A Correlation Between English Teacher Performance and Student Learning Outcomes in Senior High School: Case Study at SMAN 1 Kutorejo

Abstract

This study aims to investigate the correlation between English teacher performance and student learning outcomes at SMA Negeri 1 Kutorejo. Employing a quantitative correlational approach, the research involved 50 students from grades X and XI as respondents. The teacher performance questionnaire was adapted from Charlotte Danielson’s Framework for Teaching (FFT), which consists of four domains: Planning and Preparation (A1), Classroom Environment (A2), Instruction (A3), and Professional Responsibilities (A4). Student learning outcomes were measured using English academic scores.The results showed that the average teacher performance score was 83.37, categorized as “Very Good,” while the average student learning outcome score was 87.94, also classified as “Very Good.” Among the FFT domains, A1 and A2 scored the highest, whereas A4 received the lowest, particularly in feedback provision and parental involvement. Data analysis using the Pearson correlation test revealed a correlation coefficient (r) of 0.308 with a significance value (p) of 0.030. The study also met the classical assumptions of normality and linearity, further validating the results. These findings suggest that English teacher performance, especially in lesson planning and classroom management, has a meaningful impact on student academic success, although other contributing factors may also be present