Authors:
Winda Nurbaya, Lili Nurlaili, Saslina Kamaruddin, Arburim Iseni, Masoud Rahimi Domakani, Denis Çelçima

Addresses:
Department of Educational Management, Universitas Pamulang, Pamulang, Banten, Indonesia. Faculty of Management and Economics, Sultan Idris Education University, Tanjong Malim, Perak, Malaysia. Department of English Language and Literature, State University of Tetova, Tetova, Polog, North Macedonia. Department of English, Shahrekord University, Shahrekord, Chaharmahal and Bakhtiari, Iran. Department of Psychology, University for Business and Technology, Pristina, Kosovo.

Abstract:

This study examines how management competency, transformational leadership, and work motivation affect the performance of Ciseeng District Early Childhood Education (PAUD) teachers. PAUD teachers' empirical data were collected through a quantitative survey. Management competency, transformational leadership, job motivation, and instructional performance were assessed using structured questionnaires. Multiple linear regression was used to assess the influence of independent factors on teacher performance. Results suggest that management competency significantly improves teacher performance. Teachers who are better at planning, organizing, decision-making, communicating, and managing their classrooms can do their jobs better. Transformational leadership inspires, encourages, and supports teachers in improving their effectiveness and dedication, thereby enhancing teacher performance. Additionally, work motivation significantly improves teacher performance. This means motivated teachers are more enthusiastic, productive, responsible, and involved in their teaching. Management competency, transformational leadership, and work motivation also affect teacher performance, according to the same analysis. Management skills, supporting transformational leadership, and teacher motivation are crucial to improving early childhood education, according to the research. The study suggests that school leaders, education managers, and policymakers use targeted strategies, professional development programs, and supportive working environments to improve teacher performance and young children's educational outcomes.

Keywords: Managerial Competence; Transformational Leadership; Work Motivation; Teacher Performance; Instructional Performance; Classroom Management; Professional Development; Teacher Motivation; Educational Outcomes.

Received on: 11/07/2025, Revised on: 18/10/2025, Accepted on: 03/12/2025, Published on: 16/07/2026

DOI: 10.69888/FTSSSL.2026.000728

FMDB Transactions on Sustainable Social Sciences Letters , 2026 Vol. 4 No. 3, Pages: 144-156

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