Main Article Content
Abstract
Purpose – This study aims to analyze the role of technical competence and organizational commitment in enhancing teacher performance through the mediating role of self efficacy within the context of sustainable Sharia educational management..
Method – This study employs a quantitative approach using a saturated sampling technique involving 105 teachers at Madrasah Aliyah Madani Alauddin, Gowa Regency, Indonesia. Data were collected through structured questionnaires and analyzed using Structural Equation Modeling Partial Least Squares (SEM PLS). The analysis evaluates both direct and indirect relationships among the variables.
Findings – The findings indicate that technical competence and organizational commitment significantly influence teacher performance both directly and indirectly through self efficacy. Technical competence significantly strengthens teachers’ confidence in performing instructional tasks, while organizational commitment fosters psychological attachment and responsibility toward institutional goals. Self efficacy plays a mediating role by strengthening the impact of both competence and organizational commitment on teacher performance..
Implication – These findings highlight the importance of integrating professional competence development, organizational commitment, and psychological empowerment in building sustainable Sharia educational management. Strengthening these dimensions contributes to improving teacher professionalism and sustaining the performance of Islamic educational institutions.
Keywords
Article Details
Copyright (c) 2026 Samrawati Tacong, Saban Echdar, St. Hatidja
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
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References
Ahmad, K., & Fontaine, R. (2019). Islamic leadership at the international Islamic university Malaysia. Journal of Management Development, 38(4), 291–305. https://doi.org/10.1108/JMD-08-2018-0229
Ali, A. J., & Al Owaihan, A. (2018). Islamic work ethic: A critical review. Cross Cultural Management: An International Journal, 25(1), 5–19. https://doi.org/10.1108/CCM-02-2016-0024
Darling Hammond, L., Flook, L., Cook Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
Fullan, M. (2016). The new meaning of educational change (5th ed.). Teachers College Press.
Guerriero, S. (2017). Pedagogical knowledge and the changing nature of the teaching profession. OECD Publishing.
Hallinger, P., & Chen, J. (2015). Review of research on educational leadership and management in Asia: A comparative analysis of research topics and methods. Educational Management Administration & Leadership, 43(1), 5–27. https://doi.org/10.1177/1741143214535744
Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22. https://doi.org/10.1080/13632434.2019.1596077
Lent, R. W., & Brown, S. D. (2019). Social cognitive career theory at 25: Empirical status of the interest, choice, and performance models. Journal of Vocational Behavior, 115, 103316. https://doi.org/10.1016/j.jvb.2019.06.004
Luthans, F., Avolio, B. J., Avey, J. B., & Norman, S. M. (2017). Positive psychological capital: Measurement and relationship with performance and satisfaction. Personnel Psychology, 60(3), 541–572. https://doi.org/10.1111/j.1744-6570.2007.00083.x
Meyer, J. P., Stanley, D. J., & Parfyonova, N. M. (2017). Employee commitment in context: The nature and implication of commitment profiles. Journal of Vocational Behavior, 102, 1–16. https://doi.org/10.1016/j.jvb.2017.07.002
Nazir, O., & Islam, J. U. (2017). Enhancing organizational commitment and employee performance through employee engagement. South Asian Journal of Business Studies, 6(1), 98–114. https://doi.org/10.1108/SAJBS-04-2016-0036
Schleicher, A. (2018). World class: How to build a 21st century school system. OECD Publishing.
Sterling, S. (2016). A commentary on education and sustainable development goals. Journal of Education for Sustainable Development, 10(2), 208–213. https://doi.org/10.1177/0973408216661446
Tschannen Moran, M., & Barr, M. (2019). Fostering student learning: The relationship of collective teacher efficacy and student achievement. Leadership and Policy in Schools, 3(3), 189–209. https://doi.org/10.1080/15700760490503706
Zee, M., & Koomen, H. M. Y. (2016). Teacher self efficacy and its effects on classroom processes, student academic adjustment, and teacher well being. Review of Educational Research, 86(4), 981–1015. https://doi.org/10.3102/0034654315626801.