PENGARUH MOTIVASI KERJA, KOMPENSASI, DAN PENGALAMAN DIKLAT TERHADAP KINERJA GURU EKONOMI/AKUNTANSI DI SMA NEGERI SE-KABUPATEN TEGAL

Tujuan penelitian ini adalah untuk membuktikan adakah pengaruh antara motivasi kerja, kompensasi, dan pengalaman diklat terhadap kinerja guru ekonomi/akuntansi di SMA Negeri se-Kabupaten Tegal baik secara simultan maupun parsial. Populasi berjumlah 30 guru ekonomi/akuntansi di SMA Negeri se-Kabupaten Tegal. Sampel yang diambil adalah semua guru ekonomi/akuntansi di SMA Negeri se-Kabupaten Tegal yang berjumlah 30 orang sehingga penelitian ini merupakan penelitian populasi. Metode pengumpulan data menggunakan angket, sedangkan metode analisis data meliputi analisis deskriptif dan analisis regresi berganda. Hasil penelitian ini menunjukkan bahwa motivasi kerja, kompensasi, dan pengalaman diklat berpengaruh secara simultan terhadap kinerja guru ekonomi/akuntansi di SMA Negeri se-Kabupaten Tegal sebesar 86,1%. Sedangkan secara parsial, variabel motivasi kerja berpengaruh sebesar 79,21%, variabel kompensasi berpengaruh sebesar 77,61%, dan variabel pengalaman diklat berpengaruh sebesar 73,44%. The purpose of this study was to prove wether any influence of work motivation, compensation, and training experience on economics/accounting teacher performance at Senior High School in Tegal either simultaneously or partially. The population was consist of 30 economics/accounting teachers at Senior High School in Tegal. The samples were all of economics/accounting teachers at Senior High School in Tegal which amounts to 30 people, so this study was a population research. The methods of data collection using questionnaires, and the method of data analysis were descriptive analysis and multiple regression analysis. The results of this study was showed that work motivation, compensaton, and training experience had simultaneously influence on economics/accounting teachers performance in the amount of 86,1%. And partially, the partial influence of work motivation was 79,21%, the partial influence of compensation was 77,61%, and the partial influence of training experiences was 73,44%