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All Journal Jurnal Manajemen Pendidikan Pendas : Jurnah Ilmiah Pendidikan Dasar
Yuli Wariyanti
Universitas Gresik, Indonesia
Education Other

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IMPLEMENTASI MOTIVASI GURU DALAM MEWUJUDKAN KINERJA GURU DI SDN DERMO I BANGIL Yuli Wariyanti; Sutinah; Niken Muji Suryaningsih; Eko Budi Setyawan; A. Faizin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.36292

Abstract

This study aims to explore the implementation of teacher motivation in realizing professional performance at SDN Dermo I Bangil and to understand the factors influencing teachers’ work enthusiasm and commitment within the context of elementary education. The phenomenon of declining teacher performance in several primary schools has become a crucial issue closely related to the quality of motivation and institutional support. This research employs a qualitative approach with an intrinsic case study design, focusing on an in-depth understanding of teachers’ lived experiences within their real work environment. Data were collected through semi-structured interviews, participatory observation, and document analysis, involving three key informants: a classroom teacher, an Islamic education teacher, and a physical education teacher, selected through purposive sampling. The findings reveal three main themes: (1) motivation as a calling of service, where teachers are driven by spiritual values and moral responsibility; (2) motivation based on workplace support, including principal appreciation, peer collaboration, and harmonious social relationships; and (3) motivation transforming into professional performance, manifested through self-reflection, instructional innovation, and commitment to student development. The main inhibiting factors include administrative workload, limited facilities, and lack of professional recognition. The study provides a theoretical contribution by enriching the Self-Determination Theory within Indonesia’s elementary education context and a practical implication for policymakers to enhance teacher well-being and motivation through non-material rewards, organizational support, and reflective professional practices. Future studies are recommended to expand cross-school research and adopt a longitudinal approach to better understand the dynamics of teacher motivation over time.
IMPLEMENTASI PARTISIPASI AKTIF GURU DALAM MENINGKATKAN KINERJA GURU DI SDN DERMO I BANGIL Yuli Wariyanti; Ahmad Thohirin; M. Furqon Wahyudi
Jurnal Manajemen Pendidikan Vol. 11 No. 1 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i1.1492

Abstract

This study aims to explore the implementation of teachers’ active participation in improving teacher performance at SDN Dermo I Bangil by highlighting its meanings, forms, and implications within the context of a primary school organization. The phenomenon of suboptimal teacher performance is often associated with limited opportunities for participation in decision-making processes and professional development at the school level. This study employed a qualitative approach with a case study design, which was selected to obtain an in-depth and contextual understanding of the phenomenon. Data were collected through semi-structured interviews, participant observation, and document analysis involving the principal and teachers selected using purposive sampling, complemented by snowball sampling to enrich the data. The findings reveal three main themes: teachers’ participation in school decision-making, participation in professional development, and participation as a driver of improved teacher performance. The results indicate that meaningful teacher involvement fosters a sense of ownership, professional responsibility, and work motivation, which positively influence teacher performance. However, the study also identifies barriers to participation influenced by organizational culture and differences in teachers’ experiences. Theoretically, this study reinforces the perspectives of participative leadership and distributed leadership in the context of primary education.
Co-Authors A. Faizin Ahmad Thohirin Eko Budi Setyawan M. Furqon Wahyudi Niken Muji Suryaningsih Sutinah