THE EFFECT OF TRAINING ON TEACHER PERFORMANCE WITH SELF-EFFICACY AS A MEDIATION VARIABLE

Abstract

Early Childhood Education (PAUD) is an important foundation in developing quality human resources. Although the participation rate of early childhood in Indonesia continues to increase, the main challenge lies in the quality of learning, especially teacher competency. Most PAUDs are privately managed, making improving the quality of private teachers crucial. This study aims to analyze the effect of training on teacher performance with self-efficacy as a mediating variable, focusing on private PAUD teachers in IGTKI, Singosari District. The research approach uses a quantitative method with an explanatory research type . The sample consisted of 77 teachers selected through a simple random sampling technique. Data were collected through a Likert-based questionnaire and analyzed using Partial Least Squares (PLS-SEM). The results showed that training had a positive and significant effect on teacher performance. In addition, training had a significant effect on self-efficacy , and self-efficacy was proven to have a positive effect on performance. Another important finding is that self-efficacy acts as a partial mediator in the relationship between training and teacher performance. Thus, effective training not only functions to improve technical skills but also builds teachers' self-confidence in managing learning. This research contributes to the development of educational management theory and provides practical recommendations for PAUD organizers in designing training programs that are relevant, contextual, and oriented towards improving the quality of early childhood learning.