Teacher Motivation Research Articles

Pedagogical Content Knowledge and Job Motivation in School Teachers: The Mediating Role of Teaching Efficacy

The present study explored the relational dynamics of pedagogical content knowledge, teaching efficacy, and job motivation in school teachers. Directed by the published literature, it was postulated that a) there would be a positive relationship among teaching efficacy, pedagogical content knowledge and job motivation, b) teaching efficacy and pedagogical content knowledge would predict job motivation and, c) teaching efficacy would mediate between pedagogical content knowledge and job motivation. After observing all stipulated ethical considerations, a purposive sample of 220 school teachers (n = 117 men, n = 103 women) with an age range of 20-50 years (M=33.54, SD=4.54) was recruited for this cross-sectional correlational research. Tools used were demographic information sheet, teacher sense of efficacy scale (short form), STEM pedagogical content knowledge scale and motivation at work scale. Findings showed that there was a significant negative relationship between teaching efficacy and pedagogical content knowledge, and between job motivation and pedagogical content knowledge in teachers. Moreover, pedagogical content knowledge was a significant predictor of job motivation and teaching efficacy mediated the relationship between pedagogical content knowledge and job motivation. Other than facilitating occupational and educational psychologists in their work with teachers, current findings can also be incorporated into policymaking of the education sector.

Teaching in a P-12 private or public school: is there a difference in teacher motivation?

ABSTRACT The purpose of this study was to compare motivations of teachers in P-12 private school settings with those in public school settings in a midwestern state in the United States. Through convenience sampling, 2315 surveys were sent out with 73 private and 234 public school teachers agreeing to participate. Descriptive statistics and t tests revealed that teachers from private schools responded statistically significantly lower than teachers on intrinsic career value (d = −.48), job security (d = −.47), family time (d = 1.04), social equity (d = −.43), work with children (d = −.41), prior experience (d = −.46), and social influences (d = −.43). The teachers from private schools scored statistically significantly higher on difficulty (d = .68), social dissuasion (d = .42), and satisfied teaching (d = .41) factors. The findings suggest that teachers in private and public-school settings are motivated to teach for different reasons.

The Influence of Teacher Incentives on Student Academic Achievement in Public Secondary Schools

The education sector, in general, faces challenges that suffer quite a lot in terms of quality of education services, curriculum, teacher motivation, and government role that influences school performance and student achievement. One important factor that influences school performance is how teachers get incentives, which makes them motivated and satisfied with their jobs and organization. Performance-based incentives for teachers have considerably attracted attention as a policy tool to improve student outcomes. Education departments intend to allocate large amounts of money as incentives for the teachers based on their performance. This paper evaluates the influence of teacher incentives on student achievement in public secondary schools. Specifically, the study examines the influence of monetary incentives for teachers on student academic achievement in public secondary schools. In addition, it establishes the effect of tangible non-monetary incentives for teachers on student academic achievement in public secondary schools. Moreover, it investigates the influence of intangible non-monetary incentives for teachers on student academic achievement in public secondary schools. The study will revise past literature related to this research topic to obtain all information necessary for the research. The researcher will gather findings and results obtained by the former authors, which are related to the main purpose and objectives of the study. Based on the literature reviewed by the researcher, the study expects that individual incentives will have more effect on the student’s achievements. Literature also shows that merit pay systems have very little influence on student achievement. Lastly, the teacher’s monetary incentives are a function of students’ achievements in their final year of high school.

Leadership practices and support structures enabling teachers’ informal learning for educational technology use: an appreciative inquiry approach

ABSTRACT Teachers increasingly turn to informal learning but often encounter challenges in their agency to improve technology integration practices. Through a qualitative paradigm and partly adopting the strength-based Appreciative Inquiry (AI) method, this study explored best leadership practices and considered how teachers’ self-directed learning might be enabled to better support technology use in pedagogy. Applying the discovery and dream phases of AI, the study engaged Ghana’s teachers, headteachers and education officials in constructive phone dialogues to identify practices that foster teachers’ informal learning. Different shared themes emerged through thematic analysis, revealing enabling leadership and support mechanisms contributing to teachers’ self-directed learning. Leadership support from key individuals at home, the district, and the school ecosystem surfaced as enablers for engagement in informal learning during the discovery phase. At the dream stage, teacher motivation, access to computers, headteachers’ leadership for collaborative learning, and dedicated time for independent and informal collaboration were envisioned to nurture teachers’ cointinuing self-directed learning. Findings have implications for education researchers and leaders to transition from deficits towards a strength-based inquiry as a promising tool to uncover inspiring leadership practices, actors, and support structures that cultivate and reinforce teachers’ self-directed learning to supplement formal professional development for technology integration.

Effect of Work Environment and Teacher’s Motivation on Teacher’s Performance

The purpose of this study is to ascertain how the work environment, teacher motivation, and supervision affect public elementary school teachers’ performance in Namang District. This kind of study employs an ex post facto research design and is quantitative. Ninety state elementary school teachers in Namang District served as the research sample. This kind of study uses a research strategy and is quantitative. ways for gathering data using surveys. Multiple regression and quantitative descriptive analysis approaches are used in data analysis methods. The study’s findings indicate that: 1) the work environment significantly affects the performance of state elementary school teachers in Namang District; 2) teacher motivation significantly influences the performance of state elementary school teachers in Namang District; and 3) the work environment and teacher motivation significantly jointly affect the performance of state elementary school teachers in Namang District.

Work-life balance, motivation, and satisfaction as determinants of job commitment

This study evaluated the work-life balance, motivation, job satisfaction, and commitment levels of high school teachers in a city in Laguna, Philippines during the academic year 2022-2023. It narrowed the gap by testing if work-life balance, motivation, and job satisfaction predict job commitment level and if demographic profiles have moderation effect to the relationship between the predictors and outcome variable. Utilizing descriptive-correlational design, 262 teachers were surveyed through multi-stage sampling. Adapted questionnaires were utilized, content validated by experts, and verified through reliability testing. Mean, Standard Deviation, Spearman Rho, Ordinal Regression, and Moderated Regression were employed for data analysis. Results revealed that the teachers’ level of work-life balance, job satisfaction, and job commitment were high, while motivation was very high. Work-life balance had negative very weak correlation with job commitment, while job satisfaction had positive moderately strong correlation with job commitment. Motivation did not show any significant association with job commitment. Only job satisfaction had a significant effect on job commitment, whereas work-life balance and drive did not have significant effect. Age, years of teaching, and position had moderation effect, while sex had no moderation effect, on the link between work-life balance and job commitment, and between job satisfaction and teachers’ job commitment. Further, years of teaching years and position had moderation effect, while sex and age had no moderation effect, on the relationship between motivation and their job commitment. Results of the study had strong implications to the high school teachers, school heads and school administrators.

Teacher’s Performance at SD Negeri 1 Tania Makmur, Lempuing Jaya, Ogan Komering Ilir

The formulation of the research problem is the performance of teachers at SD Negeri 1 Tania Makmur, Lempuing Jaya District, Ogan Komering Ilir Regency. What factors influence the performance of teachers at SD Negeri 1 Tania Makmur, Lempuing Jaya District, Ogan Komering Ilir Regency? The aim of this research is to describe the performance of teachers at SD Negeri 1 Tania Makmur, Lempuing Jaya District, Ogan Komering Ilir Regency, and to describe the factors that influence the performance of SD Negeri 1 Tania Makmur teachers, Lempuing Jaya District, Ogan Komering Ilir Regency. This research is a field research method, while the type of research applied to interpret research data is descriptive-qualitative. Data collection techniques were carried out through observation, documentation studies, and interviews. The research data was then analyzed by means of triangulation through collecting, presenting, analyzing, and verifying the data. The results of this research show that the performance of SD Negeri 1 Tania Makmur teachers is good. Teachers who work at this school always try to improve their performance in carrying out their duties. Factors that influence the performance of SD Negeri 1 Tania Makmur teachers in Lempuing Jaya District, Ogan Komering Ilir Regency are the educational level of teachers at SD Negeri 1 Tania Makmur, Lempuing Jaya District, Ogan Komering Ilir Regency, and the leadership management of the principal of SD Negeri 1 Tania Makmur, Lempuing Jaya District, Ogan Komering Ilir Regency. as well as the motivation of teachers at SD Negeri 1 Tania Makmur, Lempuing Jaya District, Ogan Komering Ilir Regency.

Teacher’s Work Motivation at SD Negeri 3 Mulyaguna, Teluk Gelam, Ogan Komering Ilir

The aim of this research is to describe the work motivation of teachers at SD Negeri 3 Mulyaguna Kecamatan Teluk Gelam kabupaten OKI, the factors that influence the motivation of teachers at SD Negeri 3 Mulyaguna Kecamatan Teluk Gelam kabupaten OKI, and the efforts of the principal of SD Negeri 3 Mulyaguna Kecamatan Teluk Gelam kabupaten OKI to motivate elementary school teachers. SD Negeri 3 Mulyaguna Kecamatan Teluk Gelam kabupaten OKI is carrying out duties at SD Negeri 3 Mulyaguna Kecamatan Teluk Gelam kabupaten OKI. This research uses a qualitative research method with a phenomenological approach. Data was collected through interviews, observation, and documentation studies. The researchers then analyzed the results of this research by reducing the data, displaying the data, and verifying the data. The results of this research show that the work motivation of teachers working at SD Negeri 3 Mulyaguna Kecamatan Teluk Gelam kabupaten OKI Mulyaguna Regency is good. Factors that influence teacher work motivation at SD Negeri 3 Mulyaguna Kecamatan Teluk Gelam Kabupaten OKI include guidance and encouragement, will, expertise, willingness, professionalism, responsibility, and obligation in carrying out their duties. Efforts by the head of SD Negeri 3 Mulyaguna Kecamatan Teluk Gelam kabupaten OKI to motivate teachers with comfort in the teaching place, opportunities to take part in education and training, seminars, workshops, opportunities to develop careers, provide incentives or wages, pay attention to teachers, and provide rewards and awards for teachers who excel.

Transformational Leadership on Teacher Performance Through the Mediating Role of Motivation

The purpose of this study is to investigate the impact of the principal's transformational leadership on school performance, as mediated by teachers' work motivation at MTsN 1 Merangin. This study employs a quantitative method as well as explanatory research. Primary data is collected using questionnaires for three relevant variables, while secondary data is gathered from school records, textbooks, and periodicals. The sample employed in this study was non-probability purposive sampling, with a total of 51 teachers. Smart PLS v.3 software runs the PLS-SEM data analysis algorithms. This study found that the principal's transformative leadership had a considerable positive direct effect on teacher performance (coefficient 0.208, t-count 1.660, a standard deviation 0.126, p-value 0.045 < 0.05). It demonstrates that transformational principle leadership has a substantial impact on teacher performance. The principal's transformational leadership has a considerable direct and beneficial effect on teachers’ motivation (coefficient 0.675, t-count 12.979, a standard deviation 0.05, p-value 0.000 < 0.05. It indicates a significant effect of transformative leadership on teacher motivation. Next, there was a considerable beneficial direct influence of teachers' motivation on teacher performance (coefficient 0.634, t-count 5.574, a standard deviation 0.114, p-value 0.000 < 0.05). It indicates a statistically significant influence of teacher motivation on performance. Last, motivation can operate as a mediator (coefficient 0.428, standard deviation 0.087, t-count 4.888, p-value 0.000 < 0.05). motivation mediates transformational leadership to teacher performance. So, the school principal was encouraged to have more intellectual stimulation, care, and inspire teachers, as well as other indicators of transformational leadership, to boost teacher motivation and performance.

Literature Review on Teaching Strategies and Motivation of English Teachers in Higher Vocational Colleges in China

Within the educational setting of Chinese society, the study of teaching strategies holds a prominent position, capturing considerable scholarly interest, particularly in the setting of higher vocational education. Despite the attention devoted to teaching strategies, there exists a noticeable gap in understanding the motivation of teachers to employ these strategies and the factors influencing their choices, especially within the context of higher vocational education. Furthermore, insufficient research has been conducted on the distinctive characteristics of higher vocational education students and the backgrounds of teachers in higher vocational colleges. This paper aims to address these gaps by conducting a thorough review of existing literature on English teachers’ teaching motivation and the influencing factors in higher vocational colleges. Through the synthesis of relevant literature, the study seeks to shed light on the research deficiencies and the significance of exploring the motivation behind teaching strategies in higher vocational education settings. By bridging these gaps, the research contributes valuable insights that can inform educational practices and policy development in the dynamic landscape of higher vocational education in China. The outcomes of this study hold the potential to reshape educational paradigms and enhance the effectiveness of pedagogical approaches in higher vocational institutions, fostering a more enriching learning environment for both educators and students alike.

Pengaruh Lingkungan Kerja dan Budaya Organisasi, Terhadap Motivasi serta Dampaknya pada Kinerja Guru Madrasah Aliyah

The government is creating a teacher certification program that will evaluate teachers' professionalism and determine how well they are able to perform their jobs in order to boost their desire to produce high-quality work. Researchers examine how organizational culture and environment affect teachers' performance and motivation in Madrasah Aliyah, West Tanjung Jabung Regency, West Part. This endeavor serves as a standard by which teachers are judged. Quantitative research was used to finish this study. The 39 samples that were used were chosen based on this research. Additionally, the description of the work environment, organizational culture, motivation, and performance of instructors at Madrasah Aliyah, East Tanjung Jabung Regency, West Region, is based on quantitative data collection and analysis using SPSS.

Exploring Pre-Service Teachers’ Motivation in the Frontier Region: Highlight of Teaching Practicum Program

The importance of English as one of the compulsory subjects in high school remains a serious issue in English language teaching and it affects to the needs of English teachers, especially in a frontier region. The need of English teachers in the frontier region is very urgent since the educational background of some former English teachers there is not English. Then, pre-service teachers are being prepared in order to provide qualified English teachers through teaching practicum program in which it is a pivotal event for them in having experience of being a teacher. This study deals with the pre-service teachers motivations to become English teachers and their experience in their motivations during the teaching practicum program. Data were collected via personal reflection and focus group interview from ten participants. They had their teaching experience in three months. This study reveals how the participants motivations raise through their experience to a positive side in terms of their motivation as an English teacher and impact on other aspects of their teaching. This study concludes with some implication for the government as a policy maker and English teachers to promote pre-service teachers motivations towards teaching English.

The Effect of Teacher Support on the Sustainable Online Academic Self-Efficacy of College Students: The Mediating Effect of Academic Procrastination

Academic self-efficacy is an important condition to ensure learning effectiveness and improve the sustainability of online learning quality. The present study intended to examine the relationship among online teacher support, academic procrastination, and academic self-efficacy by employing a questionnaire survey and structural equation modeling in the online learning environment. We report on survey data from N = 827 college students from China. The results showed the following: that online teacher support and its emotional, cognitive, and autonomy support dimensions have significant positive effects on academic self-efficacy, and it can predict the academic self-efficacy of college students through the mediating effect of academic procrastination. Therefore, in order to enhance the academic self-efficacy of online learners, it is crucial to increase online teacher support, provide guidance and motivation to online learners, reduce academic procrastination, and improve the emotional, cognitive, and autonomy support perceived by students in online courses and learning activities. The findings contribute to the exploration of the impact and mechanism of online teacher support regarding the academic self-efficacy of learners, providing theoretical and empirical support for enhancing academic self-efficacy in online learning and the development of a sustainable quality of teaching.

PENGARUH KOMPETENSI MANAJERIAL KEPALA SEKOLAH DAN MOTIVASI KERJA GURU TERHADAP KINERJA GURU SD WILAYAH GUGUS 2 KECAMATAN BATULANTEH

The objectives of this research are 1) to analyze the influence of the managerial competence of school principals on the performance of elementary school teachers in Cluster 2 of Batulanteh District, 2) to analyze the influence of the work motivation of teachers on the performance of elementary school teachers in Cluster 2 of Batulanteh District, and 3) to analyze the influence of the managerial competence of school principals and the work motivation of teachers on the performance of elementary school teachers in Cluster 2 of Batulanteh District. This research is designed using a non-experimental quantitative approach. The research population includes all school principals and teachers of SDN Tangkampulit, SDN Tepal, SDN Baodesa, SDN Sukamaju, SDN Batubara, and SDN Sampar Kuang Rea, totaling 60 people. The research sample consists of 60 people selected using non-random sampling, specifically saturation sampling, often called a census. Data collection procedures include observation, questionnaires, and documentation. Data analysis techniques involve hypothesis testing, t-test, ANOVA, and simple linear regression. The research findings indicate that the managerial competence of school principals has a significant influence on the performance of elementary school teachers in Cluster 2 with a t-value of 4.703 > t-table 1.66. The correlation between the managerial competence of school principals and the performance of teachers is 0.525, categorized as moderate. Similarly, the influence of work motivation on the performance of teachers is significant with a t-value of 4.593 > t-table 1.66. The correlation between work motivation and teacher performance is 0.516, categorized as moderate. Furthermore, the combined influence of managerial competence and work motivation on teacher performance is significant with an F-value of 10.918 > F-table 3.158 at a significance level of 0.000 < 0.05. Therefore, it can be concluded that both the managerial competence of school principals (X1) and the work motivation of teachers (X2) simultaneously have a significant impact on the performance of elementary school teachers (Y) in the Cluster 2 area.

STRATEGI KEPALA SEKOLAH DALAM MENINGKATKAN MOTIVASI DAN KINERJA GURU

This research is that teachers have a noble duty as educators. However, some conditions can threaten the implementation of the teacher's duties and role, so teacher motivation and performance must always be improved by the school principal with appropriate and good strategies. There are three research objectives, namely: to analyze the principal's strategy in increasing teacher motivation, to analyze the principal's strategy in improving teacher performance, and to analyze the supporting and inhibiting factors of the principal in increasing teacher motivation and performance in SD Negeri 001 and SD Negeri 011 North Sangatta. This type of research is descriptive qualitative, research at SD Negeri 001 and SD Negeri 011 Sangatta Utara. Data collection techniques use observation, interviews, and documentation, as informants are the school principal and teachers. Data was analyzed using the Miles Huberman model with data collection, condensation, data presentation, and conclusion. The results of this research show (1). The principal's strategy in increasing teacher motivation is: The strategy is to use efforts to remind teachers that teaching is a noble job, teachers must not complain, teachers must establish good relationships with all teachers, and create a pleasant environment and conditions. Another strategy is to motivate the form of recognition and appreciation, focus on work-life balance, and teachers must maintain a positive spirit. as well as knowing the environment and character, and maximizing all activities carried out by the teacher. (2). The principal's strategy for improving teacher performance is that the principal's strategy for improving teacher performance focuses on work-life balance, not be afraid of innovation, being very active in motivating teachers, adequate allowances, always providing opportunities for self-development, teachers developing themselves, improving teacher professionalism, Forming collaborative teams through learning communities, Involving all parties. That the principal communicates well and that cooperation in every activity is carried out well. Even if there are problems, they can be resolved with good communication.

Exploration of Universal Basic Education Policy and its impact on Overall Education Quality of Schools in Nigeria

Universal Basic Education (UBE) programme was developed internally, although it is heavily influenced by global trends and developments in education. It is anticipated that its implementation will provide all Nigerians who are willing to learn with a top-notch basic education, as required by various international accords. Nevertheless, Nigeria is confronted with problems such a lack of resources, a lack of public awareness, an inadequate implementation of the new UBE curriculum, and low teacher motivation. These barriers continue to limit how effective the UBE policy may be. This study provided an important contribution to explore Universal Basic Education Policy and its impact on overall education quality of schools in Nigeria. More so, certain recommendations were made amongst others that cooperation between the School administration, Local Government, and parents is required to stop children from working and begging during school hours to reduce absenteeism.

Student and Societal Pressures: Exploring Causes, Consequences and Potential Stress-Reduction Strategies

This investigation aims to explore the causes and consequences of student stress in order to design practical strategies that parents, teachers, and schools can use to mitigate stress. In today’s society, many students face high societal pressures and expectations. The desire to meet these high expectations can often be extremely stressful, affecting a student’s mental health and well-being. Understanding and addressing this issue is essential to effectively create a supportive, stress-free environment where students can balance academic achievement and well-being. Some of the consequences of stress include poor academic performance, insufficient sleep, anxiety, depression, physical illness, irritability, and social withdrawal. The investigation results also identified five components that make up a stress-free environment. The components are positive parental involvement, a learning-based, non-competitive school environment, positive peer relationships, and teacher motivation and behavior. Additionally, the results suggest that implementing Social-Emotional Learning courses in schools is an excellent strategy to help students manage stress and foster positive peer relationships.

Effects of feedback visualisation of peer‐assessment on pre‐service teachers' data literacy, learning motivation, and cognitive load

AbstractBackgroundData literacy (DL) is vital for teachers, as it enables them to build on data and improve teaching and learning. Therefore, developing DL among pre‐service teachers is critical.ObjectivesThe purpose of this study is threefold: to evaluate whether a feedback visualisation of peer assessment‐based teaching approach (FVPA‐based teaching approach) can (1) promote pre‐service teachers' DL; (2) enhance their learning motivation; and (3) improve their cognitive load.MethodsThe research was conducted based on a pre‐test‐post‐test control group quasi‐experimental design. With 20 participants in the experimental group and 21 in the control group, a total of 41 pre‐service teachers were included in the study. The pre‐service teachers in the experimental group adopted the FVPA‐based teaching approach, and those in the control group adopted the traditional peer assessment‐based learning approach.Results and ConclusionsThe experimental group participants outperformed the control group participants in DL, learning motivation, and cognitive load. FVPA was conducive to helping pre‐service teachers critically interpret data, understand their teaching and learning issues, and improve self‐reflection. The findings indicate a reciprocal relationship between learning motivation and DL; improving the learning motivation of pre‐service teachers could promote their DL.ImplicationsThis study contributes to current knowledge by providing empirical evidence on the benefits of an FVPA‐based teaching approach in improving pre‐service teachers' DL, motivation, and cognitive load. The study findings, limitations, and prospects for future research are discussed.

MOTIVATION AND PERFORMANCE OF SECONDARY TEACHERS IN EASTERN SAMAR: BASIS FOR FORMULATION OF INNOVATIVE RESEARCH AND DEVELOPMENT

The main objective of this study is to determine the level of motivation and work performance of secondary teachers in Eastern Samar, Philippines. A total of 302 respondents the researcher utilized a survey questionnaire with descriptive correlational research design. To analyze the data, mean scores, percentile rank, frequency count, and Spearman rho correlation coefficient will be used with a 0.05 level of significance. Findings revealed that the level of motivation of secondary teachers in Eastern Samar is high motivating with a 3.51 mean score. The work performance of secondary teachers in Eastern Samar is very satisfactory with 77.82% or 235 and 22.18% or 67 for outstanding performance. There is a significant relationship between the variables (spearman rho = 0.515; p-value = 0.26). However, to encourage secondary teachers to motivate more in the workplace there is a need to provide financial assistance and harmonious relationships with their co-teachers and school administrators. It is highly recommended to provide necessary technical assistance for the development of the teaching and learning process. School administrators should have quality assurance in terms of teaching strategies to motivate them to learn more in the field of education. Future researchers may conduct a similar study to validate the results of the study. KEYWORDS— level of motivation, work performance, secondary teachers, research and development

Psychological Problems Of Social Adjustment In Grade 2 Children At Sd N 37 Pagambiran

This research is motivated by the difficulty of social adjustment for students. This social adjustment shows that some students find it difficult to understand the lesson, so in this study it can be formulated how teachers and students interact in the classroom. The purpose of this study was to implement the influence of teacher motivation, students' self-confidence in social adjustment in the classroom. This study uses a qualitative method. Data was collected using questionnaires and interviews. Respondents in this study amounted to 4 people. While the qualitative analysis is taken from the interpretation of the data by providing information and explanations. The results showed that student motivation, teacher motivation, and student attitudes with classmates in social adjustment in the classroom. The motivation of other students also has a higher effect on the social adjustment of students with problems