PENINGKATAN KREATIVITAS GURU MELALUI IKLIM SEKOLAH, SUPERVISI KEPALA SEKOLAH DAN MOTIVASI KERJA

Abstrak

Penelitian ini bertujuan untuk menganalisis peningkatan kreativitas guru melalui iklim sekolah, supervisi kepala sekolah, dan motivasi kerja pada guru tetap yayasan PAUD Swasta. Penelitian ini menggunakan analisis kuantitatif deskriptif yang dilakukan pada 134 guru tetap yayasan di Kecamatan Sukaraja Kabupaten Bogor, sampel yang digunakan sebanyak 101 guru yang dipilih menggunakan metode simple random sampling. Data dianalisis menggunakan analisis jalur (Path Analysis) dan Uji sobel. Dalam penelitian ini menghasilkan simpulan bahwa iklim sekolah dengan (βy1=0,691); supervisi kepala sekolah dengan (βy2= 0,492, dan motivasi kerja dengan (βy3= 0,520) terbukti memiliki pengaruh langsung signifikan terhadap kreativitas guru.  Iklim sekolah (βx1x3=0,341) dan supervisi kepala sekolah (βx2x3= 0,427) memiliki pengaruh langsung signifikan terhadap motivasi kerja. Motivasi kerja tidak berfungsi efektif sebagai mediator iklim sekolah terhadap kreativitas guru. Motivasi kerja tidak berfungsi efektif sebagai mediator supervisi kepala sekolah terhadap kreativitas guru. Temuan penelitian ini menegaskan pentingnya pendekatan terintegrasi antara iklim sekolah yang kondusif, supervisi kepala sekolah yang dan motivasi kerja untuk meningkatkan kreativitas guru di kalangan guru PAUD.

This study aims to analyze the increase in teacher creativity through school climate, principal supervision, and work motivation in permanent teachers of private PAUD foundations. This study used a descriptive quantitative analysis conducted on 134 permanent teachers of the foundation in Sukaraja District, Bogor Regency, the sample used was 101 teachers who were selected using a simple random sampling method. The data was analyzed using Path Analysis and Sobel Test. In this study, it was concluded that the school climate with (βy1=0.691); The supervision of the principal with (βY2= 0.492), and work motivation with (βY3= 0.520) were proven to have a significant direct influence on teachers' creativity.  School climate (βx1x3=0.341) and principal supervision (βx2x3= 0.427) had a significant direct influence on work motivation. Work motivation does not function effectively as a mediator of the school climate against teachers' creativity. Work motivation does not function effectively as a mediator of the principal's supervision of teachers' creativity. The findings of this study emphasize the importance of an integrated approach between a conducive school climate, principal supervision and work motivation to increase teacher creativity among early childhood education teachers.