Based on data from the Center for Policy Analysis and Synchronization (PASKA) in 2019, it turns out that the UKG (teacher competency test) results for vocational school teachers in Soppeng Regency are below that of high school and junior high school teachers. This can be seen from the results of the SMK Teacher Competency Test, which is 55.22, which is lower than the result of the high school teacher competency test of 58.05 and 56.53 for junior high school. This indicates that the competence of the Soppeng Regency Vocational School teacher is not optimal.

Based on observations made by researchers related to teacher performance, it was found that the performance of SMK teachers in Soppeng Regency was not optimal. This can be seen from the program planning indicators. Around 30% of teachers have Lesson Plan programs that have not adapted to the psychological conditions of students. It is found that the Lesson Plans

(RPP) of teachers from different schools have similarities, even though the abilities and psychological factors of children are different. This indicates that the teacher just copied and pasted the lesson plan. Likewise, in terms of classroom management, most of the teachers to be teacher centered in classroom. In terms of teaching accuracy (accuracy in teaching and on time out) is still low. In terms of assessment, most teachers have not provided feedback to students. Supposedly, the results of the assessment are used to plan learning improvement programs, enrichment and counseling services to overcome learning difficulties. The fact in the field is that only a small number of teachers can make it happen.

To create quality education, as the spearhead in the forefront of the school scope, teachers must show good performance. According to Magnier-Watanabe, Uchida, Orsini and Benton [1], said that employee performance is the result of the implementation of tasks and activities carried out. Good teacher performance is strongly influenced by the attitude and motivation of the principal as a leader [2-5]. Principal leadership affects teacher performance; teacher work motivation affects teacher performance [6].

Formulation of the Problem

Based on the background of the problem above, the formulation of the problem is as follows:

• Is there a direct and indirect effect of the innovative dimensions of the principal’s entrepreneurship competence on the performance of the Soppeng Regency Vocational High School teachers?

• Is there a direct influence of the innovative dimensions of the principal’s entrepreneurship competence on the motivation of the Soppeng Regency Vocational High School teachers?

• Is there a direct and indirect influence on the creative dimensions of the principal’s entrepreneurship competence on the performance of the Soppeng Regency Vocational High School teachers?

• Is there a direct influence of the creative dimension of the principal’s entrepreneurship competence on the motivation of the Soppeng Regency SMK teachers?

• Is there a direct and indirect effect of the dimensions of the principal’s entrepreneurship competence commitment on the performance of the Soppeng Regency Vocational High School teachers?

• Is there a direct influence on the dimensions of the principal’s entrepreneurship competence commitment to the motivation of the Soppeng Regency Vocational High School teachers?

• Is there a direct and indirect influence of the dimensions of daring to take risks on the entrepreneurship competence of the principal on the performance of the Soppeng Regency Vocational High School teachers?

• Is there a direct influence of the dimensions of daring to take risks on the entrepreneurship competence of the principal on the motivation of the Soppeng Regency Vocational High School teachers?

• Is there a direct and indirect influence on the dimensions of building a principal entrepreneurial competency team on the performance of Soppeng Regency Vocational High School teachers?

• Is there a direct influence on the dimensions of building a school principal’s entrepreneurship competence team on the motivation of Soppeng Regency Vocational High School teachers?

• Is there a direct influence of teacher motivation on the performance of teachers in SMK Soppeng Regency?

• Is there a simultaneous influence of innovative, creative, commitment, risk-taking and building a team of principals' entrepreneurship competence on teacher motivation?

• Is there a simultaneous influence of the innovative, creative, commitment, risk-taking, team-building and motivation on the performance of the Soppeng Regency Vocational High School teachers?

Research Purposes

Referring to the background and problem formulation that have been stated above, the objectives to be achieved in this study are to find the results of the study of the influence of the entrepreneurship competence of principals on the dimensions of innovative, creative, commitment, risk-taking, team building on the motivation and performance of vocational school teachers. in Soppeng Regency.

Research Type and Design

This type of research is quantitative research with a correlational research design. The method used is the Survey method.

Population and Sample

The population in this study were all teachers at vocational schools in Soppeng Regency, South Sulawesi, Indonesia totaling 410. The sample taken was 280 teachers with the sampling technique used was probability sampling, ie the sampling technique provided equal opportunities for each member of the population to be selected as sample members.

Research Time and Place

This research was conducted from February to May 2021 with the research location, namely the Vocational High School in Soppeng Regency, South Sulawesi, Indonesia.

Data Collection Techniques and Research Instruments

The data collection technique in this research is a survey using data collection tools, namely questionnaires. The questionnaire is in the form of closed questions/statements given to respondents directly at their respective schools. Before the instrument is used in the population sample, the validity and reliability of the instrument is first tested. The questionnaire reliability test method was carried out using computerized Cronbach's Alpha/SPSS version 23.

Data Analysis Technique

Data analysis techniques are descriptive analysis and statistical inferential analysis with SEM (structural equation modeling) analysis. Confirmatory factor analysis is designed to test the unidimensionality of a theoretical construct. Confirmatory factor analysis is used to test whether the indicators forming the latent variable are significant and valid [7].

Descriptive Statistical Analysis Results

Furthermore, testing of the feasibility of the Full Model is carried out. To see that the model is feasible to use, the model fit index criterion is used.

Based on Table 2, it can be concluded that overall, the Full Model Figure 2 is an acceptable Fit Model. According to Haryono and Wardoyo [8], a model is said to be feasible if at least one of the model's feasibility test methods is met. Meanwhile, according to Thakkar [9], that the model is considered feasible (good fit model) if it has met 3-4 criteria.

Hypothesis Testing

Table 3

Table 1: Description of Variables

Source: 2022 data processing results

Table 2: Summary of Model Conformity Test Results (Goodness of Fit Cirteria)

Source: Primary data processed by researchers using AMOS 24 (2022)

Table 3: Direct effects

Source: Primary data processed (2022)

Table 4: Indirect effects

Table 5: Simultaneous Effect (F Test)

Source: Primary data processed (2022)

Figure 1: Full Fit Standardized Model

The results of the direct and indirect influence hypothesis test show that the innovative dimensions of the principal’s entrepreneurship competence on teacher performance are proven to be accepted. In this model, which functions as an intermediate variable is the teacher's motivation. This indicates that the higher the teacher's motivation which is influenced by the innovative dimensions of the principal's entrepreneurship competence, the better the teacher's performance. The results of this study strengthen the results of previous studies by [10-13] that there is a positive influence of innovation ability on performance. The results showed that the innovative dimension had a positive effect on teacher motivation. The dimension with the highest value according to the respondent's perception is goal content with indicators of the level of clarity of goals and the level of difficulty to be achieved. 

The results of the direct influence hypothesis test show that the creative dimensions of the principal's entrepreneurship competence on teacher performance are proven to be accepted. It can be interpreted that the higher the creative dimension of the principal's entrepreneurship competence, the better the teacher's performance. The results of this study are in line with research by [14], that the creative involvement of leaders is positively related to the creative performance of employees. Therefore, if you want to improve teacher performance, the steps that can be taken by policy makers is how to optimize the creativity of the principal. The results of the indirect effect hypothesis test show that the creative dimensions of the principal's entrepreneurship competence on teacher performance are proven to be accepted. In this study, which serves as an intermediate variable is the teacher's motivation. This indicates that the higher the teacher's motivation which is influenced by the creative dimensions of the principal's entrepreneurship competence, the better the teacher's performance. 

The results of the research on the commitment variable have a direct and indirect positive effect on teacher performance. The results of this study strengthen previous research conducted by [15-19] which showed there was a significant influence and contribution of commitment to performance. Research by Diamantidis and Chatzoglou [20], leadership support and leadership commitment affect employee performance. Leadership commitment affects individual performance [21]. There was a direct positive influence on the dimensions of the principal's entrepreneurship competence commitment to teacher motivation. The results of this study strengthen previous research conducted by [22-24] that organizational commitment has a strong positive contribution on work motivation. Principals who have a high commitment affect the motivation of teachers to keep working hard because they see the principal has a strong feeling of togetherness towards fellow school members.

The risk-taking variable has a direct and indirect effect on teacher performance. The results of this study support the research by Pratono [25], that there is a positive influence of risk-taking behavior on company performance. The results of this study also support research findings [26], that the courage to take risks positively and significantly influences entrepreneurial behavior. Research by [27], the combination of an entrepreneurial spirit that can improve company performance, namely the courage to take risks proactively, the character of opening opportunities proactively. The employee performance is influenced by employee motivation and that motivation is influenced by empowerment factors carried out by leaders in decision making [28]. One of the characteristics of daring to take risks is having the courage to make decisions. In the context of the school, the principal in making decisions should involve all stakeholders including teachers, education staff, students, school committees, business and industry so that the school's goals in achieving the school's vision and mission can be realized.

The variable of team building has a direct and indirect effect on teacher performance. In this study, the indicators of team building were selecting people according to skills, selecting people according to personality, showing active personal involvement, showing interest in group members, sharing information with group members, showing honesty, creating clarity of purpose and giving rewards to the group. The results of this study reinforce previous research conducted by [29], that there is a strong and significant relationship between teamwork, climate of trust, leadership and structure, performance evaluation and rewards for performance. The results of this study also support research conducted by [30], that there is a positive and significant influence on the work team with employee performance. Related to the results of this study, in relation to efforts to improve teacher performance in schools, it is certainly expected that the role of the principal in encouraging group cohesiveness is expected. For this purpose, the principal can do so through the creation of clarity of purpose and awarding the group. Rewarding and individual empowerment affect employee motivation which in turn contributes to employee performance [28]. 

One of the motivational theories is the goal setting theory from Locke and Latham [31]. They think that goal setting theory is a motivational theory that explains what causes some people to do better jobs than others. The goal itself is the main source of one's motivation [31]. The results showed that motivation had an effect on teacher performance. The results of this study are in line with research [32-35] that motivation has a positive effect on performance. Thus, one of the determinants of a person's performance is the level of motivation. Therefore, it is necessary for the principal to maintain this so that the goals set by the school are always clearly understood by the teacher. Work with clear goals, clear directions even though it is difficult, the teacher will maximize his efforts to achieve these goals.

The innovative, creative, commitment, risk taking and team building dimensions of the principal's entrepreneurship competence have direct and indirect effect on the performance of the Soppeng Regency Vocational High School teachers. The innovative, creative, commitment, risk taking and team building dimensions of the principal's entrepreneurship competence has a direct effect on the motivation of the Soppeng Regency SMK teachers. Teacher motivation has a direct effect on the performance of Soppeng Regency Vocational High School teachers. There is a simultaneous influence of the dimensions of innovative, creative, commitment, risk-taking and building a team of principals' entrepreneurship competence on teacher motivation. There is a simultaneous influence of the innovative, creative, commitment, risk-taking, team building and teacher motivation dimensions on the performance of the Soppeng Regency Vocational High School teachers.

Suggestions

Based on the conclusions of the research above, some suggestions can be made as follows: To maintain and increase teacher motivation, the principal should keep the clarity of each goal to be achieved, increase the teacher's confidence in his ability to carry out tasks in various activities. To improve teacher performance, principals need to maintain the level of teacher motivation and increase entrepreneurship competence in the dimensions of being innovative, creative, committed, willing to take risks and build teams.

Acknowledgment

The completion of the results of this study could not be separated from the assistance of various parties. Therefore, with all due respect and humility, the author would like to express his gratitude and highest appreciation to: Prof. Dr. Ir. H. Husain Syam, M. TP., IPU., ASEAN Eng as promoter and also as Rector of Makassar State University and Dr. Abdul Saman, M.Si., Kons as the Co-promoter and also as the Dean of the Faculty of Education. The Director of the Makassar State University Postgraduate Program, Prof. Dr. H. Hamsu Abdul Gani, M. Pd and the Head of the Educational Sciences Study Program Prof. Dr. Patta Bundu, M. Ed for all the help, guidance and instructions given, hopefully they will get a reply and reward from Allah SWT. The same words are addressed to Prof. Dr. H. Syamsul Bachri Thalib, M. Si for all the input and encouragement given to the author to improve the results of this study.

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