Jundu Muhammad Mufakkirul Islami, Raden Bambang Sumarsono, Dyan Putri Aprilia, Muazar Habibi

The Effect of Accreditation on Teacher Motivation and Performance in Digital Learning

Introduction

The effect of accreditation on teacher motivation and performance in digital learning. Explore how accreditation significantly boosts teacher motivation and performance in digital learning environments. This study confirms its positive impact on professionalism and technology use.

Abstract

This study aims to examine the influence of accreditation on teacher motivation and performance in the context of digital learning. Accreditation, as an instrument of quality assurance of education, not only functions in assessing the quality of institutions, but also plays a strategic role in increasing the intrinsic motivation and professionalism of teachers. The method used was explanatory research with the Partial Least Square-Structural Equation Modeling (PLS-SEM) approach to 46 junior and senior high school teachers under the auspices of the Lenterahati Islamic Boarding School Foundation. The results showed that accreditation had a significant effect on teacher motivation (R² = 0.520) and teacher performance (R² = 0.598). The validity and reliability of the research instruments have been proven to be strong, supported by composite reliability and AVE values that meet the standards. Hypothesis testing showed that accreditation had a significant positive influence on teacher motivation and performance with a p-value of 0.000. These findings confirm that accreditation is able to create a positive organizational climate, clarify work expectations, and improve teachers' skills in the use of digital technology. However, the study also found that there are other external factors, such as leadership and work climate, that also affect teacher motivation and performance. This study recommends the importance of optimizing technology-based accreditation processes and strengthening professional training programs to support digital transformation in the education sector. Follow-up studies with a wider sample coverage are suggested to enrich understanding of the dynamics of accreditation and teacher capacity building in the digital age.

Review

This study presents a timely and relevant investigation into the influence of accreditation on teacher motivation and performance within the burgeoning context of digital learning. The authors clearly articulate their objective to examine this relationship, positioning accreditation as a critical instrument for quality assurance and a catalyst for professional development. The methodology, employing explanatory research with a Partial Least Square-Structural Equation Modeling (PLS-SEM) approach, is appropriately chosen for uncovering causal relationships, and the abstract clearly states the key statistical outcomes, including significant R² values for both motivation (0.520) and performance (0.598), and a compelling p-value of 0.000, demonstrating strong empirical support for their hypotheses. The reported robust validity and reliability of the instruments further strengthen the credibility of these findings. The core findings affirm that accreditation significantly impacts teacher motivation and performance, offering valuable insights into the mechanisms through which this occurs, such as fostering a positive organizational climate, clarifying expectations, and enhancing digital technology skills among teachers. This provides a strong practical foundation for educational institutions and policymakers. The acknowledgement of additional external factors like leadership and work climate, while not deeply explored in the abstract, introduces a degree of nuance to the understanding of teacher motivation and performance, suggesting a complex interplay of influences beyond accreditation alone. The recommendations for optimizing technology-based accreditation and strengthening professional training are logical extensions of the findings, aimed at practical application in the digital transformation of education. While the study provides compelling preliminary evidence, a significant limitation lies in its sample size and scope. With only 46 junior and senior high school teachers from a single foundation (Lenterahati Islamic Boarding School Foundation), the generalizability of these findings to a broader educational landscape is constrained. Future research, as rightly suggested by the authors, would greatly benefit from a wider sample coverage to confirm these dynamics across diverse institutional settings and educational systems. Exploring the identified external factors (leadership, work climate) more deeply within the model could also provide a more comprehensive understanding of the mechanisms influencing teacher outcomes. Despite these limitations, the study offers a valuable contribution to the discourse on accreditation's role in cultivating teacher effectiveness in the digital age.

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