The Contribution of Competence, Motivation, and Creativity Towards Teacher’s Performance Through Work Satisfaction 
Sri Langgeng Ratnasari1, Gandhi Sutjahjo2, Adam3
1Sri Langgeng Ratnasari, Riau Kepulauan University, Batam Indonesia.
2Gandhi Sutjahjo, Batam University, Batam Indonesia.
3Adam, Riau Kepulauan University, Batam Indonesia.
Manuscript received on 01 September 2019 | Revised Manuscript received on 10 September 2019 | Manuscript Published on 23 September 2019 | PP: 145-149 | Volume-8 Issue-5C, May 2019 | Retrieval Number: E10210585C19/19©BEIESP | DOI: 10.35940/ijeat.E1021.0585C19
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: This research aimed at finding the contribution of competence, motivation, and creativity toward teacher’s performance through work satisfaction on teachers at model schools in Batam. 117 teachers from three model schools were set as the targeted respondents. A questioner was given to the teachers to gain data on teacher’s competence, motivation, creativity, work satisfaction, and performance. The questioners were analyzed using SPSS for Windows version 22.0, for its reliability and validity, and System Equation Modeling (SEM) version 22.0 for normality, regression co-efficient, and determination. The data result showed that: (1)there are three variables which significantly have positive influence; competence toward work satisfaction, motivation toward work satisfaction, and motivation toward teacher’s performance;(2)one variable significantly have negative influence, that is creativity toward work satisfaction; (3) one variable has not-significant negative influence: creativity toward teacher performance;(4) two variables have not significant positive influence: competence toward teacher’s performance and creativity toward teacher’s performance. The contribution of competence, motivation and creativity toward work satisfaction is 76.1%, and the contribution of competence, motivation, and creativity toward teacher’s performance is 29.1%. In the three model schools in Batam, competence and motivation have positive contribution toward work satisfaction; motivation has positive contribution toward teacher’s performance; creativity does not contribute toward work satisfaction; competence and creativity contribute to teacher’s performance although is not significant.
Keywords: Teacher’s Performance, Work Satisfaction, Creativity, Competence.
Scope of the Article: Performance Evaluation of Networks