Teachers’ Performance during Covid 19 Pandemic Based on Psychological Capital

Abstract

How teacher’s performance (citizenship behavior) during the covid19 pandemic might be a contemporary issue to be studied by involving teachers’ perception toward school leadership and teachers’  psychological capital (PsyCap) mediated by motivation and integrity. A causal survey was used by selecting 215 senior high school biological teachers, in Jakarta. There were 4 dimensions (idealized influence, inspirational motivation, intellectual stimulation, individual consideration) used to measure school leadership, 4 dimensions (hope, resilience, optimism, efficacy) for PsyCap, and 3 dimensions (initiative, direction, persistence) for measure motivation, 3 dimensions also to measure integrity (honesty, consistent, trustworthiness), and 2 dimensions which each has 3 sub-dimensions (organizational and interpersonal) for measure citizenship behavior which reflect performance. Data analyzed by Structural Equation Modelling (SEM). Research results showed that in terms of measurement, all instruments have high construct validity. And, structurally, leadership and teacher’s PsyCap affected directly and significantly on teacher’s performance (CB), compared to teacher’s PsyCap which affected directly and significantly on teacher’s motivation and integrity as well, but leadership was not significantly affected motivation as leadership affected on teacher’s integrity. Besides, motivation was not a good mediated factor as integrity did, between leadership and PsyCap and teacher’s CB. Therefore, in strengthening teacher’s performance (CB) during the covid19 pandemic, teacher’s PsyCap and how teachers perceived positively school leadership should be considered by focusing on teacher’s integrity in managing school quality. The strength of the structural model would be mostly determined as well by teachers’ PsyCap dimensions such as hope, optimism, resilience, and self-efficacy and more adaptive during the pandemic.