Analysis of Teacher Performance Based on Training, Development, Commitment and SelfEfficacy as Intervening Variables in Leading State Senior High Schools, Palembang, South Sumatra, Indonesia

This study aims to examine the effects of training, development, and commitment on teacher performance, with self-efficacy serving as an intervening variable. A census sampling technique was employed, involving 243 teachers from leading public high schools in Palembang, South Sumatra, Indonesia. Data were analyzed using Structural Equation Modeling (SEM)-PLS. The findings indicate that training exerts a positive and significant influence on both teacher self-efficacy and performance. Conversely, development and commitment were found to have a negative impact on self-efficacy and no significant effect on teacher performance. Furthermore, self-efficacy demonstrated a positive and significant direct effect on performance. Regarding indirect effects, self-efficacy acts as a partial mediator for the relationship between training and performance, but it does not mediate the effects of development and commitment. These results suggest that while training is a robust predictor of performance, the negative role of commitment and development in this specific context requires further institutional evaluation.