Selly Jumiati, Eru Ahmadia

The Influence Of Non-Physical Work Environment And Career Development On Intrinsic Motivation Of Civil Servant Teachers At Smti Vocational High School Pontianak

Introduction

The influence of non-physical work environment and career development on intrinsic motivation of civil servant teachers at smti vocational high school pontianak. Discover how non-physical work environment and career development significantly influence intrinsic motivation of civil servant teachers at SMTI Vocational High School Pontianak.

Abstract

To improve students' learning outcomes, 21st-century educational development demands innovative and efficient teaching approaches. This study examines the intrinsic motivation of teachers at SMTI Vocational High School Pontianak and the influence of the non-physical work environment and career development. The research background highlights the importance of understanding what drives teachers' motivation, as it is critical for enhancing overall educational performance. Intrinsic motivation is crucial; however, few studies have explored the relationship between career development and the non-physical work environment. Involving 62 civil servant teachers from SMTI Vocational High School Pontianak, this study employed an associative quantitative research design. Data were collected using a structured questionnaire with a Likert scale ranging from 1 to 5. The data were then analyzed using multiple linear regression. The findings reveal that intrinsic motivation is significantly influenced by the non-physical work environment and career development. Teachers' intrinsic motivation (Y) can be enhanced by improving the non-physical work environment (X1) and career development (X2), as shown by the regression equation Y = 1.921 + 0.250X1 + 0.316X2 + e. A strong relationship between the variables is indicated by the correlation coefficient (R = 0.670). Meanwhile, the coefficient of determination (R2 = 0.449) shows that the two independent variables account for 44.9% of the variation in intrinsic motivation. In summary, this study emphasizes the importance of enhancing teachers' intrinsic motivation by creating a supportive work environment and well-organized career development programs. Future research should explore other factors influencing motivation, such as organizational culture and leadership style, to gain a deeper understanding of the dynamics of teacher performance.

Review

This study adeptly investigates the critical factors influencing intrinsic motivation among civil servant teachers at SMTI Vocational High School Pontianak, focusing on the non-physical work environment and career development. Utilizing an associative quantitative research design with data from 62 teachers, the authors employed multiple linear regression to analyze the relationships. The core finding unequivocally demonstrates that both the non-physical work environment and career development significantly influence teachers' intrinsic motivation. This research is highly relevant, addressing a pertinent gap in understanding motivational drivers crucial for enhancing educational performance, particularly in the context of 21st-century educational demands. A notable strength of this research lies in its clear quantitative approach, providing concrete statistical evidence for the identified relationships. The reported correlation coefficient (R = 0.670) suggests a strong association between the independent variables and intrinsic motivation, lending credence to the study's conclusions. The regression equation further offers a practical model for how these factors contribute to motivation. However, while the R-squared value of 0.449 indicates that the two independent variables account for a substantial portion of the variation in intrinsic motivation, it also implies that over half of the variance remains unexplained. This underscores the multifactorial nature of teacher motivation and hints at other potentially influential elements not covered within this specific scope. The study's findings provide valuable, actionable insights for educational administrators and policymakers, emphasizing the strategic importance of cultivating a supportive work environment and implementing robust career development programs to boost teacher motivation. This has direct implications for enhancing teacher engagement and, by extension, student learning outcomes. The authors' recommendation for future research to explore additional factors like organizational culture and leadership style is well-founded and pertinent. Expanding on this, future studies could also benefit from incorporating mixed-methods approaches to gain a deeper, more nuanced understanding of teachers' lived experiences and perceptions, thereby complementing the quantitative findings with rich qualitative context.

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