Effects of Workload and Work Facilities on Kindergarten Teachers’ Performance in Makassar City
DOI:
https://doi.org/10.59944/postaxial.v4i3.1500Keywords:
Workload, Work Facilities , Kindergarten Teacher Performance, Early Childhood EducationAbstract
This study aims to examine the influence of workload and work facilities on the performance of kindergarten (TK) teachers in Makassar City, Indonesia. The study was motivated by the increasing administrative, pedagogical, and social demands placed on kindergarten teachers, as well as the unequal availability of work facilities across early childhood education institutions. In addition, this study seeks to extend the application of the Job Demands–Resources (JD-R) Theory within the context of early childhood education teachers in Indonesia. This study employed a quantitative research approach using a survey method. The study population consisted of kindergarten teachers in Makassar City, with a sample of 326 respondents selected through proportionate random sampling. Data were collected using a questionnaire that had met the required validity and reliability standards and were analyzed using multiple linear regression with the assistance of SPSS software. The results revealed that workload had a positive and significant effect on teacher performance (β = 0.078, p = 0.009), while work facilities also had a positive and significant effect on teacher performance (β = 0.630, p < 0.001). Simultaneously, workload and work facilities significantly influenced teacher performance (F = 84.855, p < 0.001). The resulting regression equation was Y = 21.519 + 0.078X₁ + 0.630X₂, with an R² value of 0.344, indicating that workload and work facilities jointly explained 34.4% of the variance in teacher performance, while the remaining 65.6% was attributable to other factors beyond the scope of this study.
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