THE EFFECT OF TEACHERS' EMOTIONAL INTELLIGENCE AND WORK CULTURE ON THE PERFORMANCE OF VOCATIONAL SCHOOL TEACHERS IN NORTH BOLAANG MONGONDOW REGENCY

Abstract

This study aims to determine the effect of emotional intelligence and work culture on the performance of SMK teachers in North Bolaang Mongondow Regency. Sources of data in this study are primary data and secondary data through the distribution of questionnaires to 34 respondents from vocational education units in North Bolaang Mongondow Regency. By statistical test using SPSS. The results of this study indicate that the effect of emotional intelligence (X1) partially on teacher performance (Y) is 0.053, this is acceptable because emotional intelligence (X1) is not the only parameter that determines teacher performance in vocational education units throughout Bolaang Regency. North Mongondow. Statistically it shows that emotional intelligence does not have an important effect on improving teacher performance, this is with low emotional control from teachers can have a negative impact on teachers when carrying out classroom learning to improve their performance as teachers and as leaders in educational units. The influence of work culture (X2) partially on teacher performance (Y) which is 0.907 or 97.3%, this is acceptable because the work culture (X2) is very significant in providing reinforcement in the success of teacher performance in the classroom and outside the classroom which determines teacher performance at the education unit level, especially in the SMK environment. in North Bolaang Mongondow Regency. Statistically it shows that work culture has a very good and very significant effect on improving teacher performance, this is a work character that needs to be maintained to improve the quality of education units, especially SMKs in North Bolaang Mongondow Regency in increasing teacher motivation, discipline, maintaining a creative culture to improve their performance. Taken together, research on the influence of emotional intelligence and work culture simultaneously on teacher performance is 0.973 or 97.3%. While about 7% is influenced by other factors that are not included in the research model. This is understandable because teacher performance is not only determined by emotional intelligence and work culture factors, because other factors are also very likely to influence teacher performance, for example teacher education qualifications, principal leadership and support for learning facilities so that it can be concluded that the influence of emotional intelligence and work culture as a whole on teacher performance of 97.3% can be accepted