Causative Correlation of Teacher's Motivation and Discipline in Banyumanik, Semarang City

Autor/inn/en	Afandi, Muhamad; MS, Zulela; Neolaka, Amos
Titel	Causative Correlation of Teacher's Motivation and Discipline in Banyumanik, Semarang City
Quelle	In: International Journal of Instruction, 14 (2021) 1, S.507-520 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Elementary School Teachers; Teacher Motivation; Foreign Countries; Gender Differences; Correlation; Teaching Experience; Teacher Characteristics; Teacher Behavior; Indonesia + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Geschlechterkonflikt; Korrelation; Teacher behaviour; Lehrerverhalten; Indonesien
Abstract	The interaction between elementary school teacher's motivation and discipline in Indonesia has not been mapped well. This study aimed to identify patterns of motivation and discipline relationships using causality structural approaches to obtain more comprehensive understanding. This study was used an observational and quantitative descriptive method. A total of 162 elementary school teachers in Semarang City were involved as respondents, randomly. Teacher motivation and discipline were observed then analyzed using structural equation modelling (SEM) performed by LISREL software packages and SPSS. Teacher assessment results were grouped based on gender and work experience. The discipline was significantly positively correlated with motivation. The pattern of relationships between latent variables (motivation and discipline) showed a significant amount of good lead correlation. The value of R[superscript 2] between them reaches 0.80 indicating that the two variables affect each other higher enough. Furthermore, findings related to teacher motivation and discipline does not have differences between groups and gender, that means motivation and discipline both in gender and all work experiences were as equal as high performance. This research found that motivation is a strong driving factor to make teacher more discipline. The discipline itself pop up by high achievement or appreciation. The discipline also makes teachers get more positive achievement that may motivating them. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01