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Soedjono Soedjono
Magister Manajemen Pendidikan, Universitas PGRI Semarang, Semarang, 50125, Indonesia
Religion Humanities Education Library & Information Science Other

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The Influence of Teachers’ Work Motivation on the Learning Quality in Public Elementary School in Sumber District, Rembang Regency Ahmad Agus Alim; Ali Shodiqin; Soedjono Soedjono
Journal of Educational Sciences Vol. 10 No. 5 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.5.p.1213-1225

Abstract

Primary education plays a vital role in shaping human resource quality and long-term educational outcomes. This study examines the effect of teachers’ work motivation on learning quality in public elementary schools in Sumber District, Rembang Regency. Learning quality is essential for developing students’ cognitive, affective, and psychomotor competencies. However, recent reports indicate fluctuations and declines in several aspects of learning quality, highlighting the need to identify contributing factors. This research used a quantitative ex post facto design with a sample of 75 teachers selected through simple random sampling. Data were collected using a Likert-scale questionnaire and analyzed through descriptive statistics and regression analysis. The findings reveal that teachers’ work motivation has a positive and significant effect on learning quality, with a strong correlation and substantial contribution. Highly motivated teachers tend to demonstrate better lesson planning, more innovative teaching practices, and more consistent assessment. In conclusion, teachers’ work motivation is a key factor influencing learning quality, and strengthening both intrinsic and extrinsic motivation is essential to improve teaching effectiveness and sustain primary education quality.
Academic Coaching Based Supervision for Strengthening Teachers’ Professional Competence in the Era of Educational Transformation: A Case Study in Primary School Dian Putri Amelia; Soedjono Soedjono
Journal of Educational Sciences Vol. 10 No. 8 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.8.p.596-614

Abstract

Educational transformation requires teachers to continuously develop professional competence to create adaptive, innovative, and student centered learning. Academic supervision should therefore function not only as an evaluation mechanism but also as a professional development strategy. However, conventional supervision often emphasizes administrative assessment rather than sustainable teacher improvement. This study aims to analyze the implementation of coaching-based academic supervision and its contribution to strengthening teachers’ professional competence at SD Negeri Balerejo. This study employed a qualitative approach with a case study design. Data were collected through interviews, classroom observations, and documentation involving the principal and teachers. Data were analyzed through data condensation, data display, and conclusion drawing, with credibility ensured through source and technique triangulation. The novelty of this study lies in explaining how coaching based academic supervision integrates instructional leadership, reflective dialogue, and continuous mentoring within a primary school context. The findings reveal that coaching based academic supervision improves teachers’ competence in developing instructional materials, implementing student centered learning strategies, utilizing educational technology, and conducting professional reflection. This study contributes to the development of academic supervision models by positioning supervision as a collaborative professional learning process rather than merely an evaluation activity.
Co-Authors Ahmad Agus Alim Ali Shodiqin Dian Putri Amelia