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All Journal Register Journal ETNOLINGUAL JELTII (Journal of English Language Teaching and Islamic Integration) Efektor JEES: Journal of English Educational Study SOSHUM : Jurnal Sosial dan Humaniora [Journal of Social Sciences and Humanities] Jurnal Pendidikan Edutama BERNAS: Jurnal Pengabdian Kepada Masyarakat Indonesian Journal Of Educational Research and Review REGISTER JOURNAL Studies in English Language and Education
Monika Widyastuti Surtikanti
Universitas Katolik Santo Agustinus Hippo
Religion Agriculture, Biological Sciences & Forestry Humanities Dentistry Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Neuroscience Nursing Public Health Social Sciences Veterinary Other

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Motivational Pathways To Teaching in Challenging Times: A Study of English Gen Z Pre-Service Teachers Arie Arie; Antonius Setyawan Sugeng Nur Agung; Monika Widyastuti Surtikanti; Efrika Siboro
Jurnal Pendidikan Edutama Vol 13 No 2 (2026): July 2026
Publisher : IKIP PGRI Bojonegoro

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Abstract

Teacher motivation has often been studied using broad frameworks that overlook generational traits and rural educational contexts. This study explores how altruistic, intrinsic, and extrinsic motivations influence Gen Z English pre-service teachers’ decisions to pursue teaching in the resource-limited educational setting of West Kalimantan, Indonesia. Using a qualitative approach, data were gathered through questionnaires and semi-structured interviews with 56 Gen Z pre-service teachers and analyzed through an interactive process of data reduction, display, and conclusion drawing. The results reveal a layered motivational structure. Altruistic motivation is identified as the main driver, driven by a strong moral commitment to community service and reducing educational disparities. Intrinsic motivation develops gradually through teacher education, reflective learning, and the development of professional identity, serving as a key factor in sustained career commitment. Extrinsic motivation plays a secondary role, mainly as a contextual factor related to job security and work conditions. These findings challenge the stereotype of Gen Z as primarily extrinsically motivated and emphasize the need for context-aware, value-driven approaches to understanding teacher motivation in underprivileged educational settings.
AI, PEERS, AND SUPERVISORS: EPISTEMIC AUTHORITY IN POSTGRADUATE SUPERVISION Antonius Setyawan Sugeng Nur Agung; Monika Widyastuti Surtikanti; Masfa Maiza; Doni Alfaruqy; Imam Baihaqi; Rizki Ramadhan; Daniel Jesayanto Jaya; Diana Zulita
Journal of English Educational Study (JEES) Vol 9, No 1 (2026): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v9i1.6211

Abstract

The integration of generative artificial intelligence into higher education has transformed the ways postgraduate students begin and advance their academic work. However, few studies have explored how AI influences epistemic authority in the development of thesis proposals. This study examines how postgraduate students establish and prioritize AI, peers, and supervisors as epistemic authorities within an AI-mediated academic environment. Using a qualitative interpretative methodology, we gathered data from 105 graduate students through questionnaires and semi-structured interviews. Reflexive thematic analysis unveiled a stratified epistemic hierarchy. AI was seen as an important authority because it could help people think more clearly and generate new ideas, but it had to be checked. Peers acted as relational authorities, giving emotional support and dialogic assistance. Supervisors maintained the highest epistemic status as institutional authorities owing to their evaluative authority, responsibility, and symbolic capital within academic frameworks. AI reduced uncertainty and increased perceived control in the early stages of proposal creation, without undermining supervisory legitimacy. Authority remained grounded in institutional acknowledgment rather than in the rapid dissemination of knowledge. The findings enhance AI-in-education studies by shifting the emphasis from usage frequency to authority configuration, offering insights for AI governance and postgraduate supervision.
Co-Authors Antonius Setyawan Sugeng Nur Agung Arie Arie Arif Nugroho Barli, Jenny Charito A. Quinones, OP Daniel Jesayanto Jaya Diana Zulita Doni Alfaruqy Efrika Siboro Farida Indri Wijayanti Imam Baihaqi Kunto Nurcahyoko Masfa Maiza, Masfa NUR LAILIYAH Rendy Amora J Rizki Ramadhan