Authors:
Yulianah Anah, Lili Nurlaili, R. Dede Siswandi, D. Celin Pappa, Masoud Rahimi Domakani

Addresses:
Department of Education Management, University Pamulang, Pamulang, Banten, Indonesia. Department of Science and Humanities, Dhaanish Ahmed College of Engineering, Chennai, Tamil Nadu, India. Department of English, Shahrekord University, Shahrekord, Chaharmahal and Bakhtiari Province, Iran.

Abstract:

The purpose of this study is to investigate the various factors that influence the performance of Early Childhood Education (ECE) teachers in Cluster 3 of Gunungsindur District. These factors include job motivation, servant leadership, and organisational culture. Because instructors are directly involved in designing, implementing, and assessing learning activities, teachers' performance is a key factor in determining the quality of early childhood education. The efficiency of these strategies may, however, be affected by a variety of internal and external circumstances. A quantitative, survey-based strategy is utilised in this research. To determine both the partial and simultaneous effects of the independent variables on teacher performance, data were collected through questionnaires administered to early childhood education teachers. These questionnaires were then analysed using multiple regression. It is anticipated that the data will demonstrate that work motivation plays a key role in improving teacher performance and that the servant leadership of school principals helps cultivate supportive connections and professional commitment. Moreover, a constructive organisational culture helps strengthen collaborative efforts, discipline, and shared ideals in educational institutions. 

Keywords: Teacher Performance; Work Motivation; Servant Leadership; Organisational Culture; Early Childhood Education; Learning Activities; Strategic Leadership; Human Development.

Received on: 20/11/2024, Revised on: 14/01/2025, Accepted on: 07/04/2025, Published on: 11/12/2025

DOI: 10.69888/FTSTL.2025.000566

FMDB Transactions on Sustainable Techno Learning, 2025 Vol. 3 No. 4, Pages: 164-174

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