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School success is part of the contribution of the principal as a leader who has influence, power and
encouragement to his subordinates. The success of the principal has a significant influence on the
performance of teachers and employees. High school principal's performance is demonstrated by the
achievement of school programs that are in accordance with the specified targets and goals. The
principal will evaluate the performance that has been achieved and what has not been achieved,
meaning that the principal always engages the teacher in various matters especially those relating to
school progress.Based on the background of the problems above, the purpose of this study is to make
efforts to improve the performance of the principal by conducting research on related variables. The
related variables are commitment to organization, emotional intelligence and achievement motivation.
This research is a correlational study with SITOREM analysis to determine whether the
variable commitment to the organization, emotional intelligence and achievement motivation can
improve the performance of school principals. The SITOREM method is used to determine the order
of priorities and recommendations for improvements that need to be made.The population of the study
was 247 principals of Private Middle Schools in Bekasi Regency. The research sample was 153
respondents who were determined by the Slovin formula. Sampling is done by proportional random.
The results of quantitative research found that all independent variables can improve the
performance of school principals. According to the order of the strength of the strongest correlations
namely emotional intelligence (ryx2)2 = 0.874, achievement motivation (ryx3)2 = 0.869, and
commitment to the organization (ryx1)2 = 0.804.SITOREM Analysis Results show that the principal's
performance component, commitment to the organization, emotional intelligence and achievement
motivation. Components of achievement motivation that require improvement are: (1) establishing
relationships with relationships, (2) increasing self-esteem and special abilities, and (3) being able to
control and influence others. While the components that need to be maintained include: Responsible
(4.29), Engagement (4.12), Objectives (4.05), Working (4.21), Desire (4.05), Responsible (4.29) ),
Acting (4,09), Emotions of others (4,05), Feelings (4,05), Controlling (4,04), Self-emotions (4,18),
Relationships (4,26), Managing (4 , 04), Work plan (4.11), Responsibility (4.13), Target (4.12), Work
quantity (4.06), work quality (4.09), work efficiency (4.19), cost effectiveness (4.06), time efficiency
(4.07), and the need for supervision (4.10).
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