business Administration, 2(2), 242–257.

International Journal of Research and Review (ijrrjournal.com) 415

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