| Summary: | The teacher’s performance has a strategic and decisive position in achieving educational goals. Preliminary surveys and existing data indicate that teacher’s performance has not been optimal as expected. Therefore, teacher’s performance is very interesting to be studied.This study aims to find ways and strategies to improve teacher’s performance by identifying the strength of the relationship between decision-making variables and teacher’s performance, the strength of the relationship between learning organizations and teacher’s performance, the strength of the relationship between self-efficacy and teacher’s performance, both individually and collectively. This type of research is a quantitative research with correlational analysis and SITOREM analysis. The population in this study were all ASN teachers who served at State Islamic Junior High School in East Jakarta, amounting to 510 people. The research sample was taken using the Proportional Random Sampling technique with a size using the Slovin formula of 225 teachers. Data analysis carried out in the study includes Descriptive Statistical Analysis which is used to provide an overview of the position of the data on each research variable, Inferential Statistical Analysis to test the proposed hypothesis whether it is accepted or rejected, and SITOREM Analysis to find out which indicators of each variable need to be corrected immediately. and which indicators need to be maintained or developed.The results of descriptive statistical analysis show that the description of the position of the data for each research variable is high where the teacher’s performance variable has an empirical median score greater than the theoretical median score (133 > 105), the decision making variable has an empirical median score greater than the theoretical median score (129 > 93), the Learning Organization variable has an empirical median score greater than the theoretical median score (128 > 90), and the self-efficacy variable has an empirical median score greater than the theoretical median score (126 > 90).The results of inferential statistical analysis show that (1) There is a very significant positive relationship between the decision-making variables with teacher’s performance indicated by the correlation coefficient ry1 = 0.412 and the coefficient of determination Ry1 = 0.1697, (2) There is a very significant positive relationship between organizational variables. learners with teacher’s performance is indicated by the correlation coefficient ry2 = 0.397 and the coefficient of determination Ry2 0.1575, (3) There is a very significant positive relationship between the self-efficacy variable and teacher’s performance indicated by the correlation coefficient ry3 = 0.441 with the coefficient of determination Ry3 = 0.1946, (4) There is a very significant positive relationship between the decision-making variables of principals and learning organizations with teacher’s performance indicated by the correlation coefficient ry1.2 = 0.386 with a coefficient of determination Ry1.2 = 0.1492, (5) There is a very positive relationship. significant between the principal’s decision-making variables d Self-efficacy with teacher’s performance is indicated by the correlation coefficient ry1.3 = 0.563 with a coefficient of determination Ry1.3 = 0.3173, (6) There is a very significant positive relationship between learning organizational variables and self-efficacy with teacher’s performance indicated by the correlation coefficient ry2 .3 = 0.409 with a coefficient of determination Ry 2.3 = 0.1669, (7) There is a very significant positive relationship between the decision-making variables of principals, learning organizations, and self-efficacy with teacher’s performance indicated by the multiple correlation coefficient ry 1.2.3 = 0.863 with coefficient of determination Ry1.2.3 = 0.745. This means that teacher’s performance can be improved through strengthening decision-making, learning organization, and self-efficacy both individually and together. The results of the SITOREM analysis show that indicators of teacher’s performance, decision making, learning organization, and self-efficacy that have been well maintained or developed, while those that are not good need to be corrected immediately. The indicators that need to be improved immediately are: 1) Optimistic in doing tasks, 2) Developing abilities and achievements, 3) Identifying and defining problems, 4) Trusting each other and being able to solve problems together, 5) Able to work together. formulating organizational values to solve organizational problems, 6) Learning planning, 7) Application of teaching methods and strategies, 8) Material presentation, 9) Use of learning media, 10) Class management, and 11) Guidance to students. The indicators that are maintained or developed are as follows: 1) Feeling confident that they can perform and completing tasks, 2) Believe and know their advantages, 3) Make life experience a way to achieve success, 4) The efforts made can improve work performance. 5) Have a positive goal in doing things, 6) Can handle all situations effectively, 7) Try new challenges, 8) Identify and analyze alternative actions 9) Choice of desired action. 10) Implement desired actions, 11) Evaluate results and follow up, 12) Develop individual potentials to achieve a shared vision, 13) Facilitate the learning of new skills, norms, and values to organizational members 14) Encourage employees to develop and find ways new to the task, 15) Building a shared vision, 16) becoming proficient at work, 17) Growing responsibility for achieving organizational goals, 18) Group members needing one another to act according to a common plan, 19) Encouraging promoting the use of various types of groups in the organization 20) Learning Assessment, and 21) Follow-up assessment.
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