EFL teachers’ motivation and competence in an Indonesian context as assessed within the framework of Maslow’s and Herberg’s theories

Abstract

Using regression and descriptive analyses, this research was carried out to measure the nature of teachers’ motivation as indicated by their job commitment and satisfaction, which was then used to predict the EFL teachers’ competence. The participants were 42 high school English teachers from both public and private schools in Binjai, North Sumatera Province. Likert-type inventory on teachers’ motivation, with items focused on job commitment and job satisfaction, and a fact-based, multiple choice assessment of teaching competences were employed. It was found that motivation as indicated by both teachers’ commitment and satisfaction could have a significant impact on their competence. For the success of any school in achieving its predetermined goals, committed and satisfied human resources are therefore considered as the most critical assets. Thus, fostering commitment and satisfaction among teachers is essential because teachers, who are highly committed and satisfied, would tend to stay longer, perform better, and are actively involved in classroom, school and social activities.

Demotivating Teaching Practices in EFL Classrooms in Saudi Secondary Schools

“…This study aligns with a body of research showing that teachers' lack of motivation and interest in teaching has a detrimental impact on students' motivation (Inayatullah & Jehangir, 2012; Bonta, 2019; Ghonsooly et al, 2017;Frenzel et al, 2009;Tambunan et al, 2018). EFL teachers lacking in motivation and passion for their jobs will hinder students' progress because unmotivated teachers make language learning uninteresting.…”

“…Teachers' lack of motivation and interest in teaching has also been highlighted as having a negative impact on students' motivation (Bonta, 2019;Ghonsooly et al, 2017;Frenzel et al, 2009;Tambunan et al, 2018). If EFL teachers lack enthusiasm and passion for their jobs, it affects their students by making language learning appear unappealing.…”

Relationship between teaching motivation and teaching behaviour of secondary education teachers in Indonesia (Relación entre la motivación docente y el comportamiento docente en profesores de educación secundaria en Indonesia)

“…Los pocos estudios llevados a cabo en Indonesia se han limitado a profesores de idiomas (e.g., Aritonang, 2014; Tambunan, Hamied, & Sundayana, 2016). Debido a las limitaciones en el diseño de la investigación y a cuestiones relacionadas con la especificidad de la asignatura escolar, estos estudios aportan poco conocimiento sobre la motivación de los profesores indonesios.…”

“…The few studies that have been conducted in Indonesia have been limited to language teachers (e.g., Aritonang, 2014; Tambunan, Hamied, & Sundayana, 2016). Due to limitations in research design and issues of school-subject specificity, these studies provide little insight into the motivation of Indonesian teachers.…”

Non-Academic Factors (De) Motivating Private School Teachers: A Case of EFL Teachers in the Nepalese Context

“…Further, Nawaz and Yasin (2015) write that employees are motivated by handsome prompt salary, unbiased appraisals, positive behavior of students, presence of rooms, friendly environment, availability of learning resources, small class size, less distance from the school, selecting upper class as target market and autonomy given to school teachers. Moreover, Tambunan et al (2018) reported that motivation as indicated by both teachers' commitment and satisfaction could have a significant impact on the competence and in achieving its predetermined goals, committed and satisfied human resources are therefore considered as the most critical assets. Teacher motivation is very critical in achieving academic excellence.…”