Abstract
This study aims to determine the relationship between achievement motivation and professional competence with regard to the performance of teachers in public elementary schools in Central Java. The quantitative method is used in this study. The results of this study indicate that (1) there is a significant positive relationship between achievement motivation and work performance among elementary school teachers, with a correlation coefficient of 0.961. (2) There is a significant positive relationship between the professional competence and performance of elementary school teachers, with a correlation coefficient of 0.979. (3) There is a significant positive relationship between the achievement motivation and professional competence of teachers (considered together) and the work performance of elementary school teachers, with a correlation coefficient of 0.982 and contribution of 96.4%.
Highlights
One of the main problems contributing to the low quality of education and the need improvements in schools is the low achievement of teachers who work a variety of basic education settings
This study aims to obtain empirical information that will aid in determining (1) the relationship between the motivation to achieve and work performance among elementary school teachers; (2) the relationship between the professional competence of teachers and elementary school teacher job performance; and (3) the relationship between, on the one hand, the combination of the motivation to achieve and the professional competence of elementary school teachers, and, on the other hand, the job performance of elementary school teachers
The result of this calculation is compared with the r table, with N = 250 and a significance level of 0.05, resulting in the following table value for r: r table = 0.113
Summary
One of the main problems contributing to the low quality of education and the need improvements in schools is the low achievement of teachers who work a variety of basic education settings. This problem is evidenced by the underdeveloped competencies of many teachers. Minister of Education and Culture of the Republic of Indonesia stated that Indonesian education is in a state of emergency This is clear from the fact that the average value of teacher competence in Indonesia is only 44.5. The value of teacher competency standards is 75 (Kompas, 2017). When teachers in all fields of study are tested, they are, on average, unable to answer 50 percent of the questions presented to them (Antaranews, 2013)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
