Pola Sinergik Faktor Eksogenus dan Endogenus dalam Pembentukan Kinerja Sekolah
The aim of this study is to explain a synergy model between endogenous factors (teachers’ motivation and schools’ performance) and exogenous factors (teachers’ professional competency and the organization climate) for creating and increasing the school performance. The special purposed was to determine: 1) Teachers’ professional competency contribution towards teachers’ motivation in High School at Blora , 2) Organization climate contribution towards the teachers motivation in High School at Blora, 3) Teachers perception about the headmasters leadership and teachers motivation contribution towards the High School performance at Blora; 4) Teachers’ motivation Contribution towards the High School performance at Blora, and 5) teachers’ professional competency contribution towards high school appearance at blora has direct or indirect. The result that expected information shape for government and the headmasters, so that they can be used as an input for improving the performance of schools and the teachers, and so they can obtain feedback of their efforts for improving its performance.This quantitative research approach, used for test the direct and indirect contribution of the professional competency, organizational climate and teachers perception about the headmasters leadership towards the motivation and schools performance in High School in Blora District. The analyses method used the Structural Equation Modeling (SEM). Structural Equation Modeling (SEM) are a set of statistical techniques that allow testing of a relatively complex series of relationships simultaneously. The population in this study were all High School teachers in Blora is 160 people certified and samples were 114 High School teachers in Blora. The research results showed: 1) the teachers’ professional competency give directly and significantly contribution towards teachers’ motivation; 2) the organizational climate contributes directly and significantly to the motivation of high school teachers working as a certified Blora; 3) perceptions of principal leadership to contribute directly and significantly to the high school teachers’ motivation, 4) the teachers’ motivation give directly and significantly contribute to the schools performance, and 5) the headmasters leadership have a direct relationship towards the schools performance, while the teachers professional competency and organizational climate has no relation with the Schools’ performance.