KEY PERFORMANCE INDICATORS TUGAS, GANJARAN DAN PRESTASI KERJA GURU SEKOLAH KERAJAAN

Abstract

This study aims to examine the relationship between teacher key performance indicators (KPIs) and job performance, as well as look at the role of reward among teachers in the education sector. Based on a combination of Job demand-resource theory (JD-R) and equity theory, research hypotheses were developed to understand the relationship between the variables understudied. Workload is a teacher's KPIs seen as a job demand that has a negative impact on performance, but rewards are expected to influence the relationship between the demands and teacher job performance. The questionnaire was distributed online to Malaysian government school teachers who were randomly selected using a stratified random sampling method. Based on feedback from 378 government school teachers in Malaysia, the study found that KPIs are positively related to job performance. While rewards, based on equity theory, also indicate a positive and significant impact on the relationship between KPIs and job performance. This indicates that KPIs are fundamentally important and necessary to improve teacher work performance and rewards influence varying levels of achievement among teachers. This study contributes to the knowledge and practice. First, in terms of knowledge development, it can contribute to the impact of KPIs on teacher work performance and the use of JD-R theory and equity theory in education. Secondly, in terms of practice, it can be an input into policy setting at the Ministry of Education (MOE) level.