Enhancing School Effectiveness by Implementing Identified and Intrinsic Motivation Among Primary School Teachers

Abstract

Teacher job motivation is one of the factors that influence school effectiveness. The success of a school can be seen in the achievement of outstanding results and the absence of disciplinary difficulties. As a result, this research was carried out with the aim of identifying the dimensions that affect teachers’ job motivation and school effectiveness in Pasir Mas District Excellence Cluster Primary School, Kelantan. A cross-sectional sampling approach was used in this report, with a questionnaire distributed to 146 teachers from four primary schools in the Pasir Mas district. The data were analyzed using SEM-PLS indicate that the motivational dimensions and intrinsic dimensions for teacher job motivation independent variables are predictors of school effectiveness contingent variables in Pasir Mas District Excellence Cluster Primary School. The study’s implications show that teacher job motivation is significant in attempts to increase school effectiveness. Teachers now play an important part in education by improving the effectiveness of teaching and learning in classrooms. This is seen as very important to maximize student achievement as well as increase the effectiveness of the school because excellent and high -performing students are the result of an effective institution.

Management Discourse Analysis of High- and Low-Efficacy Schools: A Comparative Study of Factors Influencing School Performance

“…The schools believe that a family with better resources and a higher sociocultural level that also values education naturally instils certain values and work routines in the students that promote their performance. In addition, the CAEFs mention the low ratios in the classrooms and the family environment of the school, which allow closer and more personalized attention to the students, as a factor favouring academic performance [38,53].…”

“…One of the permanent objectives of society and its public administrations related to education is the constant improvement of the quality of education, which is directly linked to the efficiency of schools [2,28,29]. Some of the variables linked to greater school effectiveness that have received the most attention in the scientific literature have been attention to diversity; the systematization and adaptation of curricula to optimise available resources [30]; leadership of the management team through democratic and shared management practices based on good communication with the rest of the school community [30][31][32][33]; ongoing teacher training, leading to updated teaching practices [34,35]; and the emotional involvement of the school community, ensuring that faculty, students, and families feel a sense of belonging to the educational community [36][37][38].…”

“…These factors can be differentiated between those that are directly related to the educational context and those that refer to extracurricular variables [13,51]. Among the former are aspects such as the methodology implemented [52], teacher training and motivation [35,38,53], the management of the school and its management team [32], or the classroom climate [53][54][55][56][57][58]. Among the latter, gender [59][60][61]; previous academic performance; self-perception, psychological, and emotional factors [62,63]; mother tongue or immigrant status [64][65][66]; extracurricular support [36,67]; or economic, social, and cultural status (ESCS), measured by the ESCS index, stand out.…”

Teachers' Perception and Practices on Inclusive Education, Their Relationship to School Effectiveness and Performance, Division of Laguna

“…Within the educational system, the term school effectiveness is used to describe the differences between schools, and hence a school that contributes to a greater. Khun-Inkeeree et al (2022), citing the ideas of Riyatuljannah (2020), suggest that school effectiveness can be shown through more efficient school management and administration procedures, a supportive school atmosphere, and cultural framework for teaching and learning, respectful partnerships with management and staff, peer teachers, and teachers with pupils, and teachers with parents and society.…”

Key Success Factors of School Leaderships in Implementing Professional Learning Community: A Systematic Literature Review

“…Professional Learning Communities (PLCs) are integral in fostering a collaborative environment where educators can share knowledge and practices that contribute to their professional growth and instructional leadership. This collective efficacy is shown to positively influence not only teacher performance but also student outcomes by promoting more effective teaching strategies and enriched learning experiences (Khun-Inkeeree, et al, 2022). They suggest that empowering teachers through active involvement in school goals and fostering a supportive school atmosphere of all stakeholders are vital for enhancing the effectiveness of PLCs.…”