Predictors of Achievement Motivation among Elementary School Teachers: Principal Leadership, Pedagogical Competenceand Career Development
DOI:
https://doi.org/10.58230/wgey0y52Keywords:
principal leadership, pedagogical competence, career development, achievement motivation, elementary school teachers.Abstract
This study aimed to analyze the relationships between principal leadership, pedagogical competence, career development, and achievement motivation among public elementary school teachers in Pabelan District, Semarang Regency. This quantitative study employed an associative ex post facto design. The population consisted of 186 teachers from 21 public elementary schools. A total of 128 respondents were selected using proportionate stratified random sampling and simple random sampling. Data were collected through questionnaires and analyzed using multiple linear regression with IBM SPSS version 25. The results showed that principal leadership was positively associated with achievement motivation (β = 0.177; p = 0.027), pedagogical competence was positively associated with achievement motivation (β = 0.434; p < 0.001), and career development was positively associated with achievement motivation (β = 0.312; p = 0.001). The three predictors jointly predicted achievement motivation (F = 120.571; p < 0.001; R² = 0.745). Pedagogical competence was the strongest relative predictor. These findings highlight the importance of leadership support, competence development, and sustainable career development opportunities.
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