TOPIC: THE IMPACT OF PRINCIPAL MOTIVATION ON SCHOOL
PERFORMANCE IN DISTRICT SWAT.
LITERATURE REVIEW
Performance of School Teacher
Management must provide robust support to motivate employees to achieve high
performance that aligns with organizational goals and expectations. (Rodjam,
Thanasrisuebwong, Suphuan, & Charoenboon, 2020) emphasize that performance reflects the
outcomes of work activities undertaken by individuals or groups over a defined period. They
view performance as a combination of motivation, ability, and external factors. Similarly,
(Dessler, Palm, & Spinhirne, 2006) defines performance as the result of individual actions,
reflected in the quality or quantity of work within an organization, whether at an individual or
group level. (Hao et al., 2024) highlight that individual performance serves as the cornerstone of
organizational success. (Hadijaya, Mujahid, Astika, & Ramadina, 2024) further argue that
focusing on exceptional performance by individuals and groups is essential to enhance overall
organizational performance.
The Theory of Reasoned Action (TRA), introduced by Fishbein and Ajzen (1977),(Alam
& Andoh-Baidoo, 2024) explains how attitudes and behaviors are connected in human actions.
This theory highlights that an individual’s motivation to act stems primarily from their intention
to perform a behavior, which serves as the strongest predictor of whether the behavior will occur.
Intentions are shaped by the belief that a specific action will lead to a desired outcome. Attitudes
toward the behavior and subjective norms influence these intentions. According to TRA, stronger
intentions result in greater effort toward performing the behavior, thereby increasing the
likelihood of its execution.
Teacher's Motivation to Work
Teacher motivation is influenced by intrinsic and extrinsic factors, as explored through
various motivational theories. Herzberg's Two-Factor Theory (1966) (Yongfang, 2024)
categorizes job-related factors into hygiene factors and motivators. Hygiene factors include
elements like salary, job security, relationships with coworkers, working conditions,
organizational policies, work schedules, and supervision. In contrast, motivators encompass
aspects such as responsibility, opportunities for growth, challenges, intellectual stimulation,
independence, variety, achievement, control, and engaging work.
Enhancing motivation can be achieved through financial or non-financial incentives. (Saleem,
Mahmood, & Mahmood, 2010) emphasize that work motivation provides numerous
organizational benefits. It encourages employees to approach their tasks with greater enthusiasm,
leading to higher job satisfaction. Satisfied employees are more likely to remain committed to
their roles, ultimately boosting their performance.
Competency of Teacher
Competence, as described by (Moqvist & Aulin, 2003) refers to the practical application of an
individual’s skills and abilities in relation to their specific work context. (Grote, 1996) define
competency as a critical personal attribute that contributes to effective and exceptional job
performance, often demonstrated through specific actions, behaviors, or outcomes.
Teacher competencies can be categorized into three main areas:
1. Professional Competence: This involves a deep knowledge base and the ability to apply
diverse teaching methods effectively during the teaching-learning process.
2. Social Competence: Teachers must be able to communicate effectively with students,
colleagues, and the broader community.
3. Personal Competence: Teachers should exhibit a stable and exemplary personality,
serving as role models for their students.
In the United States, teacher competency standards are aligned with the National Board for
Professional Teaching Standards (2002) (Toledo, Révai, & Guerriero, 2017), which outlines five
core competencies:
1. Teachers are dedicated to their students’ learning and well-being.
2. Teachers possess a thorough understanding of the subjects they teach.
3. Teachers take responsibility for their students’ academic progress.
4. Teachers approach their work systematically and reflectively.
5. Teachers actively participate in professional learning communities.
(Suwondo et al., 2024) expands on these competencies by identifying twelve specific
characteristics of effective teaching:
1. Developing well-structured lesson plans.
2. Delivering effective instruction.
3. Assessing student learning outcomes.
4. Conducting follow-up activities based on student achievements.
5. Understanding educational foundations.
6. Being familiar with educational policies.
7. Recognizing students’ developmental stages.
8. Adopting suitable learning strategies for different materials.
9. Promoting collaboration within the school community.
10. Leveraging advancements in science and technology in education.
11. Mastering subject matter and related skills.
12. Continuously pursuing professional growth.
To achieve these competencies, strong collaboration between principals, teachers, school staff,
and other stakeholders is essential for fostering an effective educational environment.
Leadership of School Principal
According to (Lussier & Hendon, 2017), leadership involves making a deliberate effort to
influence others to carry out tasks in line with expected outcomes. (Saghafi & Mirzaei, 2021)
defined leadership as a process of influencing others to reach the goals or development of an
organization. (Ali, 2020) stated that leadership is about affecting the actions of a group to
achieve the organization's objectives. Schools, as educational organizations, require leadership to
move, motivate, and guide people within the institution to achieve educational goals. In the role
of educational leaders, school principals have various duties and responsibilities, and it is
essential for them to apply effective leadership styles. School leadership plays a crucial role in
reaching educational goals, with (Fullan & Kirtman, 2019) affirming that it is the primary means
of achieving educational objectives. Successful leadership is characterized by traits such as self-
esteem, initiative, intelligence, fluency, creativity, and other physical and personal qualities.
(Shields, 2010) highlighted three key qualities of effective school leadership: personality, ability,
and social skills.
According to (Ulfathmi, Arafat, & Setiawan, 2021) The leadership of a school principal
plays a crucial role in determining the quality and success of educators. Effective leadership
fosters a positive work environment, which in turn boosts teacher motivation. Teacher work
motivation, driven by both internal and external factors, significantly influences teacher
performance. This study aims to examine the impact of principal leadership and teacher
motivation on teacher performance at SMP 32 OKU. A quantitative research approach,
specifically an ex post facto design, was utilized. The study's population consisted of 58 teachers
from SMP 32 OKU. Data collection methods included the use of questionnaires and
documentation. Data analysis involved prerequisite tests such as normality, autocorrelation,
heteroscedasticity, and multicollinearity tests. For the final analysis, methods such as the one-
sample t-test, simple and multiple correlation analysis, simple and multiple regression analysis,
determination coefficient analysis, and the f-test were applied.
According to (Pratiwi & Warlizasusi, 2023) To enhance the quality of education in
schools, both the role of school principals and the presence of qualified teachers are crucial.
Teachers not only serve as instructors but also act as educators and mentors who guide and
enrich students' learning experiences. Therefore, teachers must actively engage and establish
themselves as high-performing professionals. Effective school leadership is achieved when
principals demonstrate strong traits, behaviors, and skills that enable them to lead school
organizations effectively, ultimately fostering high-quality and goal-oriented schools.
This study aimed to examine the following:
The study involved all 65 teachers at SMP Negeri 1 Rejang Lebong as its population, employing
a census sampling method. Data were analyzed using multiple linear regression techniques. The
findings revealed that:
1. Principal leadership and work motivation together significantly influence teacher performance.
2. Principal leadership independently has a significant effect on teacher performance.
3. Work motivation also independently impacts teacher performance significantly.
(Wahyudi, Fitria, & Rohana, 2024) Studied The Impact of Principal Leadership and
Work Motivation on the Performance of Elementary School Teachers. This study aimed to
understand how the principal's leadership style and teachers' work motivation influence the
performance of elementary school instructors. The primary objective was to examine the
relationships between these variables—principal leadership, work motivation, and teacher
performance—in elementary schools. The research employed a quantitative approach using
correlation techniques and focused on teachers from elementary schools within Cluster X in
Prabumuih City, involving 98 participants. Data collection was conducted through questionnaires
and documentation, while data analysis utilized t-tests and F-tests. The findings revealed a
positive correlation between the principal's leadership and teacher performance in the elementary
schools of Cluster X, Prabumuih City. Furthermore, the study highlighted that work motivation
also had a favorable impact on teacher performance. These results suggest that effective
leadership by principals, coupled with sustained work motivation, plays a vital role in improving
the performance of elementary school teachers. The study underscores the importance of
strengthening leadership and fostering motivation to enhance teacher productivity and
effectiveness.
(Wahyudi et al., 2024) Studied The Impact of Principal Leadership and Teacher
Competence on Teacher Performance: The Mediating Role of Work Motivation. This study aims
to empirically investigate the impact of school principals' leadership and teachers' competencies
on the performance of intermediate school teachers, with teacher motivation considered as a
potential mediating factor. Using purposive sampling, a sample of 340 teachers from Palembang,
South Sumatera Province, Indonesia, was selected. The data were analyzed using structural
equation modeling with Amos 22 software. The findings indicate that principals' leadership,
teacher competency, and teacher motivation positively influence the performance of public
intermediate school teachers. However, contrary to expectations, teacher motivation does not act
as a mediating variable in this model.
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