THE INFLUENCE OF LEADERSHIP STYLE ORGANIZATIONAL CULTURE AND REWARDS FOR MOTIVATION WORK AND TEACHER PERFORMANCE IN FORMAL EDUCATION UNITS

The contribution of this study can provide new knowledge at the theory or scientific level of human resource management and add new references and management implications that can be positively applied to non-profit organizations. Based on the results of previous studies and empirical theories related to human resource management, this study was conducted using methods of data collection of questionnaires by distributing questionnaires on the Internet, the selection of respondents was based on the purposive sampling method of teachers of primary education units of DKI Jakarta 1 up to 155 teachers. The administrative effect of this research on organizations is that it is possible to stimulate the role of managers to be able to increase the motivational work of teachers to offer positive changes to the motivational work to achieve the goals of the organization.


INTRODUCTION
The According to Law No. 20 years 2003 article 1 paragraph 23 which states that to achieve the objectives of an adequate National Education System, one of the most important components is adequate resources. The intended resources are teachers as the frontline in the development and service of education. Teachers who have good performance will affect the results of work that have an impact on the quality and quantity of educational organizations 1 . Previous research also explained that teacher performance is the main foundation of educational institutions to improve the quality of education in Indonesia 2 . The success of an educational institution is influenced by the effectiveness of the teacher's work 3 . The teachers are a determining factor and success in an organization, so teachers are always required to have high performance 4 . Many factors affect teacher performance including leadership style factors 5 . An organization can achieve success depending on the leadership style 6 . Leadership style is an important factor in achieving organizational goals and success 7 . Leaders play an important role in improving employee performance and achieving organizational goals 8 . Leadership has a very strong influence on employee performance to complete their work 9 . In an organization, performance depends on many factors, one of which is leadership and organizational culture.
Improving employee performance today requires encouragement or motivation from a leader and his environment. Employee motivation work is a supporting factor for 1 Happy Fitria, 'The Influence of Organizational Culture and Trust through the Teacher Performance in the Private Secondary School in Palembang', International Journal of Scientific and Technology Research, 7.7 (2018), 82-86. 2 Septi Andriani, Nila Kesumawati, and Muhammad Kristiawan, 'The Influence of the Transformational Leadership and Work Motivation on Teachers Performance', International Journal of Scientific and Technology Research, 7.7 (2018), 19-29. 3 Marko Teräs and others, 'Post-Covid-19 Education and Education Technology "Solutionism": A Seller's Market ', Postdigital Science and Education, 2.3 (2020), 863-78 <https://doi.org/10.1007/s42438-020-00164-x>. 4  creating employee performance to get optimal work results. To complete a job, the motivation factor is a driving factor from within a person to achieve goals 10 . 11 that motivation work is an encouraging factor to produce work or work results in each employee.
Previous research which examines the leadership style of organizational culture and motivation work on employee performance has not specifically examined awards that directly or indirectly have an impact on motivation work and teacher performance. Based on the importance of supporting factors that affect motivation and performance, this study aims to analyze the influence between leadership style, organizational culture, and rewards on motivation work and teacher performance in the environment of formal primary education units in the DKI East Jakarta 1 area. This research is expected to contribute to the theoretical understanding of each variable studied and provide managerial implications to organizations in the education sector

MATERIAL AND METHODS
Motivation work can be a trigger in improving employee performance which has an impact on strategy and business operations 12 . Motivation work has a positive influence on employee performance to be able to complete work on time. The relationship between employee motivation work is able to produce a positive influence on employee performance. Employees who have motivation work will have a positive effect on employee performance to achieve organizational goals. Based on previous research, the hypotheses in this study are: 10   In this study, data collection was carried out using a survey method by distributing questionnaires online to 155 elementary educators in East Jakarta. This data measurement uses a Likert scale which has alternative answers, namely 1-6 (Strongly Agree = 6, Agree = 5, Moderately Agree = 4, Neutral = 3, Disagree = 2, Strongly Disagree = 1). Overall, the measurements taken in this study have five variables, namely the leadership style variable as many as 5 questions. Organizational culture variables as many as 4 questions. The reward variable many as 6 questions. The motivation work variables are 5 questions and the teacher performance variables are 15 questions. The total number of questions are 36 questions. To test the feasibility of the instrument, a pre-test was conducted on 30 respondents.

Pre-test results
The pre-test results were processed by factor analysis to test validity and reliability with SPSS 24. Kaiser-Meyer-Olkin (KMO) and Measure of Sampling Adequacy (MSA) measurement values were used to test the validity of the questionnaire of the questionnaire. The KMO and MSA values are more than 0.5, which means that the factor analysis and sampling adequacy are appropriate. Reliability test was conducted with Cronbach's Alpha measurement. The greater the value the value of Cronbach's Alpha approaches 1, the better. Based on the results of validity and reliability testing, it was found that the leadership style and organizational culture variables were all declared valid. Meanwhile, out of 6 questions, only 5 questions were declared valid. Motivation work out of 5 only 3 are declared valid. Teacher performance out of 15 questions only 9 were declared valid. Thus, the total number of valid and reliable.

Data Analysis Method
This research is a quantitative study to test and prove hypotheses and to determine the influence of several variables. This research began by distributing questionnaires via Google Form to primary level educators in the DKI East Jakarta 1 area, data collection was carried out from October to December 2022. The data collected was then analyzed using the Structural Equation Model (SEM) method with SMART-PLS software to analyze multivariate data with several research variables simultaneously.

Population and Sample
The population of this study was all educators in the East Jakarta 1 area. For the sample population, this study chose primary level teacher educators in the East Jakarta 1 area to find out the effect of organizational culture leadership style and appreciation on motivation work and teacher performance. The number of samples used for research is at least 5 times the number of questions 13 . So the minimum sample size in this study was 130 respondents. The sampling technique was carried out by purposive sampling method method, which is selected based on criteria that in accordance with the research objectives.

Respondent Analysis
This study obtained a total of 155 respondents who were teacher educators in East Jakarta 1. Profile data from distributing questionnaires had an age range of 18-25 years by 12.27% 26-35 years by 69% 36-45 years by 17.43% 46-55 years by 1.30%. With male gender of 53.5% and female gender of 46.5%. The last education of undergraduate degree is 71.6%, undergraduate degree is 25.2%, undergraduate degree is 3.2%. Civil servant employment status was 20.6%, PPPK 21.9%, KKI 18.1%, Honorer 39.4%. With a length of work of less than 5 years 47.1%, more than 5-10 years 40%, more than 10-15 years 10.3% and more than 15 years by 2.6%. Respondent profile data can be seen in appendix 4. According to 14 states that the measurement of construct validity in research will be declared valid and acceptable when all variables have an average variance extracted (AVE) value of more than 0.50. Meanwhile, the calculation of the composite reliability (CR) value must be above 0.70 to qualify for an acceptable value 15 .This study found that all variables have an AVE calculation value above 0.50 and CR above 0.

Construct Validity and Reliability Test
Before testing the hypothesis, the measurement model is fist tested to determine the validity and construct reliability of each variable. The tests carried out include the analysis of the outer model and the analysis of the inner model. Outer model analysis is carried out to ensure that the measurement used is feasible to be used as a valid and reliable measurement. The outer model analysis is carried out by looking at several indicators, including convergent validity, discriminant validity, composite reliability, Average Variance Extracted (AVE) and Cronbach's alpha. The measurement of convergent validity is done by looking at the loading factor value for each item in the latent variable. The loading factor value is said to be eligible if it is > 0.7. Measurement of validity and reliability is also done by looking at the Average Variance Extracted (AVE) indicator which has a requirement of > 0.5. The next indicator to be analyzed is discriminant validity, discriminant validity observed by the value of the square root of AVE factor which is intended to determine whether the construct has an adequate discriminant, . if the discriminant value on the intended construct is greater than the value of the other constructs. Based on the test results, it is found that all statement items are valid and meet the requirements. The results of the construct validity test of all

Figure 2. SEM-PLS Output Display
After getting the results of a valid and reliable outer model, then testing the inner model to see the relationship between the constructs obtained from the R-square value. The next aspect that needs to be analyzed is the signifiance value of the R-square value. To see the relationship between the constructs of the research model. The R-square value on the Teacher Performance variable (Y2) is 0.773, meaning that the independent variables of Leadership Style (X1), Organizational Culture (X2), Rewards (X3), and Motivation work (Y1) are able to explain the dependent variable Teacher Performance (Y2) by 77.73% and the remaining 22.27% is influenced by other variables outside the model. The magnitude of the influence of Y1 which is influenced by X1, X2, and X3 is 59.10%, and the remaining 40.9% is influenced by other variables outside the study. Other tests that will be carried out on the inner model can also be done by looking at the Q2 value (predictive relevance), based on the research conducted, The results of the calculation of predictive relevance Q-square obtained a value of 0.298 (Y1) and 0.408 (Y2), which means that the research model can explain 40.8% and 29.8%.. The last test conducted done to see the reliability of the inner model is.

Research Hypotesis Test
The hypothesis test in this study is indicated by the statistical significance value (Tstatistic) above the T-table value with (α 0.05; t-table 1.96) and ρ-Values <0.05. The values of significance results can be seen in Table 4. Based on Table 4  This study explores and examines the relationship between leadership style, organizational culture, rewards on work motivation and teacher performance. In the results of the first hypothesis, the relationship between leadership style has an influence on work motivation is not proven. This is shown from the test results of the T-value of 0.263, which is less than 1.96, which means that the current leadership style in schools has no effect on the work motivation of educators. The path coefficient value indicates that the application of the leadership style applied in schools today cannot increase the work motivation of educators. High work motivation of educators does not always arise from the influence of the leadership style carried out by the leader (principal). The low perception of educators on the variable item of my leader is a fair leader in the school, the variable item gives confidence that the leader always provides welfare to his employees, has a leader who always provides a sense of concern for his employees, is thought to be one of the factors of leadership style has no effect on work motivation.
Another thing that is a factor in leadership style has no effect on work motivation is employment status where in the results of research respondents, honorary employment status gets the highest number of respondents, namely 39.40%, which means that respondents with honorary employee status have a risk of causing a low level of work motivation compared to respondents with civil servant employment status or PPPK and KKI contracts. This is in line with research which reveals that employment status with work motivation is related to a sense of security about their position at school 16 . Educators who have permanent employment status such as civil servants, PPPK and KKI will have a sense of security in their position, and have more encouragement to exert all their abilities at work so that they have high work motivation. So that the results of this test do not prove that leadership style has an effect on work motivation.
In the results of the second relationship research, this study shows that there is a positive influence of organizational culture on work motivation. Therefore, the high work motivation of educators is thought to be influenced by conducive and safe workplace items which are one of the factors driving educators' work motivation to be high. In line with a study which reveals that organizational culture will increase employee motivation by providing a sense of security, a sense of comfort, giving confidence in values and giving them positive thinking about their workplace will encourage them to have high work motivation 17 . Another thing that encourages organizational culture to affect the work motivation of educators is the age range of the respondent profile with the largest age range, namely 26-35 years by 69% where that age still has high enthusiasm and has the urge to get the job done quickly. In testing this hypothesis, it is supported by previous research, namely which reveals that organizational culture has a significant positive effect on employee performance 18 . Organizational culture and work motivation are one of the conditions for creating team performance in achieving organizational goals.
In the third research result that shows awards have a positive influence on work motivation. This means that rewards can affect employee work motivation as evidenced by the items of allowances and promotions that are thought to affect rewards can increase employee work motivation. In line with previous research which reveals that awards must be adjusted in the best way to increase employee motivation to achieve organizational goals 19 . In essence, the award is a form of reward given by the organization in the form of extrinsic such as salary, allowances and bonuses as well as intrinsic to be able to provide enthusiasm and encouragement to increase work motivation in order to achieve maximum performance 20 . With the appreciation of employee performance in schools, it will be able to produce good performance for each educator. So it can be concluded that the exploration of the third hypothesis proves that the fulfillment of awards for educators will produce employee work motivation in achieving the goals of an organization.
The results of this fourth relationship research show that leadership style has a positive effect on teacher performance. Factors that influence the principal's leadership style, namely the high perception of educators towards leaders on variable items, my leader is reliable and responsible is one of the factors, as well as other factors such as the length of service of respondents, namely 5-10 years at 40%, so respondents believe and feel comfortable with the leadership style applied by a leader at school who is able to positively influence the performance of educators. Previous research proves that the leadership style factor is very important and necessary for a leader to realize the performance of his employees 21 . In line with 22 that leaders must have the soul to direct, move, and encourage to get the performance of their employees in achieving organizational goals. It can be concluded that the results of this fourth relationship prove that leadership style has a significant effect on teacher performance.
The results of this fifth relationship research prove that organizational culture has a significant effect on teacher performance. The role of organizational culture is very important where the performance of educators is the result of organizational culture items that provide a sense of security and are conducive to work and an organizational culture that always carries out the vision and mission can result in the performance of educators in schools being high and having a positive effect. This is in line with 23 who stated that a good organizational culture will have a good influence on the performance of its employees. Organizational culture has a positive influence on one's performance as shown by employee behavior at work which will have a positive impact on organizational goals 24 . It can be concluded that the results of this fifth relationship prove that organizational culture has a significant positive effect on teacher performance.
In this sixth test result proves that the award has a positive influence on teacher performance in schools. Improving teacher performance is an important part of determining the quality of schools and the quality of education, the factor that affects teacher performance is the award item where the awarding of allowances, promotions and recognition of performance is a factor in the high performance of educators in schools. This is in accordance with 25 which reveals that awards greatly affect employee performance. With a good award, it is hoped that employees will be able to improve performance and have more desire to be able to complete their work faster. Giving awards will have a positive effect on improving employee performance in carrying out their work 26 . Based on the above, it can be concluded that this sixth relationship has a positive effect on teacher performance.
The results of this seventh relationship prove that work motivation has a positive effect on teacher performance. The work motivation of an employee to be able to have a positive impact on the organization will be one of the triggers in significantly improving employee performance, this is in line with previous research conducted by 27 Various kinds of organizational strategies in schools that can be done to increase work motivation include giving praise for the success of their performance, or promotions given to employees. According to 28 motivation is an important part of the organization by conducting employee training, job rotation in order to be able to have self-development to be able to provide the responsibilities and tasks that have been given, so that an employee is able and will feel accustomed to changes in every working condition. Therefore, from the seventh test results it can prove that work motivation has a positive effect on teacher performance.

CONCLUSION
The results of this study indicate that one of the variables, namely the leadership style variable, does not have a positive effect on work motivation. The high work motivation of educators in the formal education unit at the basic level of DKI Jakarta East 1 does not always arise from the leadership style but a leader who has a leadership style that is able to provide attention such as conducting various kinds of training, prioritizing employee interests, always providing assistance to employees both in work and personal problems this can have an influence on the work motivation of educators in schools. With this attention to educators by involving all employees in carrying out school organizational activities and meeting the needs of employees in supporting their work, there will be attachment and confidence of an employee in the basic level education unit of DKI East Jakarta 1 to be able to provide the best performance achievement. Supported by various awards that will be given by the organization which will be able to have a positive and sustainable impact on organizational goals.
Another thing found in the results of this study is the award variable which is tested to have a positive effect on work motivation and teacher performance. Awards given by school organizations such as incentives, praise and promotions that are in accordance with 26  the performance of educators will be able to provide a strong impetus for employees to improve their performance and innovate in completing their work. With the encouragement and motivation provided by the organization and leaders will be able to increase employee confidence to improve their performance.
Researchers realize that the results of this study have limitations and hope that there will be further research conducted not only in formal education units at the primary level in the DKI East Jakarta 1 area but also at a wider level. So that in the future testing can be carried out at various levels in the education units of the Republic of Indonesia. In addition, it is necessary to improve different research so that further research can use different model development and research frameworks such as job competence and job satisfaction.