PENGARUH GANGGUAN WORK-HOME DAN MODAL PSIKOLOGIS TERHADAP KETERIKATAN KERJA DAN KINERJA GURU SEKOLAH DASAR NEGERI DI KABUPATEN BANTUL

In the context of education, teachers have an important role in achieving educational goals. To carry out an effective learning process, teachers are not only guided by the ethics of the teaching profession, but must also have a strong personality so that they are able to face the new challenges that arise in the world of education. One of the challenges faced by teachers today is the ability to adapt to the new phenomenon of working from home (WFH). The purpose of this study was to determine the relationship between Work-Home disruption and psychological capital on teacher performance which is mediated by job involvement. In this study the authors used a control variable, namely work experience as an amplifier for teacher performance. The object of this research is the school in Bantul Regency, while the subject of this research is the teacher. This study uses a saturated sampling technique. The sample of this study were 144 respondents. Data taken from distribution directly to schools. The data analysis technique used SEM with AMOS version 24 software. The result indicate that is a significant influence between work-home interference on employee engagement (H1), psychological capital on teacher performance (H2), Psychological capital on techer performance (H4), employee engagement on techer performance (H5), employee engagement does mediate the effect work-home interference on teacher performance (H6), and employee engagement does mediate the effect psychological capital on teacher performance(H7). However, the findings show that work-home interference does not influence on teacher performance (H3). The study also addresses some theoretical contributions and managerial implications concerning those topic