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

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.

Introduction

Education is the primary foundation for a country’s ability to deliver high-quality pupils. The Ministry of Education Malaysia is in charge of preparing and implementing nation-al education policy in order to mobilize a professional and excellent workforce in order to build a successful and forward-thinking teacher. Based on this, the MOE’s goal is to produce sustainable individuals through high-quality education. According to Som et al. (2020), each person has self-potential that can be used to boost national excellence through an education system that produces a progressive, competitive, and changeable society. Teachers are people who are in charge of enhancing student achievement and school success. According to Som et al. (2020), teachers play an important role in implementing curriculum transition in order to build human capital that is culturally literate, virtuous, has strong social values, as well as optimistic and futuristic in order to achieve success and face change in the twenty-first century. In this situation, teachers’ enthusiasm must be improved to ensure the enhancement of student excellence as well as the school’s effectiveness. Teachers’ job inspiration, ac-cording to Aspan et al. (2020), has an influence not only on the school culture and the organization, but also on society as a whole. Thus, teachers’ job motivation should be given due consideration because, in addition to enhancing pu-pil results, highly motivated teachers will also inspire their students (Sulfemi, 2020).

Furthermore, job morale of teachers is shown to be capable of increasing school productivity and quality teachers are an important asset in ensuring the glory of national educational institutions. Teacher job encouragement, according to Arlita et al. (2020), is an element in a teacher who can nurture the spirit of work to accom-plish a set goal. Teachers would be encouraged to carry out their tasks and functions if they have a good attitude toward the teaching profession and treat it as their mission and obligation (Comighud and Arevalo, 2020). Nonetheless, there are also teachers who continue to practice but display little improvement in teaching habits or excellent achievement (Aspan et al., 2020). This is due to teachers’ poor job morale. According to Ahmeda et al. (2020), a person’s varied skills and abilities are not deemed to have achieved the optimum level of work if their level of commitment for the work in charge is still poor. As a result, in order to have a positive impact on school effective-ness, teachers’ job morale must be improved.

Meanwhile, a successful school is one that encourages students to demonstrate some of the growth required under standard conditions, in other words, one that can add benefit to student output (Kocak and Nartgun, 2020). One of the general conclusions of Kocak and Nartgun’s report on effective schooling is the emphasis on effective classroom teaching. Furthermore, teacher evaluation is one of the benchmarks or variables that allow for successful classroom teaching. Moreover, Gunawan (2020) identifies teacher engagement as a factor that influences school effectiveness. This is due to the fact that motivation is a force that affects a teacher’s capacity to be more creative in their work. However, there is also considerable debate over the efficacy of these schools, including whether successful schools should be evaluated based on individual academic achievement or school attributes that can affect students’ academic performance (Xie and Zhang, 2020). The unique feature in question is the school’s teaching staff. As a result, a more in-depth examination is needed to gain a better understanding of the relationship between teacher job motivation and school effectiveness.

Thus, this study aims to answer four research hypotheses as stated below:

H01: There is no significance influence between external motivation and school effectiveness.

H02: There is no significance influence between identified motivation and school effectiveness.

H03: There is no significance influence between intrinsic motivation and school effectiveness.

H04: There is no significance influence between introjected motivation and school effectiveness.

Review of Literature

Work Motivation of Teachers

Work motivation is a fundamental human need as well as an intended opportunity to satisfy the desired need, resulting in the activity’s success (Siregar, 2021). Teachers’ job motivation, according to Paulus and Marhamah (2020), can be defined by many measures such as teachers participating in all teaching events, being disciplined in terms of adhering to all school regulations, being diligent in performing assigned assignments, being attentive to materials provided to students, having effective and orderly administration, and developing skills and competencies. This demonstrates the significance of motivation, since motivation and performance are critical factors in school progress and student achievement (Comighud and Arevalo, 2020). According to Megawati et al. (2020), teacher job motivation is a person’s urge or ability to achieve a certain objective. This implies that if teachers are not motivated, their efficiency will suffer (Comighud and Arevalo, 2020). It is also important to focus on increasing teachers’ job morale. In order to improve operational efficiency, teachers must be accountable and productive. As a result, schools need staff who are dedicated to their employment (Kocak and Nartgun, 2020). Teachers play a crucial role in realizing the nation’s hopes and goals. Teachers must be held responsible in order to provide wholesome students by playing a vital part in educating the nation’s children as best they can toward being balanced students and in compliance with the aims of the Ministry of Education (Som et al., 2020). Thus, this indicates that teachers are a vital predictor of a school’s progress.

As a result, the definition of motivation is commonly defined as a force that moves an individual to achieve a goal or make an attempt to achieve a real goal. As a result, motivation is related with the dedication and capacity to apply maximum effort for the achievement of organizational goals in meeting human needs. Job motivation, according to Saludung et al. (2021), is an inspiration for an individual to make a substantial commitment to the school organization in order to achieve the set goals. According to Haryono et al. (2020), motivation is a state of mind or energy that drives a person to achieve organizational goals. Job motivation, then, is a spark that may motivate an individual to perform ethically in order to attain organizational objectives. Job motivation is a key part of every organization since it serves as a motivator to achieve the goals or expectations that must be reached (Aspan et al., 2020). This obviously demonstrate the presence of work motivation among individuals with employees who demonstrate good work efficiency, are able to assume the duties assigned, display pride in doing a job, are conscientious in executing jobs, and have a helping spirit among employees (Arofiq, 2020). Divide motivation into six dimension as shown in Table 1.

TABLE 1

Table 1. The definition of Roth et al.’s (2007) Motivation dimensions.

School Effectiveness

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 can all be used to measure school effectiveness (Riyatuljannah, 2020). According to Istikomah (2020), school effectiveness is the result of an institution using all school capital to achieve goals and meet shared objectives. Furthermore, school effectiveness may be measured by several aspects of fairness or inclusion for kids to obtain an education regardless of cognitive, physical, heritage, financial level of students’ parents, religious background, ethnicity and descent, or comprehension of students. A successful education, according to Mitrohardjono and Arribathi (2020), has a connection with the formulation of what is expected with what has been accomplished. As a result, school achievement is seen as a critical factor in assessing school effectiveness.

Furthermore, Sammons et al. (1995) conclude that a successful school is one that can bring benefit to its student results by adopting the same approach as other schools. Ineffective classrooms, on the other hand, show lower-than-expected student growth. According to Hassan and Hamzah (2020), failing schools are those that confront various disciplinary difficulties such as property damage, absenteeism, and dropouts, and are frequently perceived to struggle to accomplish the objectives and goals stated. In reality, the teacher is the most important determinant in school efficiency. According to Kocak and Nartgun (2020), teacher engagement in accountability duties is related to school effectiveness. For the reasons indicated, teacher involvement and school success must be prioritized.

Furthermore, others argue that teachers’ inclusion in school programmers contributes to an effective school climate. Teachers cultivate their abilities and skills in order to inspire pupils to become useful members of society (Ozgenel and Mert, 2019). As a result, the school’s position in shaping and cultivating behavior and culture is regarded as critical. This suggests that school effectiveness is strongly related to teachers’ job commitment and ability. According to Attique et al. (2019) and Don et al. (2021) schools can be more successful if teachers can achieve the defined goals and expectations for students’ skills, out-puts, and behaviors. Riyatuljannah (2020) agreed with this finding and stated that the evolution of school effectiveness was applied by the study of how all school features should be implemented harmoniously so that students had strong competencies.

Research Problems

Work motivation is a strong predictor of effective work performance in teachers. According to Prasetia et al. (2020), one of the factors that contribute to school efficiency is work motivation. The amount of motivation frequently influences the effect of motivation on a teacher’s achievement. Schools should have a healthy school climate, a friendly environment, a strong work ethic, and sound management practices to improve and add to the success of the school. Furthermore, effective schools are demonstrated by trained teachers’ participation in the school’s goal and pursuit of achievement in order to motivate pupils to success (Ozgenel and Mert, 2020).

Teachers who are devoted and highly motivated on the job are vitally needed today to raise the level of national education progress. According to Ahmeda et al. (2020), job motivation is the key to improved work performance among instructors. The instructor would be able to endure in order to achieve the goals that have been established if he or she was inspired by his or her profession. The teacher’s role is viewed as crucial in ensuring that this goal is realized. According to Gunawan (2020), the greater the work morale of teachers, the higher their work efficiency and, as a result, higher school efficiency and effectiveness. However, according to the Department of Daily School Management 2018 survey, the aspect of teachers as motivators has not been applied consistently. The teacher centered approach is still popular among teachers (Kementerian Pendidikan Malaysia, 2018). These results indicate that teachers continue to need support and inspiration in order for a school to be successful. If this problem is not addressed, teacher efficiency will begin to deteriorate, with a negative effect on educational organizations. According to Dasan and Nawi (2020), the job success of these teachers plays a role in creating the quality human resources that the world expects from operating developing countries in the future.

Furthermore, in the sense of Malaysian education, school effectiveness is calculated using the Malaysian Education Quality Standards ranking system (MEQSRS2) for Wave 2 Schools (Kementerian Pendidikan Malaysia, 2017). This (MEQSRS2) is a re-drafting of the 2010’s MEQSR that includes many revisions as a result of a number of studies and meetings aimed at improving consistency and adapting MESQSR to recent educational developments. The role of teachers as facilitators in successful teaching and learning to improve students’ ability more comprehensively and student success at the optimum level on an ongoing basis has also been outlined in Standard 4. However, according to the Annual Study of the Daily School Management Division (DSMD) 2018, the teaching and learning self-verification report of teachers based on norm 4, which is the learning standard, revealed findings from the sample of achievement evaluated 73.7 percent minimum achievement level “good” and just 26.3 percent attained excellent achievement level “good.” This means that more work is needed to provide successful guidance in implementing 21st Century Learning Activity. According to Hassan and Ismail (2020), teachers must aspire to establish learning methods and techniques that are in line with current developments. As a result, high teacher engagement is needed to ensure that teachers are motivated to improve learning methods and formulate effective strategies. This is due to the fact that workers who are satisfied with their employment are more driven and dedicated to their jobs (Aspan et al., 2020).

As can be shown, teachers’ job morale is a critical factor in improving school effective-ness. According to Ozgenel (2020), the presence of mechanisms and techniques from different sources in school learning programmes demonstrates a school’s effectiveness. In-deed, in an extremely competitive and globalized world, highly motivated teachers are required to build successful and excellent schools (Aspan et al., 2020). As a result, this re-search employs a teacher job motivation instrument with four dimensions: external motivation, internal motivation, established motivation, and introjective motivation. Mean-while, the questionnaire used to assess the degree of school effectiveness has five dimensions: product consistency, product quantity, performance, adaptability, and versatility. Thus, the aim of this analysis was to determine which motivational aspects affect school effectiveness at the Excellence cluster school in Pasir Mas, Kelantan.

Research Methodology

Respondents

This research aims to recruit 148 experienced teachers at random who work in four clusters of excellence primary schools in the Pasir Mas district. According to Abdullah et al. (2019), the sample should have at least 1 year of experience as a qualified teacher. This helps to make teachers more sensitive to and familiar with their working environment. Respondents were chosen at random to answer the questionnaire that was circulated. As a result, the chosen teachers will complete the questionnaire and offer input on demographic information as well as information relevant to the questions asked.

Instruments

Work Motivation in Teachers

The teacher job motivation questionnaire is using Roth et al.’s (2007) Autonomous Motivation for teaching questionnaire. The questionnaire includes 16 question items divided into four dimensions: external motivation, introjective motivation, identified motivation, and intrinsic motivation. All of the questions in this segment were graded on a five-point Likert scale: (1) strongly disagree, (2) disagree, (3) neutral, (4) agree, and (5) strongly agree. According to Din et al. (2009), a five-point Likert scale with a score ranging from one to five is used to allow respondents to express their level of consensus on each item that has been sent. In this questionnaire, the specificity of the teacher job motivation measure Alpha Cronbach was (α = 0.81). According to Sekaran (2005), the Cronbach’s Alpha value for reliability test results must be large, between 0.8 and 0.9, in order for the dimensions of the component to be recognized and included in a report.

School Effectiveness

The Hoy’s (2020) School Effectiveness Index (SE-Index) questionnaire was employed. The questionnaire is divided into five dimensions: product quality, product quantity, performance, adaptability, and versatility, with eight question items each. The questions in this segment are also graded using a five-point Likert Scale: (1) strongly disagree, (2) disagree, (3) neutral, (4) agree, and (5) strongly agree. According to Ghaffar (2003), respondents must label the Likert scale on the questions in this questionnaire based on the agreement scale. In this questionnaire, the overall specificity of the school effectiveness Alpha Cronbach measure was (α = 0.890). Since the school effectiveness questionnaire variables have Cronbach’s Alpha values greater than 0.70 (> 0.70), this means that they are real, precise, stable, and efficient (Sekaran, 2005).

Procedure

Researchers chose 30 teachers from SK Othman Talib 1, Pasir Mas, Kelantan, to participate in this pilot project. This school was chosen because its demographic is the same as the real respondents. Aside from that, this school was chosen because its academic performance improves year after year and it is one of the top five primary schools in the Pasir Mas district. The researchers performed a pilot survey on 30 teachers, both male and female, for the study. Cronbach’s alpha ranged from 0.80 to 0.87 for all four measurements of inspiration in the pilot report, and school efficacy was 0.90.

The research was also subjected to a variety of pre-determined protocols. Until distributing the questionnaire to the respondents in the schools surveyed, the researcher must receive permission from Awang Had Salleh Graduate School (AHSGS), Universiti Utara Malaysia to conduct the analysis. This approach is a necessary technique. After obtaining approval from AHSGS, researchers must apply to the Ministry of Education Malaysia’s Study and Policy Planning Division (EPRD) via http://eras.moe.gov.my. EPRD serves as an ethical committee for studies conducted to school under the Ministry of Education. Among the protocols that must be undertaken at this point is the researcher’s preparation of a recommendation on the subject of the thesis to be performed. Furthermore, after receiving per-mission from the EPRD, the applicant shall apply to the Kelantan State Education Department (JPNK) and the Pasir Mas District Education Office (PPDPM), since this research will be undertaken in the Pasir Mas district. Once approval has been granted, the researcher will contact the principals of the schools involved and remind them of the analysis that will be conducted after permission from the Education District office has been received. However, before main study was conducted a pilot test consisting of 30 teachers from one of the primary schools in Pasir Mas was conducted. Cronbach’s alpha ranged from 0.80 to 0.87 for all four measurements of teacher motivation in the pilot report, and school effective-ness was 0.90. A week after pilot study, a total of 163 questionnaires were printed and circulated to the assigned schools for this report. During the researcher’s visit to the school, all respondents concerned will be briefed on the intent of the report, and respondents will be given the opportunity to provide feedback. To persuade respondents, the researcher also included a cover letter about the confidentiality of the answers given. The researcher also included information about the questionnaire, as well as the return date for completed questionnaires. Following that, the data was analyzed using IBM version 25 in order to achieve a correct report.

Findings

Demographic

Gender

Age

Internal Consistency

Figure 1 shows the results of the assessment model analysis. Six constructs were analyzed based on the measurement model, namely internal consistency, reliability of indicators based on external loading values, convergence validity, and discriminant validity.

FIGURE 1

Figure 1. Assessment model analysis result.

The outer loadings (Table 2) of each construct was examined according to individual item in setting up the purpose of reliability assessment in the study. This analysis has been proved to be more accurate based on the previous studies (Hair et al., 2017; Hulland, 1999). The retaining items with loadings of 0.50 and above (Barclay et al., 1995), and all of the loadings have been utilized in this study above 0.50 (see Table 3).

TABLE 2

Table 2. Outer loading.

TABLE 3

Table 3. Age of the respondents.

Table 4 shows the internal consistency rating based on Cronbach’s alpha values and compo-site reliability. The results of the analysis showed that Cronbach’s alpha values for five indicated constructs were at 0.723 to 0.918. Next, the composite reliability coefficient was used to ascertain the internal consistency reliability of measures. The interpretation of internal consistency reliability in using the composite reliability coefficient was based on the rule of thumb provided by Bagozzi and Yi (1988) as well as Hair et al. (2010). Both of the scholars agreed that the suggested value for the composite reliability coefficient should be at least 0.70 or more. As shown in Table 5, the composite reliability coefficient of each latent construct ranged from 0.844 to 0.933, AVE value from 0.634 to 0.687. As each latent construct exceeded the minimum acceptable level of 0.70, and value of AVE must greater than 0.5 (Fornell and Larcker, 1981). The internal consistency reliability of the measures used in this study was deemed to be adequate (Bagozzi and Yi, 1988; Hair et al., 2010). All of the internal consistency reliability as shown as Figures 2–4.

TABLE 4

Table 4. Summary of Cronbach’s Alpha analysis and Composite Reliability analysis Cronbach’s Alpha.

TABLE 5

Table 5. The frequency and percentages of male and female respondents.

FIGURE 2

Figure 2. Average variance extracted (AVE).

FIGURE 3

Figure 3. Composite reliability.

FIGURE 4

Figure 4. Alpha Cronbach.

The discriminant validity was ascertained using Average Variance Extracted (AVE) as suggested by Fornell and Larcker (1981). This was achieved by comparing the correlations among the latent constructs with the square roots of AVE (Fornell and Larcker, 1981). In achieving adequate discriminant validity, Fornell and Larcker further suggested that the square root of the AVE should be greater than the correlations among latent constructs. As indicated in Table 3, the correlations among the latent constructs were compared with the square root of the AVEs (values in boldface). Table 2 portrays the square roots of the AVEs were all greater than the correlations among latent constructs, and these have been suggested to be adequate discriminant validity.

The results of the structural model analysis are shown in Figure 5. This is to fulfill the criteria of measurement model evaluation based on the Partial Least Squares Structural Equation Modeling (PLS-SEM) analysis procedure. Besides, the analysis has been done with the assistance of Smart-PLS 3.3 software.

FIGURE 5

Figure 5. Analysis of the model hypotheses.

Based on Table 6 there were significant influence between two dimensions; the constructs of Identified Motivation (β = 3.146, p < 0.05); and intrinsic motivation (β = 1.949, p < 0.05); toward School Effectiveness and through path analysis at significance level of 0.05 with a two-tailed test, p < 0.05 and T > 1.96 (Imam and Hengly, 2015). The results of other two dimensions showed that the coefficient of assessment shows External Motivation toward School Effectiveness (β = 1.474, p > 0.05) and Interjective Motivation toward School Effectiveness (β = 0.207, p > 0.05) were not significant.

TABLE 6

Table 6. Assessment of significant relationships.

As shown in Figure 1, the research model explained 28.5% of the total variance in Organization. This suggests that the two sets of exogenous latent variables (Identified motivation and Intrinsic motivation) have collectively explained 28.5% of the variance in School Effectiveness. Falk and Miller (1992) proposed an R-squared value of 0.10 as a minimum acceptable level. In accordance to Falk and Miller’s recommendation, it can be said that the endogenous latent variable had an acceptable level of R-squared values. Furthermore, the findings show that the study data is consistent with the developed model, with RMSEA = 0.70, CFI = 0.923, PCFI = 0.800, and PNFI = 0.743.

The data analysis of the identified motivational dimensions and intrinsic motivation dimensions revealed that they are predictors of school effectiveness in Pasir Mas District Excellence Cluster Primary Schools. In Pasir Mas District Excellence Cluster Primary School, the external motivation factor and the introjective motivation dimension are not predictors of school effectiveness.

Discussion

The aim of this analysis is to determine the aspects of teacher job motivation that do substantially affect the school effectiveness in the Pasir Mas district’s primary schools of excellence cluster. Results of Sem-PLS analysis shows that the identified and intrinsic motivational dimensions have the greatest influence on school effectiveness. This shows that teacher motivation is an important consideration to con-sider when improving school effectiveness. Teacher job motivation, according to Arlita et al. (2020), is a major factor in a teacher who gives the spirit to be able to accomplish the set goals. Teachers would faithfully complete the given assignments in order to achieve the highest job outcomes. As can be shown, when teachers are highly motivated at work, the school’s productivity rises as well. According to Kocak and Nartgun (2020), the effectiveness of a school is inextricably linked to an individual’s motivation. This suggests that a school’s success in carrying out its goal is attributed to the participation of motivated teachers who enthusiastically carry out their responsibilities.

These results specifically indicate that teachers with elevated levels of job motivation have a positive impact on school effectiveness. This result is consistent with the findings of Gunawan (2020), who discovered that teachers’ job motivation has a strong and important impact on the productivity of State Secondary Schools in Medan, Indonesia which amounted to 13.7 percent. This suggests that school success is a simple image of teachers who have the discipline and determination of teachers to accomplish successful results through organizational appraisal (Sutopo and Musyafik, 2018). Teacher motivation, according to Saludung et al. (2021), is a factor that can influence the enhancement of educational quality in schools. The findings of this regression study have revealed that the identified motivational and intrinsic dimensions have a significant impact on school effectiveness. The analysis of these results is consistent with the findings of Roth et al. (2007), namely that the established motives are rather independent because a person can consider the importance of the action as his or her own. This demonstrates that this motivation will enable an individual to complete a task or operation without feeling burdened and will regard it as an achievement to be attained. According to Roth et al. (2007), the outcomes of these established motives are essential to a person’s actions since they provide the participant with specific objectives. This means the motivated teachers will exhibit constructive attitudes when carrying out their responsibilities. The study’s results revealed that the teachers at Pasir Mas District Excellence Cluster Primary School had strong established enthusiasm and affected the school’s effectiveness. These findings show that teachers are well-prepared and have priorities and objectives for their jobs. They are well positioned to face the demands of to-day’s changing educational environment. Furthermore, the preparation of students, which is the catalyst to the best instructional process, has a significant impact on the development of educational quality (Amtu et al., 2020; Mahfud, 2021). Teachers must be able to formulate methods that are in sync with current trends as well as establish the right learning practices (Hassan and Ismail, 2020). Furthermore, such rapid growth in the educational age has provided enough room for alternative education for parents and communities driving the growing demand for higher quality education. According to Dasan and Nawi (2020), a teacher who has strong expectations and motivations in each job and his own goals will achieve the organization’s goals successfully. As a result, this factor is regarded as critical and has a significant impact on the school’s performance and effectiveness.

Furthermore, the findings of this research are supported by Comighud and Arevalo (2020), who clarify that teachers are encouraged to complete an assignment because they have a good attitude toward their field of work and consider it as their duty and responsibility. This positive factor represents the motivation found in teachers, which will decide when positive or bad acts are taken to achieve goals, so that the greater the motivation in an individual to achieve their goals, the more motivated, hardworking, and involved they are in making improvements in their work habits to better their results (Ena and Djami, 2021). According to Ismail and Zakaria (2019), motivated people not only have aspirations, but they are able to strive more to achieve those goals. This specifically demonstrates how this inspiration can affect teachers’ behaviors and goals. They do not give up quickly and have lofty ambitions for their careers. Teachers are also very interested in and love the tasks that must be completed before the target or hope can be realized. This obviously indicates that this motivational component is critical to improving the school’s effectiveness. As a result, it is possible to assume that the identified motivations have a direct impact on school effectiveness.

Furthermore, the intrinsic motivation element has an impact on school effectiveness at Pasir Mas District Excellence Cluster Primary School. Intrinsic motivation, ac-cording to Ismail and Zakaria (2019), is a motivation that resides inside an individual to do something. Intrinsic incentive is a driver of work that arises from within the employee, and it takes the form of knowledge of the significance or advantages of the work done (Rosid and Mukarromah, 2020). The results of this analysis revealed that the intrinsic motivation dimension is another dimension that influenced school effectiveness. These results clearly show that the teachers at Pasir Mas District Excellence Cluster Primary School also have strong intrinsic motivation, which influences the school’s effectiveness. This result is consistent with Gunawan’s (2020) research, which also demonstrates the impact of motivation on school effectiveness. The results at high school in in Medan revealed that teachers’ job morale affected the school’s effectiveness with a positive significance. This demonstrates that the higher the intrinsic motivation, the greater the action shown to accomplish the goal (Ena and Djami, 2021). These observations are also confirmed by Roth et al. (2007), who demonstrated that intrinsic motivations are marked by passion, excitement, intense concentration, and pleasure and include an individual’s participation in events for his or her own good. This suggests that a person with high intrinsic motivation has self-perception and decision-making capacity.

Furthermore, an individual with strong intrinsic motivation can make significant contributions to achieving the goals or targets that have been established; this can be evident in the success of his students and, of course, can be seen in enhancing the standard and efficiency of the school (Saludung et al., 2021). Furthermore, Arofiq (2020) and Ena and Djami’s (2021) research concluded that inherent motivation has an important impact on work success. Teachers’ work success is strongly related to their work motivation; highly motivated teachers achieve excellent work performance. This is due to the fact that motivation is the primary and most important influence influencing an individual’s mood and job efficiency (Siregar, 2021). In this regard, it is evident that teachers who are intrinsically motivated can set clear tar-gets and then aim to increase school results. According to Ena and Djami (2021), motivation will decide whether or not a person’s behavior to attain objectives, and the greater the motivation, the higher the commitment to achieve success, perseverance in practice, refusal to give up, and innovation. Those who lack inspiration, on the other hand, would be sluggish, less attentive, and less enthusiastic about their work.

As a result of the study’s findings, it is shown that the two dimensions of teachers’ job motivation, namely identified motivation and intrinsic motivation, have a significant impact on the school’s effectiveness in Pasir Mas District Excellence Cluster Primary School. Teachers with positive work habits are generated by the established motivational dimensions), while intrinsic motivation requires an individual’s participation in tasks for his or her own gain and is defined by excitement, pleasure, strong concentration, and joy (Roth et al., 2007). This obviously demonstrates that teachers who have established motives and strong inherent motivations can represent an organization’s excellence. Based on these two motivations, it is certain that teachers will be able to achieve the government’s aim of producing intellectual resources capable of competing in the face of potential challenges. This is due to the fact that teachers are change agents for all students in order to create human beings who are capable in different ways of facing the constantly demanding shifts in growth and globalization (Tawan et al., 2020). Indeed, these findings show that teachers in Pasir Mas District Excellence Cluster Primary School have high work motivation, which will increase school effectiveness and ensure Pasir Mas District Excellence Cluster Primary School remains sustainable and superior, bringing maximum change and further developing the national education system and being able to be in line with the education system.

To summarize, based on all of the priorities mentioned, it is evident that teachers’ job morale has a significant impact on school effectiveness. This is shown by the identified dimensions as well as the intrinsic motivation dimensions. All of these dimensions contribute to the success of the classroom. According to Hua and Amir (2020), a person’s motivation will influence his actions in school, work, and everyday life. Furthermore, according to Gunawan (2020), job motivation is a vital consideration for school effectiveness; through work motivation, teachers can have a positive spirit from within or through the support of others to improve their ability. The more inspired the teacher, the better his or her results, which has an influence on student learning success and school effectiveness. This example specifically demonstrates how teachers’ job morale influences the success of a classroom. A successful school is described as one that is capable of producing outstanding students with good attitudes, i.e., students who can face and respond to their surroundings and challenges as they occur (Don et al., 2021). According to Attique et al. (2019), a school would be more successful if it can achieve its goals and objectives. In other words, a successful school is one that succeeds in fostering a balanced school atmosphere and a supportive school climate.

The Study’s Limitations

Nonetheless, the study also reveals that there are certain limitations that must be addressed in the study’s execution. As a result, the researcher hopes that a number of changes and strengthening can be made in subsequent studies to further broaden the reach of respondents. As a result, researchers expect that subsequent experiment will focus also on ordinary primary schools in order to better understand the impact of teacher job motivation on school effectiveness. This is critical to deter-mine whether or not teachers’ job morale impacts the efficacy of Malaysian schools. This study concludes that in order to improve teachers’ job morale, it is important to obtain good support and cooperation from a variety of parties. To increase school effectiveness and enhance teacher excellence in catalyzing education in our country, the level of teacher work motivation through identified motivation, intrinsic motivation, introjective motivation, and external motivation of teachers should be given due consideration. As a result, any issues that occur can be resolved quickly and even add benefit to the school’s effectiveness. Furthermore, the researcher expects that such an analysis would be carried out using qualitative approaches. The qualitative approach is a face-to-face method that uses assessment, observation and interview sessions with teachers to determine the aspects of teacher job motivation that have the greatest influence on school effectiveness. This inductive approach to qualitative system measurements will produce hypotheses through face-to-face contact with the research sample. As a result, the mentioned negative factors limiting teachers’ job morale in schools can be defined more precisely. As a result, the researcher hopes that this analysis will be used as a tool from time to time to help improve Malaysia’s education system. To keep up with the developments in our education environment today, ongoing research is needed to examine the connection between school effectiveness and teacher motivation.

Recommendations and Conclusion

According to the study’s conclusions, teachers’ job morale has a major impact on the effectiveness of schools in Pasir Mas District Excellence Cluster Primary School. These results also show that teacher job engagement is an important factor in improving educational efficiency in schools (Saludung et al., 2021). This inspiration can be seen in the context of the teacher’s actions, which has a positive influence on the school’s effectiveness. According to Putri (2020), the presence of high teacher work motivation increases teachers’ skill and productivity in completing each assignment, while the presence of low teacher work motivation decreases teachers’ ability and productivity. As a result, it is hoped that this research will gain attention and good cooperation from all stakeholders involved in different aspects of the study in order to complete and improve this type of study. As a result, on-going research is needed to determine the effectiveness of schools as well as the strong influence behind this topic. Teachers’ job morale and school productivity are two undeniable factors in enhancing our country’s educational results. According to Siregar (2021), a teacher’s inspiration in carrying out his work is motivated by his job’s duty to accomplish the desired aims and aspirations. Teachers will be happier with their duties, and as a result, they will have the ability to do their best for their own good, which is to enhance professionalism as well as aim to improve and maintain the school’s effectiveness.

Data Availability Statement

The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation.

Ethics Statement

The studies involving human participants reviewed and approved by Educational Planning and Research Division, Ministry of Education Malaysia. The patients/participants provided their written informed consent to participate in this study. Written informed consent was obtained from the individual(s), and minor(s)’ legal guardian/next of kin, for the publication of any potentially identifiable images or data included in this article.

Author Contributions

All authors listed have made a substantial, direct, and intellectual contribution to the work, and approved it for publication.

Funding

This research was supported by Walailak University Thailand, Pasundan University Indonesia, and Research and Innovation Management Center, Universiti Utara Malaysia (RIMC-UUM).

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher’s Note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

References

Abdullah, A. G. K., Chen, E. D., and Ling, Y. L. (2019). Pengaruh moderator bagi komuniti pembelajaran profesional terhadap kepimpinan instruksional pengetua dan efikasi kolektif guru [The influence of moderators for the pro-fessional learning community on principals ‘instructional leadership and teachers’ collective effectiveness]. J. Kepimpinan Pendidikan 6, 1–16.

Google Scholar

Ahmeda, N. E., Hushina, H., and Mahayadin, M. (2020). Kebahagiaan di tempat kerja dan hubungannya terhadap motivasi kerja guru sekolah rendah di daerah Pasir Gudang[Happiness in the workplace and its relationship to the work motivation of primary school teachers in Pasir Gudang district]. Sains Humanika 2, 35–39.

Google Scholar

Amtu, O., Makulua, K., Matital, J., and Pattiruhu, C. M. (2020). Improving student learningoutcomes through school culture, work motivation and teacher performance. Int. J. Instr. 13, 885–902.

Google Scholar

Arlita, S. E., Ahyani, N., and Missriani. (2020). Pengaruh kompetensi akade-mik dan motivasi guru terhadap kinerja guru [The effect of academic com-petence and teacher motivation on teacher performance]. Attractive 2, 8–14. doi: 10.51278/aj.v2i3.70

CrossRef Full Text | Google Scholar

Arofiq, A. (2020). Effect of work culture on performance through work moti-vation: study in teachers of public senior high schools in Mataram city. Int. J. Soc. Sci. 3, 20–37.

Google Scholar

Aspan Azmi, S. A. A., Gistituati, N., and Hadiyanto. (2020). Teachers’ work motivation in SMPN RAO, Pasaman Regency. Int. J. Progr. Sci. Technol. 20, 412–417.

Google Scholar

Attique, M., Hussain, S., and Ali, A. (2019). Impact of motivation on students’ and teachers’ efficiency and school effectiveness in Pakistan. Glob. Reg. Rev. 4, 171–178. doi: 10.31703/grr.2019(iv-iii).19

CrossRef Full Text | Google Scholar

Bagozzi, R., and Yi, Y. (1988). On the evaluation of structure equation models. J. Acad. Mark. Sci. 16, 74–94.

Google Scholar

Barclay, D., Higgins, C., and Thompson, R. (1995). The partial least squares (PLS) approach to causal modeling: Personal computer adoption and uses as an illustration. Technol. Stud. 2, 285–309.

Google Scholar

Comighud, S. M. T., and Arevalo, M. J. (2020). Motivation in relation to teachers’ performance. Int. J. Sci. Res. Publications 10, 641–653.

Google Scholar

Dasan, N., and Nawi, M. M. R. M. (2020). Hubungan efikasi kendiri guru dengan prestasi kerja dalam kalangan guru Maktab Rendah Sains Mara (MRSM) [The relationship between teacher self -efficacy and job performance among Mara Science Junior College (MRSM) teachers]. J. Soc Sci. Hum. 17, 173–187.

Google Scholar

Din, R., Ahmad, M. M., Faisal, K., Mohamad Sidek, N., Abdul Karim, A., Johar, N. A., et al. (2009). Kesahan dan kebolehpercayaan soal selidik gaya e-pembelajaran (ELSE) versi 8.1 menggunakan model pengukuran RASCH [Validity and reliability of e-learning style questionnaire (ELSE) version 8.1 using RASCH measurement model]. J. Pengukuran Kualiti dan Anal. 5, 15–27.

Google Scholar

Don, Y., Mohd Yaakob, M. F., WanHanafi, W. R., Yusof, M. R., Kasa, M. D., Omar-Fauzee, M. S., et al. (2021). Challenges for using or-ganizational climate tools for measuring teacher job satisfaction. Int. J. Eval. Res. Educ. 10, 465–475. doi: 10.11591/ijere.v10i2.20703

CrossRef Full Text | Google Scholar

Ena, Z., and Djami, S. H. (2021). Peranan motivasi intrinsik dan motivasi ekstrinsik terhadap minat personel Bhabinkamtibmas Polres Kupang Kota [The role of intrinsic motivation and extrinsic motivation on the interest of Bhabinkamtibmas personnel of Kupang Kota Polres]. J. Among Mak. 13, 68–77.

Google Scholar

Falk, R. F., and Miller, N. B. (1992). a Primer for Soft Modeling. Akron, OH: University of Akron Press.

Google Scholar

Fornell, C., and Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. J. Mark. Res. 18, 39–50. doi: 10.2307/3151312

CrossRef Full Text | Google Scholar

Ghaffar, M. N. (2003). Rekabentuk tinjauan soal selidik Pendidikan [Educa-tional questionnaire survey design]. Skudai: UTM Press.

Google Scholar

Gunawan (2020). The influence of transformational leadership, school culture and work motivation on school effectiveness in junior high school in Medan. Budapest Int. Res. Critics Inst.J. 3, 625–634. doi: 10.33258/birci.v3i1.824

CrossRef Full Text | Google Scholar

Hair, J., Black, W., Babin, B., and Anderson, R. (2010). Multivariate Data Analysis: a Global Perspective, 7th Edn. New York: Pearson.

Google Scholar

Hair, J. F., Hult, G. T. M., Ringle, C. M., and Sarstedt, M. (2017). a Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM), 2nd Edn. Thousand Oaks: Sage.

Google Scholar

Haryono, S., Amrullah, N. I. H., and Surah, S. (2020). The effect of principal leadership and teacher competence on teacher performance: the role of work motivation. Int. J. Bus. Mark. Manag. 5, 09–14.

Google Scholar

Hassan, J., and Hamzah, M. (2020). Halangan-halangan pengurusan sekolah rendah dalam mewujudkan sekolah berkesan di Zon Utara (Perlis, Kedah dan Pulau Pinang): Tindakan dan keperluan guru besar dan guru-guru penolong kanan menanganinya [Obstacles to primary school management in creating effective schools in the Northern Zone (Perlis, Kedah and Penang): Actions and needs of headmasters and senior assistant teachers to address them]. J. Pendidkan Bitara UPSI 13, 12–28.

Google Scholar

Hassan, S. A. B., and Ismail, A. B. (2020). Komuniti pembelajaran profesional di Malaysia: Amalan dan pengaruhnya terhadap kompetensi guru dalam pen-didikan abad ke-21 di sekolah rendah [Professional learning communities in Malaysia: Practices and their influence on teacher competence in 21st century education in primary schools]. J. Educat. Res. Indigenous Stud. 2.

Google Scholar

Imam, G., and Hengly, L. (2015). Partial Least Squares: concepts, techniques and applications using SmartPLS 3. Indonesia: Diponegoro University Press.

Google Scholar

Riyatuljannah, T. (2020). Peranan dan fungsi kepala sekolah dalam mewujudkan sekolah efektif di lingkungan sekolah dasar [The role and function of principals in creating effective schools in the primary school environment]. Al Aulad 3, 1–13.

Google Scholar

Hoy, W. K. (2020). School Effectiveness index (SE-Index). Available at online : http://www.waynekhoy.com/school-effectiveness/ (accessed on Sep 10, 2020).

Google Scholar

Hua, C. W., and Amir, R. B. (2020). Penghargaan kendiri dan motivasi pen-capaian terhadap pencapaian Bahasa Inggeris murid [Self -esteem and achievement motivation towardsstudent English achievement]. Int. J. Educ. Pedagogy 2, 216–234.

Google Scholar

Hulland, J. (1999). Use of partial least squares (PLS) in strategic management research: A review of four recent studies. Strategic Manag. J. 20, 195–204. doi: 10.1002/(sici)1097-0266(199902)20:2<195::aid-smj13>3.0.co;2-7

CrossRef Full Text | Google Scholar

Ismail, A., and Zakaria, N. (2019). Faktor yang mempengaruhi motivasi pembelajaran Bahasa Melayu dalam kalangan murid di SJKC Chung Hwa Teluk Kemang [Factors affecting English learning motivation among students in SJKC Chung Hwa Teluk Kemang]. Int. J.Malay World Civil. 7, 23–30.

Google Scholar

Istikomah. (2020). Pengaruh gaya kepemimpinan kepala sekolah terhadap efektivitas sekolah pada Sekolah Menengah Kejuruan Negeri di Provinsi Jambi [The effect of principal’s leadership style on school effectiveness in State Vocational Secondary School in Jambi Province]. Prokurasi Edukasi J. Manajemen Pendidikan Islam 1, 1–10.

Google Scholar

Kementerian Pendidikan Malaysia (2018). Laporan Tahunan Bahagian Pen-Gurusan Sekolah Harian 2018 [Annual Report of the Daily School Management Division 2018]. Putrajaya: Kementerian Pendidikan Malaysia.

Google Scholar

Kementerian Pendidikan Malaysia (2017). Standard Kualiti Pendidikan Ma-laysia Gelombang 2 [Malaysian education quality standards wave 2]. Putra-jaya: Jemaah Nazir dan Jaminan Kualiti.

Google Scholar

Kocak, S., and Nartgun, S. S. (2020). Relationship between teacher’s work engagement and effectiveness of school. Int. J. Hum. Sci. 17, 792–811. doi: 10.14687/jhs.v17i3.5959

CrossRef Full Text | Google Scholar

Mahfud, M. (2021). Pengaruh kepemimpinan kepala sekolah, motivasi kerja, dan disiplin kerja terhadap kinerja guru SMA Negeri Se-Kota Bima [The ef-fect of principal leadership, work motivation, and work discipline on the performance of SMA Negeri Se-Kota Bima teachers]. J. Manajmen Pendidikan dan Ilmu Sosial 2, 1–17. doi: 10.36546/jm.v10i1.539

CrossRef Full Text | Google Scholar

Megawati, S., Dahlan, J. A., and Sabur, A. (2020). Hubungan supervisi kepala sekolah dan motivasi kerja guru dengan kinerja guru di Sekolah Menengah Atas Wilayah Binaan V Kabupaten Tangerang [The relationship between principal supervision and teacher work motivation with teacher performance in Upper Secondary School in Binaan Region V, Tangerang Regency]. J. Ilmu Administrasi 2, 11–20. doi: 10.33592/perspektif.v2i1.564

CrossRef Full Text | Google Scholar

Mitrohardjono, M., and Arribathi, A. H. (2020). Penerapan manajemen Pen-didikan Islam (MPI) menuju sekolah efektif [The application of Islamic Edu-cation management (MPI) towards effective schools]. Al Afkar J. Islamic Stud. 3, 35–54.

Google Scholar

Ozgenel, M. (2020). An organizational factor predicting school effectiveness: school climate. Int. J. Psychol. Educ. Stud. 7, 38–50. doi: 10.17220/ijpes.2020.01.004

CrossRef Full Text | Google Scholar

Ozgenel, M., and Mert, P. (2019). The role of teacher performance in school effectiveness. Int. J. Educ. Technol. Sci. Res. 4, 417–434. doi: 10.35826/ijetsar.42

CrossRef Full Text | Google Scholar

Ozgenel, M., and Mert, P. (2020). A relational research on paternalist leadership behaviors perceived by teachers and teachers’ performance. Educ. Policy Analy. Strat. Res. 15, 41–60. doi: 10.29329/epasr.2020.251.3

CrossRef Full Text | Google Scholar

Paulus, K., and Marhamah, M. (2020). The relationship between personality and managerial ability of school principals with work motivation of elemen-tary school teachers. J. Educ. Soc. Res. 10, 94–104. doi: 10.36941/jesr-2020-0068

CrossRef Full Text | Google Scholar

Prasetia, I., Melfayetty, S., and Dewi, R. (2020). The effect of transformational leadership and academic optimism culture on teacher empowerment and motivation along its impact on the effectiveness of medan state junior high school. Int. J. Lang Res. Educ. Stud. 4, 276–290. doi: 10.30575/2017/IJLRES-2020050807

CrossRef Full Text | Google Scholar

Putri, Y. L. (2020). Pengaruh motivasi guru terhadap aktivitas belajar siswa kelas tinggi di Madrasah Ibtidaiyah Pondok Pasantren Al-Rasyid [The effect of teacher motivation onthe learning activities of high school students in Madrasah Ibtidaiyah Pondok Pasantren Al-Rasyid]. Asatiza J. Pendidi-kan 1, 184–197. doi: 10.46963/asatiza.v1i2.81

CrossRef Full Text | Google Scholar

Rosid, M. H. A., and Mukarromah, M. (2020). Korelasi gaya kepemimpinan kepala sekolah dengan motivasi kerja guru [Correla-tion of principals ‘leadership style with teachers’ work motivation]. J. Tarbiyatuna 1:17. doi: 10.30739/tarbiyatuna.v1i02.676

CrossRef Full Text | Google Scholar

Roth, G., Assor, A., Kanat-Maymon, Y., and Kaplan, H. (2007). Autonomous motivtion for teaching: how self-determined teaching may lead to self-determined learning. J. Educ. Psychol. 99, 761–774. doi: 10.1037/0022-0663.99.4.761

CrossRef Full Text | Google Scholar

Saludung, S., Sihotong, H., and Limbong, M. (2021). Pengaruh kepemimpinan dan motivasi kerja guru terhadap peningkatan mutu pendidikan pada SMK di Toraja Utara [The influence of leadership and teacher work motivation on improving the quality of education in vocational schools in North Toraja]. J. Pendidikan Tambusai 5, 449–459.

Google Scholar

Sammons, P., Hillman, J., and Mortimore, P. (1995). Key characteristics of effectivness schools: a review of school effectiveness research. Off. Standards Educ. 15, 1–39.

Google Scholar

Sekaran, U. (2005). Research Methods for Business with SPSS 13. United Kingdom, UK: John Wiley & Sons Inc.

Google Scholar

Siregar, M. (2021). Pengaruh pelatihan dan motivasi kerja guru terhadap kinerja guru di SD dan SMP Swasta Budi Murni 6 Medan [The effect of teacher training and work motivation on teacher performance in SD and SMP Swasta Budi Murni 6 Medan]. J. Ilmiah Simantek 5, 70–82.

Google Scholar

Som, M. F. M., Ghani, M. F. A., Jamaluddin, S., Ali, S. K. S., and Seman, M. (2020). Model amalan penaakulan pedagogi dan tindakan pengajaran: Satu kajian guru Pendidikan Jasmani sekolah menengah [Models of pedagogical reasoning practice and teaching action: A study of secondary school Physical Education teachers]. J. Kepimpinan Pendidikan 7, 71–93.

Google Scholar

Sulfemi, W. B. (2020). Hubungan sarana prasarana sekolah dengan motivasi mengajar guru di SMA Negeri Pamijahan Kabupaten Bogor [The relationship between school infrastructure and teacher teaching motivation at SMA Negeri Pamijahan. Bogor Regency]. J. Ilmiah Edutecno 22, 1–19.

Google Scholar

Sutopo, S., and Musyafik, M. N. (2018). Motivasi berprestasi dan disiplin kerja guru sebagai upaya meningkatkan efektivitas organisasi (Studi pada guru di MTsN Pare Kabupaten Kediri) [Achievement motivation and work discipline of teachers in an effort to increase organizational effectiveness (Study on teachers in MTsN Pare Kediri Regency]. J. Revitalisasi Jurnal Ilmu Manajemen 7, 87–96.

Google Scholar

Tawan, A., Nazarudin, M. N., Noordin, Z., Tu, M. M., and Watini, N. (2020). Hubungan motivasi, kecerdasan emosi dan efikasi dengan kepuasan kerja guru di sekolah rendah [The relationship of motivation, emotional intelligence and effectiveness with teacher job satisfaction in primary schools]. Int. Res. J. Educ. Sci. 4, 1–12. doi: 10.31949/educatio.v6i1.202

CrossRef Full Text | Google Scholar

Xie, G., and Zhang, Y. (2020). School of golden touch? A study of school ef-fectiveness in improving student academic performance. J. Chinese Sociol. 7, 1–22.

Google Scholar