Recruitment Dynamics, Internship Programs, and Teacher Performance: The Mediating Role of Teacher Placement in Indonesia

ABSTRACT : Teacher performance is determined not only by the quality of the recruitment process and competency development but also by the appropriateness of placement in relation to competencies and the work context. This study aims to analyze the effects of Recruitment Dynamics and the Internship Program on Teacher Performance, with Teacher Placement serving as a mediating variable. Grounded in Human Capital Theory, the study employs an explanatory quantitative approach involving 420 teachers employed as Government Employees under a Work Agreement (PPPK) at public junior high schools in Malang Regency, Indonesia. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicate that Recruitment Dynamics and the Internship Program have a positive effect on Teacher Performance and Teacher Placement, while Teacher Placement has a positive effect on Teacher Performance. Furthermore, Teacher Placement acts as a partial mediator in the relationship between Recruitment Dynamics and the Internship Program and Teacher Performance. These findings expand the application of Human Capital Theory by demonstrating that the productive value of human capital is determined not only by the process of acquiring and developing competencies but also by the appropriateness of its allocation and utilization. This study positions Teacher Placement as a crucial mechanism linking the quality of recruitment and the development of practical experience to teacher performance. In practical terms, the research results underscore the importance of integrating competency-based recruitment, the development of practical experience, and appropriate placement in the management of PPPK teachers.