Abstract
The relationship between motivation and teacher performance has been extensively investigated by using various models of relationship analysis. As a result, the relationship between the two variables is relatively poorly understood and requires separate analysis to ascertain the extent of the relationship between the two variables. In addition, a number of studies have reported that motivation has a significant relationship with teacher performance. However, the accuracy of the information reported by these studies is an important aspect to explore to ensure that there is no publication bias. This research aims to analyze the relationship between motivation and teacher performance based on a meta-analysis review of a number of published studies. The research data used were 30 correlational research results from journal articles published from 2010 to 2019. The random effects model was used as an effect size in this meta-analysis study. The effect summary results show that there is a significant relationship between motivation and teacher performance with an r coefficient of 0.446 and the confidence interval is moderate category with a value range between 0.371 - 0.515. By using the Trim and Fill method in this meta-analysis procedure, it was found that this research did not indicate publication bias. The results of this research can be an important reference for education providers, especially school administrators, to plan strategies for increasing school productivity. Motivation can be a potential trigger factor for improving teacher performance. Thus, school administrators can design appropriate motivational strategies to improve their teacher performance.
Highlights
Motivation theory existed almost eight decades ago and has undergone many developments over time
A number of research results have reported that motivation has a significant relationship with teacher performance
A lot of research in education has proven that motivation is a predictor of teacher performance
Summary
Motivation theory existed almost eight decades ago and has undergone many developments over time. Motivation was seen as an interesting classic issue and was widely discussed in a number of studies in psychology, management, and even education ([9]; [10]; [11]). The issue of motivation has been widely studied, especially in relation to human resource management and organizational development. Motivation has been shown to have an important role in increasing individual performance and organizational productivity [12]. In smaller areas of education such as at the school level, research of motivation is often directed at the issue of improving teacher performance. On the other hand, teacher work motivation is an important issue that can be improved through proper organizational management at the school level [13]
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