Examining the Influence of Teacher Motivation and School Leadership on Educational Outcomes in South Aceh
DOI:
https://doi.org/10.59890/ijsas.v3i2.136Keywords:
Teacher Productivity, Motivation, School Management Support, Intrinsic Motivation, Educational OutcomesAbstract
This study investigates the impact of motivation and school management support on teacher productivity in high schools within South Aceh, Indonesia. Teacher motivation, encompassing both intrinsic factors such as personal growth and professional commitment, and extrinsic factors like recognition and support, significantly influences productivity and job satisfaction. Additionally, school management support, including effective leadership practices, resource allocation, and professional development opportunities, is critical in fostering a productive teaching environment. Despite national efforts to improve educational quality, schools in South Aceh face unique challenges, including low teacher morale, limited management support, and inadequate access to development resources. This study uses a quantitative approach, collecting data from 123 teachers across five high schools to examine the effects of motivation and management support on teacher productivity. Correlation and regression analyses reveal a strong positive relationship between teacher motivation, management support, and productivity. The results indicate that intrinsic motivation has a slightly greater impact on productivity than extrinsic motivation, while school management support is a significant predictor of teacher performance. These findings underscore the importance of both motivation and administrative support in enhancing teacher productivity, particularly in resource-limited settings. The study provides actionable recommendations for policymakers and educational leaders to support teacher productivity and improve educational outcomes in similar contexts.
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