The Effect of Training on Organizational Commitment Impacts Primary School Teacher Performance in Central Lombok Regency

Abstract

Finding out how elementary school teachers in Central Lombok Regency fare after receiving training and committing to their organization is the main goal of this study. Using a mixed-methods approach, this study surveyed 361 educators about their experiences in the classroom. The findings were based on an adjustment to Morgan's hypothesis made using the Warwick and Lininger formula. Questionnaires are used as a data collecting tool, while Structural Equation Modeling using Partial Least Squares is used for analysis. The research found that: (1) Training has a direct positive and significant effect on organizational commitment (T-Statistics: 32.016, P-Values: 0.000); (2) Training has a direct positive and significant effect on teacher performance (T-Statistics: 5.756, P-Values: 0.000); (3) Organizational commitment has a direct positive and significant effect on teacher performance (T-Statistics: 18.685, P-Values: 0.000); (4) Training has a positive and significant indirect effect on teacher performance (T-Statistics: 7.556, P-Values: 0.000). This study found that teacher effectiveness is directly impacted by training and organizational commitment. The impact of professional development on educators' efficiency and effectiveness may be moderated by organizational commitment. Suggestions for enhancing organizational commitment and training in order to improve teacher performance.