The Effect of Communication Climate on Teacher Performance in Islamic Senior High School
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Abstract
The purpose of this study is to ascertain how the the school’s communication atmosphere affects teacher performance. This study employs quantitative and descriptive methodologies and approaches. The population as a whole is sampled in this study using a saturated sample method. This is frequently done in studies that aim to make generalizations with extremely tiny flaws or when the population is quite small—less than 30 participants. The instructors of the school make up the study's population. To support the findings of the study data, questionnaire techniques and document examinations were conducted. According to the study's findings, the communication climate at one Islamic School in West Java has an impact on teachers' performance. The results of the statistical testing of the t-test using data processing from SPSS Version 23 show that the Tcount value is 3.985 and the Ttable is 2.080, with a significance level of 0.001. According to the test requirements, H0 is disregarded and Ha is acceptable if Tcount > Ttable and the significance (0.05). As a result, teacher performance is significantly influenced by the communication climate. After calculating the coefficient of determination, it is known that other factors that were not included accounted for 56.9% of the variance, with the communication atmosphere having a 43.1% impact on teacher performance. According to the findings of these calculations, the communication climate at school has a considerabl impact on teacher performance.
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