The Influence of Participatory Leadership and Teacher Competence on Performance with Organizational Commitment

: This study examines the mediating role of organizational commitment on the effect of participatory leadership and competency on teacher performance. This research consists of two independent variables, participatory leadership and competence, one mediating variable, organizational commitment, and one dependent variable, teacher performance. The research method used is quantitative. Explanative research approach with a survey approach. Tests were carried out at Tulungagung MAN with a total sample of 100. Data analysis in this study used Partial Least Square (PLS) analysis using Smart PLS. The results of the survey show that participatory leadership has a significant effect on teacher performance. Thus the higher the participatory leadership, the higher the teacher's performance. Teacher competence has a significant impact on teacher performance. Thus the higher the teacher's competency, the higher the teacher's performance. Teacher competence has a substantial effect on organizational commitment. Hence the more elevated the teacher's competency, the higher the organizational commitment. Organizational commitment has a significant impact on teacher performance. Thus, the higher the organizational commitment, the higher the teacher's performance. There is no indirect effect of participatory leadership on performance through organizational commitment. There is an indirect effect of teacher competence on performance through organizational commitment. These results can be a reference for anyone involved in the world of work, especially teachers, to strengthen commitment so that performance can run well continuously.


I. INTRODUCTION
Education is an essential part of the national development process, which also determines the direction of growth and progress of a country. The development of the education sector on a national scale will be able to realize the life of an intelligent nation and compete in the era of globalization. The Law on the National Education System Number 20 of 2003 states that national education is based on Pancasila and the 1945 Constitution of the Republic of Indonesia, rooted in religious values and Indonesian national culture, and responsive to the demands of changing times.
Education is an effort to produce people with good character because, in life, it is not enough to have a bright and intelligent brain. Good character and values are absolute things that humans have (Haryanti, 2014). Education always experiences changes, developments, and improvements by developments in all areas of life (Ronaldo & Suryanto, 2022). Changes and improvements in education include the various components involved, including education implementers, curriculum tools, educational facilities and infrastructure, and the quality of education management, especially changes in learning methods, types and strategies and more innovative leadership. Efforts to improve and change are carried out by teachers aiming to bring the quality of Indonesian education in a better direction (Raymond, Sharp, & Piper, 2020).
The teacher is one of the components of the education system, and he is very decisive in the implementation of the educational process (Cojocariu, 2017). The existence of teacher is the leading actor as a facilitator of organizing the student learning process. The responsibility of the teacher is to provide guidance or assistance to students in their physical and spiritual development so that they reach maturity, can carry out their duties as creatures of Allah, Khalifah on the surface of the earth, as social beings and as individuals who can stand alone (Chrisvianty, Arafat, & Mulyadi, 2020). Teachers have a duty as educators, instructors and coaches. Educating means continuing and developing the values of life. While teaching means continuing and developing science, knowledge and technology. Training means developing skills in students (Vasset et al., 2023). A teacher is a position or profession that requires particular skills as a teacher (Kumar & Wiseman, 2021).
Teacher performance is influenced by teacher competence. Teacher competence is the ability of a teacher to carry out his teaching profession professionally and responsibly  (Choirozziyaadatas & Anwar, 2022). Therefore, a teacher must have the knowledge and skills embodied in the four competencies that the teacher must possess. Research conducted by (Mukhtar & Luqman, 2020) shows that educators must further improve their competence in responding to implementing the 2013 curriculum. Competencies that teachers must possess include pedagogical competence, personal competence, social competence, and also professional competence so that they can achieve success.
Islam, through the Qur'an, provides a concept for its people to work diligently in order to gain achievements and obtain balance in life in this world and the hereafter as stated in surah Al-Qashash, 77 as follows: "And seek what Allah has bestowed on you (happiness) in the hereafter, and do not forget your share of worldly happiness and do good (to others) as Allah has done well to you." (QS. Al Qashash [28]: 77).
And it is also in the letter Al-Jumu'ah verse 10: "So when the prayer has been carried out, then scatter on the face of the earth, seek Allah's grace and remember Allah a lot so that you will be lucky." (QS. Al Jumu'ah [62]: 10).
These two verses instruct humans to always be diligent and active in doing good and avoiding evil. Humans are asked constantly to pray to be kept away from things that are not desirable. That does not mean that humans only ask and surrender. However, by asking to be kept away from lazy attitudes, you must work diligently to make ends meet. Thus, world prosperity and happiness in the hereafter are achieved (Ikhwan, Farid, Rohmad, & Syam, 2020).
From the opinions and understanding of the two verses above, working diligently is ordered by all humans to achieve the goals that have been determined. So, performance is a universal concept for all humans. Because Islam is a religion that humans practise, actual performance is human behaviour in carrying out its role in life to meet predetermined standards of behaviour to produce the desired actions and fruits by these predetermined standards.
(Rasmita, 2019) explains that teacher competence includes pedagogical, personal, social, and professional competence. The Permendiknas details teacher core competencies and teacher competencies in subjects. (Purba & Ali, 2018) argued that teacher competence includes abilities in terms of (1) Understanding and being able to apply educational foundations, both philosophical, psychological and so on; (2) Understanding and applying learning theory according to the level of development of students' behaviour; (3) Able to handle subjects or fields of study assigned to them; (4) Understand and be able to apply appropriate teaching methods; (5) Able to use various learning tools and media as well as other learning facilities; (6) Able to organize and implement teaching programs; (7) Able to carry out learning evaluations and; (8) Able to foster student motivation.
In addition to these teacher competencies, teachers must also pay attention to the principal's involvement as the leader needed. The principle in providing shared freedom for teachers must be open, especially to subordinates, not make decisions independently and delegate to subordinates (Soim, Haryanti, Mufron, & Erfiana, 2022). This attitude shows that a wise leader stimulates teachers' creativity to develop innovation. Participatory leadership or the principal's participation in appreciating new ideas, new ways, and teacher practice in the learning process in the classroom.
Teacher performance is also influenced by organizational commitment. Organizational commitment is the degree to which individuals identify themselves in an organization based on their goals and desire to maintain their membership (Robbins & Judge, 2013). Organizational commitment involves three attitudes, namely: (1) selfidentification of organizational goals, (2) the desire to be involved in organizational tasks, and (3) a sense of loyalty to the organization (Gibson, Folley, & Park, 2009). Organizational commitment reflects a psychological state that binds individuals to organizations or educational institutions. The psychological state can be described as the employee's relationship with the leadership and is related to the decision to continue or stop membership in an educational institution which also depends on the leader.
Leadership is a social interaction where there is a process of influencing between leaders and subordinates or members in a social community or organization (Guzmán, Muschard, Gerolamo, Kohl, & Rozenfeld, 2020). The issue of leadership is one element that is often discussed today. A leader is a driving force, an individual who has the authority to lead, and leadership is an art and ability that needs to be possessed by a leader to influence members to take action within the same container, namely the organization.
Over time, the leadership styles in this world have developed quite a lot. There is a coercive leadership style that places the leader as the only person in control in making decisions in the organization. A leadership style with a humanitarian approach provides an opportunity for the organization to have good interpersonal relationships among its members (Melton, Mallory, & Chance, 2013). A leadership style also focuses on creating a conducive organizational culture, where members feel empowered and encouraged to try and learn new things to grow together as the organization develops (Obama, Eunice, & Orodho, 2015). All of these are choices that can only be controlled by the role that exists in a leader.
Participatory leadership is the same as applying delegation, making a decision together, consultative and autocratic. This participatory leadership model is usually interpreted by a leader who, in the process, involves subordinates and actively participates from various parties, from teachers, students and other community members. Because in its application, participatory leadership has a high morale value, which will affect work achievement (Nurman, Yuliejantiningsih, & Roshayanti, 2018). The importance of a leader will have a significant impact by adhering to several views of how good a leader's attitude is. In school education institutions, leadership is led by the principal, where the principal will be held accountable for the achievement of goals and vision and mission (Ikhwan, 2019).
In participatory leadership, a leader is not only able to realize community participation but is also required to have the ability to coordinate all efforts and policies in the field of development so that the potential of related parties can be utilized so that it is hoped that it can assist the process of implementing development (Suyono, Fahyuni, & Haryanto, 2022). Coordination is also needed in the implementation of development as an organized movement. Rosyid research states that participatory leadership affects teacher performance (Dwarakanath, Szoko, & Miller, 2021). The results of this study are by (Nurman et al., 2018). Participatory leadership is one of the leadership styles used by those who are trusted; that is, with trust and credibility, it motivates the people who involve them in the decision-making process.

II. METHOD
The research approach used in this research is quantitative research. It uses explanative research with a survey approach. Explanative research examines causality between variables that explain a particular phenomenon (Fitri & Haryanti, 2020). This researcher uses this type of explanatory research to test the proposed hypothesis, so this research can explain the relationship and influence between the independent and dependent variables in the hypothesis.
Population refers to the entire group of people, events, or things of interest that the researcher wants to investigate (Sekaran & Bougie, 2013

Data Quality test results (Outer Model)
There are three criteria for using data analysis techniques with SmartPLS to assess the outer model: Convergent Validity, Discriminant Validity, Composite Reliability and Average Variance Extracted (AVE).

Convergent Validity
The convergent validity of the measurement model with reflexive indicators is assessed based on the correlation between the item score/component score estimated by the PLS Software. The individual reflexive measure is considered high if it correlates more than 0.70 with the measured construct. In this study, a loading factor 103 Al-Hayat: Journal of Islamic Education (AJIE) Based on the results of processing using SmartPLS can be seen in Table 4.1. The value of the outer model or the correlation between the construct and the variables already meets convergent validity. The estimation results for the outer loading test calculation using PLS. From the output, it can be seen that all items are valid. This is because the Factor loading values are all more than 0.6.

Discriminant Validity Analysis
After confirming that all indicators of latent variables are constructs of latent variables, the next step is to test discriminant validity. Discriminant validity must also be done so that the scale used does not have two constructs that measure the same thing. To find out, the correlation between constructs must be < 0.90. If between constructs reaches 0.90 or more, there will be multicollinearity between constructs. The results of discriminant validity testing were obtained as follows: The table above shows no multicollinearity between variables because each construct measures different things. This is evident from the correlation value between constructs, which is less than 0.90.

Evaluating Reliability and Average Variance Extracted (AVE)
The validity and reliability criteria can also be seen from the reliability value of a construct and the Average Variance Extracted (AVE) value of each construct. The construct is highly reliable if the value is 0.70 and the AVE is above 0.50. Table 3 will present the Composite Reliability and AVE values for all variables as follows: Based on Table 4, all constructs meet the criteria of reliability. This is indicated by the composite reliability value above 0.70 and AVE above 0.50 according to the existing criteria.

Model Feasibility Test Results (Inner Model)
Testing of the inner model or structural model is tested to see the relationship between constructs, significance value and Rsquare of the research model. The structural model was evaluated using the R-square for the dependent construct t-test and the significance of the structural path parameter coefficients. Assessing the model with PLS begins by looking at the R-square for each latent dependent variable. Table 5 is the result of R-square estimation using SmartPLS.  Table 5 shows the R-square value for the teacher performance variable obtained at 0.656. This means that the variability of teacher performance constructs can be explained by the variability of the construct of participatory leadership and competence of 65.6%. At the same time, other variables outside the model were studied to explain the rest. The greater the R-square number indicates, the more significant the independent variable can explain the dependent variable, so the structural equation is better. As for the organizational commitment variable, it was obtained at 0.708. This means that the variability of the organisational commitment construct can be explained by the variability of the construct of participatory leadership and competence of 70.8%. In contrast, the rest is explained by other variables outside the model studied. The greater the R-square number indicates, the more significant the independent variable can explain the dependent variable so that the structural equation is better.

Hypothesis Test
The significance of the estimated parameters provides beneficial information about the relationship between the research variables. The basis used in testing the hypothesis is the value contained in the output result for inner weight. Table 5 provides the estimated output for testing the structural model. In SmartPLS, statistical testing of each hypothesized relationship is conducted using a simulation. In this case, the bootstrap method was carried out on the sample. Testing with Bootstrap is also intended to minimize the problem of abnormal research data. The results of testing with bootstrapping from the SmartPLS analysis are as follows:

Figure 1. Bootstrapping results
The significance level in hypothesis testing is measured using the path coefficient value parameter (Abdillah & Hartono, 2015). This test looks at the estimated path coefficient and t-statistic value with significance at α=5%. If the t-statistic value is higher than the t-table value, equal to 1.984 for the one-tailed hypothesis, then the hypothesis is accepted. The following is the path coefficient value in testing the central hypothesis of this study: The test on participatory leadership resulted in a t-statistic value of 3.240 with a P value of 0.001 < 0.05 (sig level). The test results prove that the hypothesis proposed in this study can be accepted, namely, participative leadership influences teacher performance.

Hypothesis 2 test: Competence influences teacher performance
The competence test resulted in a t-statistic value of 2,901 with a P value of 0.004 < 0.05 (sig level). With these results, the test results prove that the hypothesis proposed in this study can be accepted. Namely, competence affects teacher performance.

Hypothesis 3 test: Participative leadership influences organizational commitment
The test on participatory leadership resulted in a t-statistic value of 4,512 with a P value of 0,000 < 0.05 (sig level). The test results prove that the hypothesis put forward in this study can be accepted, namely that participatory leadership influences teacher performance.

Hypothesis 4 test: Competence influences organizational commitment
The competence test resulted in a t-statistic value of 6,340 with a P value of 0,000 < 0.05 (sig level). The test results prove that the hypothesis proposed in this study can be accepted: competence affects organizational commitment. The innovation test resulted in a t-statistic value of 2.167 with a P value of 0.031 < 0.05 (sig level). The test results prove that the hypothesis proposed in this study can be accepted. Namely, organizational commitment affects teacher performance.

Mediation Test Results
Influence analysis was carried out to analyze the strength of influence between variables, both direct, indirect and total influence. The direct effect is the coefficients of all the coefficient lines with one-pointed arrows.

Discussion
Participatory leadership has a significant effect on teacher performance. This means that the higher the participatory leadership, the higher the teacher's performance. The results of this study by (Nurman et al., 2018). Participatory leadership is one of the leadership styles used by those who are trusted. That is, trust and credibility motivate people who involve themselves in decision-making. The principal, as a leader, has a strategic role in improving teacher competence. With the principal's leadership ability to influence teachers to continue to improve their competence, participatory leadership must also be influenced by gender. Male principals in the proportion of time they spend working alone in a particular domain. Planning/goal setting was the only area where female principals significantly differed from male principals in the proportion of time they spent working alone. Female school principals spend a lower proportion of time working alone in planning/setting goals when compared to male school principals (Astutik, Roesminingsih, & Sumbawati, 2021).
The results are by (Rosyid, 2021) research show that participatory leadership affects teacher performance. The results of this study by (Nurman et al., 2018). Participatory leadership is one of the leadership styles used by those who are trusted; that is, with trust and credibility, it motivates people who involve themselves in decision-making.
Competence has a significant effect on teacher performance. This means that the higher the competency, the higher the teacher's performance. The results of this study by (Karlen, Hirt, Jud, Rosenthal, & Eberli, 2023) show that teacher competence is a set of knowledge and skills that must be owned, internalized, and mastered by a teacher in carrying out their duties in learning, including pedagogic competence, personal competence, social competence, and professional competence.
Teacher commitment has a significant effect on teacher performance. This means that the higher the organizational commitment, the higher the teacher's performance. The results of this study are by (Labetubun & Dewi, 2022). Organizational commitment can also be interpreted as an individual expression of self-identification, loyalty, and organisational involvement. Employees who are committed to the organization will work dedicatedly because employees think that the critical thing to achieve is the achievement of tasks within the organization. Competence is a fundamental characteristic of an individual, namely the causes related to the reference criteria for effective performance. Some experts have also formulated the notion of competency, such as (Lauda, Brahmasari, & Kusmaningtyas, 2019); (Verma, 2020), explaining that talking about HR competency is inseparable from existing job requirements. Competence can consist of employees' knowledge, skills, attitudes and behaviour.
There is no indirect effect of participatory leadership on performance through organizational commitment. There is an indirect effect of competency on performance through organizational commitment. The results of this study are by (Junaidi & Mildawati, 2022). Organizational commitment can also be interpreted as an individual expression of self-identification, loyalty, and organisational involvement. Employees who are committed to the organization will work dedicatedly because employees think that the critical thing to achieve is the achievement of organisational tasks (Labetubun & Dewi, 2022). Organizational commitment involves three attitudes, namely: (1) selfidentification of organizational goals, (2) the desire to be involved in organizational tasks, and (3) a sense of loyalty to the organization (Haryanti, Junaris, & Winarto, 2022). The principal's participatory leadership is how the principal plans for the future by communicating, establishing harmonious relationships with teachers, delegating authority, making decisions, and improving the professional competence of teachers for the better. The principal's leadership style is an essential aspect of subordinates' maturity. Participatory leadership is a leader involving subordinates to play a role in the decision-making process jointly. The leader gives the delegation of authority to make decisions, either through the approval or without the leader's approval. Leaders must trust teachers to take on their duties with full responsibility.

IV. CONCLUSION
Based on the results of research and discussion in this study, participatory leadership significantly affects teacher performance. Thus the higher the participatory leadership, the higher the teacher's performance. Competence has a significant effect on teacher performance. Thus the higher the competency, the higher the teacher's performance.
Competence has a significant effect on organizational commitment. Thus the higher the competence, the higher the organizational commitment. Organizational commitment has a significant effect on teacher performance. Thus, the higher the organizational commitment, the higher the teacher's performance. There is no indirect effect of participatory leadership on performance through organizational commitment. There is an indirect effect of competency on performance through organizational commitment.
Suggestions that can be given to madrasas are expected to be able to manage teacher performance and always maintain participatory leadership and the competence of each teacher, where this application can increase teacher organizational commitment.