Effects of Age, Employment, and Work-Location on Teacher Compliance and SPKG Perceptions, Melawi 2025

Abstract

This study investigates teacher compliance and perceptions regarding the 2025 Teacher Performance Management System (SPKG) in Melawi Regency. It examines the influence of age, employment status, and work location on teachers’ adherence to completing the Teacher Performance Assessment (PKG) and evaluates their perceptions of the system’s ease of use and usefulness in the Ruang GTK application. A descriptive quantitative design was applied, using secondary data from 1,809 teachers and survey responses from 536 teachers across kindergarten, primary, and junior high schools. Ordinal logistic regression analyzed compliance determinants, while perception data were summarized using mean scores and standard deviations. Findings show that 54.9% of teachers exhibited high compliance; they were mostly aged 31–40 years, held civil servant status, and worked in non-3T areas. Age, employment status, and work location significantly influenced compliance, with younger teachers being more compliant than older teachers, civil servants being more compliant than PPPK, and 3T-area teachers showing lower compliance than non-3T peers. Teachers’ perceptions of SPKG were positive, with average scores of 4 for both ease of use and usefulness, indicating strong acceptance of the system. These results highlight the importance of professional commitment, administrative support, and user-friendly digital systems in promoting teacher compliance. The study offers practical suggestions for education policymakers to enhance teacher professionalism, performance accountability, and targeted support across diverse work contexts.