Teaching Experience, Organizational Work Climate, and Achievement Motivation as Predictors of Elementary School Teacher Performance
DOI:
https://doi.org/10.62385/jepams.v2i2.207Keywords:
teaching experience, organizational work climate, achievement motivation, teacher performanceAbstract
The purpose of the study was to determine: (1) jointly the contribution of teaching experience, organizational work climate, and achievement motivation, (2) contribution to teaching experience, (3) contribution to the organization's work climate, (4) contribution to achievement motivation towards elementary school. This type of research is quantitative research. Research variables are teaching experience, organizational work climate, achievement motivation and teacher performance. The study population of all elementary school teachers in Lendah Subdistrict in 2018 was 210 teachers. The technique of retrieving data uses a questionnaire. Testing instruments with validity test and reliability test. The analysis used is multiple linear regression analysis. The results of the study: (1) The teaching experience, organizational work climate, and achievement motivation together have a positive and significant contribution to the performance of elementary school teachers. The higher teaching experience, organizational work climate and achievement motivation, teacher performance tends to be high, (2) teaching experience contributes positively to the performance of elementary school teachers. The higher the teaching experience, the teacher's performance tends to be high, (3) The organizational work climate contributes positively to the performance of elementary school teachers. The higher the organization's work climate, the teacher's performance tends to be high, (4) Motivation for achievement positively contributes to the performance of elementary school teachers. These findings imply that school principals and basic education policymakers need to design professional development programs, create a supportive organizational climate, and strengthen achievement motivation as strategic efforts to improve elementary school teacher performance.
Downloads
References
Ahmed, N. (2024). The role of classroom management in enhancing learners’ academic performance: teachers’ experiences. Studies in Learning and Teaching, 5(1), 202-218. https://doi.org/10.46627/silet.v5i1.364
Ayaz, N., & Abbas, S. G. (2025). Teachers As Catalysts: Understanding Their Role in Shaping Secondary School Students’ Growth. ACADEMIA International Journal for Social Sciences, 4(1), 851-862. https://doi.org/10.63056/ACAD.004.01.0137
Balkar, B. (2024). The relationships between organizational climate, innovative behavior and job performance of teachers. International Online Journal of Educational Sciences, 7(2).
Bansal, S. (2022). Role of techno-pedagogical skills for enhancing teaching and learning. Journal of Positive School Psychology, 6(2).
Berliner, D. C. (2004). Describing the behavior and documenting the accomplishments of expert teachers. Bulletin of Science, Technology & Society, 24(3), 200–212. https://doi.org/10.1177/0270467604265535
Chan, K. T., & Tan, K. (2022). How teachers experience assessment tension and its effect on formative assessment practices. Educational Research for Policy and Practice, 21(3), 447-464. https://doi.org/10.1007/s10671-022-09316-1
Darling-Hammond, L. (2017). Teaching for quality and equity: What matters most. Teachers College Press.
Hoy, W. K., & Miskel, C. G. (2013). Educational administration: Theory, research, and practice (9th ed.). McGraw-Hill.
Kanya, N., Fathoni, A. B., & Ramdani, Z. (2021). Factors Affecting Teacher Performance. International Journal of Evaluation and Research in Education, 10(4), 1462-1468. https://doi.org/10.11591/ijere.v10i4.21693
King, L. E. (2024). Investigating Teachers’ Experiences of Curriculum Implementation. In Australian Transnational Vocational Education: Imperatives, Challenges and Improvements for Curriculum Implementation (pp. 83-96). Singapore: Springer Nature Singapore. https://doi.org/10.1007/978-981-96-0978-9_4
Litwin, G. H., & Stringer, R. A. (1968). Motivation and organizational climate. Harvard University Press.
McClelland, D. C. (1987). Human motivation. Cambridge University Press. https://doi.org/10.1017/CBO9781139878289
Nawaz, A. (2024). Role of Teachers in Social Development of Students at Primary Level in District Multan. International Journal of Emerging Trends in Education, 2(2), 14-27.
Nugroho, B. S., Tannady, H., Fuadi, T. M., Aina, M., & Anggreni, M. A. (2023). Role of work experience, work motivation and educational background on teacher performance at vocational school. Jurnal Pendidikan dan Kewirausahaan, 11(2), 476-487. https://doi.org/10.47668/pkwu.v11i2.745
Pido, M. R., Mahmud, M., & Sudirman, S. (2023). Teacher performance on student learning outcomes. Journal of Economic and Business Education, 1(1), 21-29. https://doi.org/10.37479/jebe.v1i1.16928
Ritonga, Z. (2025). Affective Learning Strategies In Improving Students' Character. Jurnal Profesionalisme Guru, 2(1), 214-223.
Robbins, S. P., & Judge, T. A. (2017). Organizational behavior (17th ed.). Pearson Education.
Saeedian, S., & Ghaderi, A. (2023). Scenario-based classroom context mode: Reshaping non-native teachers’ decision-making and pedagogical reasoning. Asian-Pacific Journal of Second and Foreign Language Education, 8(1), 36. https://doi.org/10.1186/s40862-023-00208-2
Seidel, T., Schnitzler, K., Kosel, C., Stürmer, K., & Holzberger, D. (2021). Student characteristics in the eyes of teachers: Differences between novice and expert teachers in judgment accuracy, observed behavioral cues, and gaze. Educational Psychology Review, 33(1), 69-89. https://doi.org/10.1007/s10648-020-09532-2
Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357–385. https://doi.org/10.3102/0034654313483907
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Setyarini
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) License that allows others to share the work with an acknowledgement of the work’s authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
