The Effect of Transformational Leadership and Professional Competence on Teachers’ Performance: The Role of Work Motivation

The purpose of this study was to determine the effect of transformational leadership and professional competence, both partially and simultaneously towards professional competence. It was also to reveal the role of work motivation as a mediating variable. The data analysis method used in the study is Structural Equation Modeling (SEM) with the Analysis of Moment Structure (AMOS) 22.0 program with the sample size of 255 respondents, taken from a population of 852. The study presented a novelty since most of the study related to competence was in large scopes of competence. This study focused on professional competence in order to get the detailed result. The conclusions are: (1) transformational leadership and professional competence have a significant effect on work motivation, (2) transformational leadership, professional competence, and work motivation have a significant effect on teachers' performance. The following results are: (1) professional competence had the most dominant effect on work motivation, (2) work motivation had the most significant effect on teachers' performance (3) Work motivation is an intervening variable on transformational leadership and professional competence in improving teachers performance. The results of this study illustrated that the professional competencies of each teacher influenced the work motivation of vocational school teachers in Bekasi. Further, the study presented implications that the improvement of teachers' performance at State Vocational Schools in Bekasi could be through enhancing their work motivation due to the significant evidence that the work motivation variable intervened in transformational leadership and also professional competence.

to new values, developing their skills and beliefs, creating a climate that is conducive to the development of innovation and creativity (Yukl, 2009;Yukl, O'Donnell, & Taber, 2009). Transformational leadership vis characterized by charisma, inspiration, and intellectual stimulation (Avey, Hughes, Norman, & Luthans, 2008;Luthans & Avolio, 2003). Luthans describes charisma as a leader acting as models that play a dominant role for their subordinates; subordinates recognize their dreamers and are eager to match them. These leaders usually have very high moral and ethical standards and can be counted in doing the right thing. Their subordinates and usually place great trust in them. The leader gives a vision and mission to his subordinates. Inspiration is a description of leaders who convey high hopes to their subordinates to inspire them through motivation to commit and become part of the organization's shared vision. In practice, managers use symbols and emotional connections to focus the efforts of group members to achieve more productive work according to their respective interests.
Yulk (2009) states that intellectual stimulation is behavior that increases followers' awareness of problems and influences followers to view problems from a new perspective. This opinion is in line with (Husain 2009) that intellectual stimulation is a process in which leaders increase the awareness of followers to look at problems from a new perspective. Elements of intellectual stimulation can be seen, among others, from the ability of a leader in communicating his hopes, using symbols to focus his efforts, and expressing essential goals in a simple way in which the leader invites subordinates to think in new ways. So it can be said that leaders explore new ideas and creative solutions from employees and always encourage employees to learn and pay attention to new approaches to doing work.
Based on the research result, (Yang 2014) presents a reference for school management to realize the urgency of transformational leadership for improving school management. Further, he encourages principals to apply their transformational leadership in school management practices (Yang, 2014). The results of this study present implications for promoting transformational leadership as the core of leadership because the transformational leadership of principals is critical in school development. The principal's transformational leadership must play a vital role in the management of school improvement (Sun & Yang, 2014).
Referring to the research results (Yang, 2014), this study presents a novelty by focusing on the investigation of the effects of transformational leadership in a shared model with professional competence towards teacher performance. Based on a theoretical study of the importance of work motivation on performance, the researcher presents work motivation as a mediating variable.

The Development of Hypothesis 2.1. The Effect of Transformational Leadership on Work Motivation
In the business context, leadership has a powerful influence on the course of an organization and its survival (Mangkunegara & Prabu, 2005). In the era of globalization and free markets, only companies that can make continuous improvements in the formation of competitive advantages will able to grow and develop. Leadership is the ability to convince and encourage others to work together under the leadership as a team to achieve a specific goal (Samsudin & MM, 2006). Leadership is an activity to influence people to be directed towards achieving organizational goals (Buble, Juras, & Matić, 2014) Leadership is the ability of a leader, to influence the behavior of others according to their desires in a particular situation (Thoha, 1983). Leadership is a process of influence, which influences the interpretation of events for followers, the choice of goals for groups or bureaucracy, the organization of work activities to achieve these goals, the motivation of followers to achieve goals, maintenance of relationships cooperation and teamwork, as well as obtaining support and cooperation from people who are outside the group or bureaucracy (Yukl, 2009).
Two things are as individual impulses, namely the direction of behavior (work to achieve goals) and the strength of behavior (how strong the individual effort at work) (Rivai, 2010). Motivation is the strength of someone at a level of persistence and enthusiasm in carrying out an activity, both sourced from within the individual itself and from outside the individual (Sansone & Harackiewicz, 2000;Sukmalana, 2010).
Based on the description above, that the definition of transformational leadership is the ability to influence people in the process of the relationship between superiors and subordinates based on values, beliefs, and assumptions regarding the vision and mission of the organization and self-development towards actual selfactualization. Dimensions and indicators of transformational leadership such as those developed by Luthan(2012): (1) Attributed Charisma, (2) Inspirational Leadership, (3) Intellectual Stimulation, and (4) Individual Sensitivity. Work motivation is an encouragement both from within oneself and from outside that drives a person to carry out work to achieve goals. Dimensions of work motivation: (1) the need for achievement (need for achievement), (2) the need for collaboration/affiliation with others (need for affiliation), (3) the need to have authority/power (need for power) (Herzberg, 2017). Based on the description of the opinions of experts and previous research above, it proposed that there is an influence of transformational leadership on work motivation.

The Effect of Professional Competence on Work Motivation
Competence is the ability to carry out a job or task based on skills, knowledge and work attitude required by the job (Walker, Damanpour, & Devece, 2011). Competence as the ability to carry out something obtained through education and training (Yukl, 2009). The Five essential characteristics of competences are (1) motives or actions towards individual goals, (2) traits: physical characteristics and respondents that are consistent with the situation and information), (3) self-concept: constitutes behavior, values and personal impression of a person), (4) knowledge: information about someone who has a particular field of substance, and (5) expertise or skill: the ability to carry out specific tasks and mentality (Yukl, 2009).
Motivation is the willingness to strive to achieve organizational goals, influenced by the ability to satisfy some individual needs. Motivation, in general, is related to all efforts to achieve goals, while organizational goals can reflect a single interest related to work-related behavior (Champoux, 2017). There are two types of motivational conditions. The first motivation is called an objective situation, that is, goods or circumstances that derive from outside of a person. It is generally categorized by the term incentives or goals to be achieved, while the second is a personal motivational situation, which is a condition contained in a person or often termed as need or need, drive or drive, or motive or desire. Based on the description of the opinions of experts and previous research above, that there is an influence of professional competence on work motivation (Sukmalana, 2010).

2.3.. The influence of transformational leadership on performance
Leadership is the ability to convince and encourage others to want to work together under his leadership as a team to achieve a specific goal [8]. Leadership is an activity in guiding a group in such a way as to achieve that goal [1]. Leadership is an activity to influence people to achieve their goals.d towards achieving organizational goals. The definition of transformational leadership is the ability to influence people in the process of the relationship between superiors and subordinates based on values, beliefs, and assumptions regarding the vision and mission of the organization and self-development towards actual self-actualization. Dimensions and indicators of transformational leadership such as: (1) Attributed Charisma, (2) Inspirational Leadership, (3) Intellectual Stimulation, and (4) Individual Sensitivity (Luthans & Avolio, 2003).
A study indicates there are positive and significant effects of transformational leadership, transactional, and work motivation on employee performance (Sundi, 2013). The opinion of the previous research that transformational and transactional leadership styles cannot be separated, and the two are not conflicting leadership styles. Transformational leadership is crucial and needed by every organization. Organizations need the vision, drive, and commitment formed by transformational leaders (Bass, Avolio, Jung, & Berson, 2003).
Transformational leadership is the ability to influence people in the process of the relationship between superiors and subordinates based on values, beliefs, and assumptions regarding the vision and mission of the organization and self-development towards actual self-actualization. Dimensions and indicators of transformational leadership such as: (1) Attributed Charisma, (2) Inspirational Leadership, (3) Intellectual Stimulation, and (4) Individual Sensitivity (Luthans & Avolio, 2003).
Transformational leadership has a significant effect on employee performance (Sundi, 2013). This research result is in line with the statement that transformational leadership has a significant effect on commitment, performance, and job satisfaction (Walumbwa & Hartnell, 2011). Another research presents the prediction that transformational leadership influences the empowerment of subordinates (Özaralli, 2003). The existence of transformational leaders affects team members feeling empowered. The more they experience empowerment, the more effective the team. Although the application of transformational leadership principles needs to adapt to various countries, a universal transformational leadership style helps employees become leaders who more effectively lead and produce the best performance (Boehnke, Bontis, DiStefano, & DiStefano, 2003). Transformational leaders can motivate subordinates, which enables them to maintain achievements and achieve revolutionary change (Friedman, Langbert, & Giladi, 2000). Transformational leadership can truly change followers by encouraging them to see higher goals in the world of work and encourage the achievement of the best performance (Sparks & Schenk, 2001).
Performance as a result of work in quality and quantity achieved by an employee in carrying out their duties following the responsibilities given to him (Mangkunegara & Prabu, 2005). Performance is a record of the results obtained from certain job functions or activities during a specified period [6]. Based on the description above, the teacher's performance is a result of the work achieved by the teacher. The dimensions of teacher performance are (1) ability and quality of work results, (2) initiative and creativity, (3) communication, and (4) ability to relate to others. Based on the description of the opinions of experts and previous research above, that there is an influence of transformational leadership on performance (Mitchel & Lason, 2008).

The Effect of professional competence on performance
Competence is the ability to carry out or carry out a job or task based on skills, knowledge, and work attitude required by the job (Wibowo, 2010). There are five essential characteristics of competences: (1) motives: impulses or actions towards individual goals, (2) traits: physical characteristics and respondents that are consistent with the situation and information. The next characteristics are (1) self-concept: values and personal impression of a person, (2) knowledge: information about someone who has a particular substance area, and (3) expertise: the ability to carry out tasks and certain mentality (Spencer & Spencer, 2008).
Performance is about doing work, and the result is work achievement. Performance is the result of work that has a strong relationship with the organization's strategic goals, customer satisfaction, and economic contribution (Wibowo, 2010). Performance as a result of work in quality and quantity achieved by an employee in carrying out their duties following the responsibilities given to him (Mangkunegara & Prabu, 2005). Based on the description above, the teacher's performance is as a result of the work achieved by the teacher. Dimensions of teacher performance variables such: (1) ability and quality of work results, (2) initiative and creativity, (3) communication, and (4) ability to relate to others. Based on the description of the opinions of experts and previous research above it is suspected that there is an influence of transformational leadership on performance (Mitchel & Lason, 2008) H4: The better the professional competence, the higher the performance

The effect of work motivation on performance
Motivation is a desire to strive to achieve organizational goals, influenced by the ability to satisfy some individual needs. Motivation, in general, is related to all efforts to achieve goals, while organizational goals can reflect a single interest related to work-related behavior. The motivation of the teacher influences the quality of performance (Sukrapi, Muljono, & Purnaningsih, 2014). There are two types of motivational conditions. The first motivation is called an objective situation, that is, goods or circumstances that are outside of a person who is usually categorized by the term incentives or incentives or goals or goals or goals to achieve. In contrast, the second is a personal motivational situation, which is a condition contained in a person or often termed as need or need, drive or drive, or motive or desire.
The teacher's performance is as a result of work achieved by the teacher. The dimensions of teacher performance are (1) ability and quality of work output, (2) initiative and creativity, (3) communication, and (4) ability to relate to others. Based on the description of the opinions of experts and previous research above it is predicted that there is an influence of work motivation on performance H5: There better the work motivation, the higher the performance

Research Method
This study uses quantitative research by developing reliable and valid research instruments about the title of the research, namely the influence of transformational leadership and professional competence on work motivation and its implications for the performance of vocational school teachers in Bekasi. The variables of this study consisted of transformational leadership, professional competence, work motivation, and performance, as measured by instruments with a Likert scale of 1 -5. The scale represented a rating from 'strongly disagree' to 'strongly agree.' 255 respondents were purposely selected. Data was collected through face-to-face distribution by researchers.
Structural Equation Modeling (SEM) with AMOS version 20.0 program as used to analyze data and answer hypotheses. All indicators re-tested by the goodness of fit (GOF) technique. The assessment of the questionnaire items was carried out with Confirmatory Factor Analysis (CFA) to examine the relationship between constructs and indicators based on the theory developed. Cronbach's Alpha s also used to test construction reliability.

Result and Discussion
Hypothesis testing in this study was analyzed using second-order Structural Equation  Work Motivation ---> Performance 0.592 6.628 Significant Based on the first hypothesis testing, there is a positive influence of transformational leadership on the work motivation of vocational school teachers in Bekasi, the magnitude of the influence of transformational leadership on teacher work motivation is 0.239 (23.9%). While the results of hypothesis testing obtained t-statistics obtained values of 3.058 ≥ 1.96 with a confidence level of 95% (0.05).
The testing of the second research hypothesis shows there is a positive influence of professional competence on the work motivation of State Vocational School teachers in Bekasi, the magnitude of the effect of professional competence on teacher work motivation is 0.271 (27.1%). While based on the results of hypothesis testing, obtained t-statistics of 3.083 ≥ 1.96 with a confidence level of 95% (0.05).
Based on the third hypothesis testing, that there is a positive influence of transformational leadership on the performance of teachers of State Vocational Schools in Bekasi, the magnitude of the influence of transformational leadership on teacher performance of 0.239 (23.9%). While based on the results of hypothesis testing, obtained tstatistics of 2.209 ≥ 1.96 with a confidence level of 95% (0.05).
Based on the fourth research hypothesis testing, there is a positive effect of professional competence on the performance of teachers of State Vocational Schools in Bekasi, the magnitude of the effect of professional competence on teacher performance of 0.193 (19.3%). While based on the results of hypothesis testing, obtained t-statistics of 2.005 ≥ 1.96 with a confidence level of 95% (0.05).
The testing of the fifth research hypothesis shows the positive influence of work motivation on the performance of vocational school teachers in Bekasi, the magnitude of the effect of work motivation on teacher performance is 0.592 (59.2%). While based on the results of hypothesis testing, obtained t-statistics of 6.628 ≥ 1.96 with a confidence level of 95% (0.05).

Conclusion
Based on the research hypothesis testing, that transformational leadership, professional competence, and work motivation partially have a positive and significant effect on performance. Likewise, transformational leadership and professional competence partially affect work motivation.
Based on the results of the study, to enhance the work motivation of teachers of State Vocational Schools in Bekasi based on dimensions, and indicators that have the lowest loading factor coefficient based on work