Vol. 7, Issue 4, Part E (2021)

Abstract
Teacher performance is the result of work both in quality and quantity achieved by the teacher in carrying out his duties in accordance with the responsibilities given to him in educating and guiding students. Maximum performance is influenced by a number of factors, both from within and from outside the teacher. This study aims to obtain the results of the analysis of descriptions, predictions, and interpretations of (1) the effect of emotional intelligence on teacher performance; (2) The effect of work motivation on teacher performance; (3) The influence of emotional intelligence and work motivation on teacher performance. This study uses a quantitative approach with a survey method. The population of this study were high school teachers in Airmadidi District, North Sulawesi. The sample method used was a random sample of 50 teachers. The research data were collected using a questionnaire technique and analyzed using simple and multiple regression techniques tabulated with the SPSS for Windows version 21 program. Based on the results of the study it was concluded that: 1. There is a significant influence between emotional intelligence on teacher performance. 2. There is a significant influence between work motivation on teacher performance. 3. There is a significant influence between emotional intelligence and work motivation on teacher performance. Based on the research conclusions, it is suggested that: (1) Teacher performance needs to be improved on an ongoing basis. (2) For high school teachers to be able to control good emotional intelligence in supporting maximum performance, teachers are advised to be able to manage emotions. (3) The work motivation of a teacher must always try to be able to give positive things to himself to always give the best effort in fulfilling his duties and responsibilities. (4) The school must be able to create conditions in which teachers can be motivated to produce optimal performance.