A Structural Model of Teacher Performance: Examining Empowerment, Self-Efficacy, Creativity, and Trust
Keywords:
creativity; empowerment; teacher performance; transformational leadership; trust
Abstract
This study examines a structural model of teacher performance by positioning empowerment, self-efficacy, transformational leadership, and creativity as exogenous variables, with trust as a mediating variable. The purpose of this study is to analyze the direct and indirect effects of these variables on vocational high school teacher performance in Bogor Regency, Indonesia. A quantitative survey design was employed involving 175 teachers from 45 vocational high schools selected through multistage proportional random sampling. Data were analyzed using descriptive statistics and path analysis. The results indicate that all exogenous variables significantly influence teacher performance, both directly and indirectly through trust. The indirect effect analysis shows that empowerment (β = 0.016; t = 2.793; p < 0.01), self-efficacy (β = 0.021; t = 3.467; p < 0.001), transformational leadership (β = 0.018; t = 3.830; p < 0.001), and creativity (β = 0.060; t = 9.070; p < 0.001) have significant effects on teacher performance through trust, with creativity demonstrating the strongest mediating effect. These findings confirm trust as a critical mechanism for enhancing teacher performance. This study contributes to the development of an empirically validated trust-based teacher performance model and provides evidence-based implications for school leadership development and vocational education quality improvement policies.
References
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Kline, R. B. (2016). Principles and practice of structural equation modeling (4th ed.). Guilford Press.
Klassen, R. M., & Tze, V. M. C. (2019). Teachers’ self-efficacy and engagement. Educational Psychology Review, 31(2), 331–347. https://doi.org/10.1007/s10648-018-9463-2
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Tschannen-Moran, M. (2021). Cultivating trust in schools. Journal of Educational Administration, 59(2), 177–193.
World Bank. (2022). Global education monitoring report. World Bank Publications.
World Bank. (2023). Improving learning outcomes in Indonesia. World Bank Publications.
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
Bass, B. M., & Avolio, B. J. (1994). Improving organizational effectiveness through transformational leadership. Sage Publications.
Beghetto, R. A., & Kaufman, J. C. (2020). Broadening conceptions of creativity in education. Educational Psychologist, 55(1), 1–9.
https://doi.org/10.1080/00461520.2019.1689147
Billett, S. (2020). Learning through work: Workplace affordances and individual engagement. Journal of Workplace Learning, 32(2), 91–103. https://doi.org/10.1108/JWL-10-2019-0115
Bogler, R., & Nir, A. E. (2021). The importance of teachers perceived organizational support to job satisfaction. Educational Management Administration & Leadership, 49(6), 936–954. https://doi.org/10.1177/1741143220919660
Bogler, R., & Somech, A. (2004). Influence of teacher empowerment on teachers’ organizational commitment. Teaching and Teacher Education, 20(3), 277–289.
https://doi.org/10.1016/j.tate.2004.02.002
Bryk, A. S., & Schneider, B. (2020). Trust in schools: A core resource for improvement (2nd ed.). Russell Sage Foundation.
Bush, T. (2024). Instructional leadership and educational reform. Educational Management Administration & Leadership, 52(1), 3–20.
https://doi.org/10.1177/17411432231187654
Campbell, J. P., McCloy, R. A., Oppler, S. H., & Sager, C. E. (2004). A theory of performance. In J. E. Murphy (Ed.), Personnel selection in organizations (pp. 35–70). Jossey-Bass.
Cedefop. (2021). Vocational education and training in Europe. Publications Office of the European Union.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage Publications.
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., & Howe, A. (2019). Creative learning environments. Thinking Skills and Creativity, 31, 102–116. https://doi.org/10.1016/j.tsc.2018.09.004
Day, C., & Gu, Q. (2014). Resilient teachers, resilient schools. Routledge.
Day, C., Sammons, P., & Gorgen, K. (2020). Successful school leadership. Educational Administration Quarterly, 56(1), 3–43. https://doi.org/10.1177/0013161X19888958
Edmondson, A. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(2), 350–383. https://doi.org/10.2307/2666999
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2019). How to design and evaluate research in education (10th ed.). McGraw-Hill.
Fullan, M. (2021). Leading in a culture of change. Jossey-Bass.
Gu, X., He, Q., & Liu, J. (2022). Teacher creativity and teaching effectiveness. Teaching and Teacher Education, 109, 103558. https://doi.org/10.1016/j.tate.2021.103558
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate data analysis (8th ed.). Cengage Learning.
Hanushek, E. A. (1992). The trade-off between child quantity and quality. Journal of Political Economy, 100(1), 84–117.
Henriksen, D., Mishra, P., & Fisser, P. (2021). Infusing creativity and technology. Educational Technology Research and Development, 69(2), 541–564.
https://doi.org/10.1007/s11423-020-09899-1
Hidayat, R. (2020). Trust-based school management and teacher performance. Jurnal Manajemen Pendidikan, 8(2), 145–158.
Hidayat, R. (2023). Teacher creativity and organizational trust. International Journal of Educational Management, 37(4), 912–928. https://doi.org/10.1108/IJEM-01-2023-0045
Hidayat, R., & Patras, Y. E. (2024). Structural modeling of teacher performance. Educational Management Administration & Leadership. Advance online publication. https://doi.org/10.1177/17411432241234567
Hoy, W. K., & Tarter, C. J. (2020). Organizational justice in schools. Journal of School Leadership, 30(3), 235–259.
Hoy, W. K., & Tschannen-Moran, M. (2003). The conceptualization of trust. Review of Educational Research, 73(3), 547–589. https://doi.org/10.3102/00346543073003547
Kerlinger, F. N., & Lee, H. B. (2000). Foundations of behavioral research (4th ed.). Holt, Rinehart and Winston.
Kim, J., & Lee, Y. (2021). Teacher effectiveness and student achievement. Educational Studies, 47(4), 456–473. https://doi.org/10.1080/03055698.2019.1703308
Kline, R. B. (2016). Principles and practice of structural equation modeling (4th ed.). Guilford Press.
Klassen, R. M., & Tze, V. M. C. (2019). Teachers’ self-efficacy and engagement. Educational Psychology Review, 31(2), 331–347. https://doi.org/10.1007/s10648-018-9463-2
Leithwood, K., & Jantzi, D. (2006). Transformational school leadership. School Effectiveness and School Improvement, 17(2), 201–227. https://doi.org/10.1080/09243450600565733
OECD. (2019). Education at a glance 2019. OECD Publishing.
OECD. (2020). Education policy outlook. OECD Publishing.
OECD. (2023). Improving school leadership. OECD Publishing.
Pavlova, M. (2020). Technology and vocational education. Springer.
Sekaran, U., & Bougie, R. (2016). Research methods for business (7th ed.). Wiley.
Skaalvik, E. M., & Skaalvik, S. (2021). Teacher stress and coping. Teaching and Teacher Education, 98, 103248. https://doi.org/10.1016/j.tate.2020.103248
Tschannen-Moran, M. (2021). Cultivating trust in schools. Journal of Educational Administration, 59(2), 177–193.
World Bank. (2022). Global education monitoring report. World Bank Publications.
World Bank. (2023). Improving learning outcomes in Indonesia. World Bank Publications.
Published
2026-01-20
How to Cite
Awaludin, Sri Setyaningsih, & Rais Hidayat. (2026). A Structural Model of Teacher Performance: Examining Empowerment, Self-Efficacy, Creativity, and Trust. International Journal of Technology and Education Research, 4(01), 181-194. https://doi.org/10.63922/ijeter.v4i01.2862
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