Factors Influencing Teacher Motivation to Become School Principal in Serang City
DOI:
https://doi.org/10.32678/tarbawi.v7i01.4534
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Keywords:
School Principal, Leadership, Personal benefitsAbstract
The value of recruiting and maintaining highly trained school leaders is rising in our country. This research aimed to determine factors that teacher’s motivation being school principals. The survey responses of 104 public school principals in Serang City, including 77 elementary school principals and 27 junior high school principals, were evaluated using exploratory factor analysis. According to the results, factors such as Challenge, Altruism, Professional Advantage, and Leadership Influence encourage teachers to move into administration. In contrast, factors such as Inadequate Gain/Personal Benefit, Personal Needs or Issues, and Elevated Risk deter teachers from being school principals.
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References
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Moynihan, D. P., & Pandey, S. K. (2007). The Role of Organizations in Fostering Public Service Motivation. Public Administration Review, 67(1), 40–53. https://doi.org/10.1111/j.1540-6210.2006.00695.x
Muijs, D., & Harris, A. (2007). Teacher Leadership in (In)action. Educational Management Administration & Leadership, 35(1), 111–134. https://doi.org/10.1177/1741143207071387
Mulyani, H., Meirawan, D., & Rahmadani, A. (2020). Increasing school effectiveness through principals’ leadership and teachers’ teaching performance, is it possible? Cakrawala Pendidikan, 39(2), 279–292. https://doi.org/10.21831/cp.v39i2.28864
Pounder, D. G., & Merrill, R. J. (2001). Job Desirability of the High School Principalship: A Job Choice Theory Perspective. Educational Administration Quarterly, 37(1), 27–57. https://doi.org/10.1177/0013161X01371003
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Clithero, J. A., Smith, D. V., Carter, R. M. K., & Huettel, S. A. (2011). Within- and cross-participant classifiers reveal different neural coding of information. NeuroImage, 56(2), 699–708. https://doi.org/10.1016/j.neuroimage.2010.03.057
Covington, M. V. (2000). Goal Theory, Motivation, and School Achievement: An Integrative Review. Annual Review of Psychology, 51(1), 171–200. https://doi.org/10.1146/annurev.psych.51.1.171
Dinham, S. (2005). Principal leadership for outstanding educational outcomes. Journal of Educational Administration, 43(4), 338–356. https://doi.org/10.1108/09578230510605405
Filgona, J., Sakiyo, J., Gwany, D. M., & Okoronka, A. U. (2020). Motivation in Learning. Asian Journal of Education and Social Studies, 16–37. https://doi.org/10.9734/ajess/2020/v10i430273
Grissom, J. A., & Loeb, S. (2011). Triangulating Principal Effectiveness. American Educational Research Journal, 48(5), 1091–1123. https://doi.org/10.3102/0002831211402663
Gruber, A. J., & McDonald, R. J. (2012). Context, emotion, and the strategic pursuit of goals: Interactions among multiple brain systems controlling motivated behavior. In Frontiers in Behavioral Neuroscience (Vol. 6, Issue AUGUST, p. 50). Frontiers. https://doi.org/10.3389/fnbeh.2012.00050
Kartini, D., Kartini, D., Kristiawan, M., & Fitria, H. (2020). The Influence of Principal’s Leadership, Academic Supervision, and Professional Competence toward Teachers’ Performance. International Journal of Progressive Sciences and Technologies, 20(1), 156–164. https://doi.org/10.52155/ijpsat.v20.1.1730
Korcheck, S. A. . E. |Reese. M. E. (2002). Perspective on Mentoring Female Professors in Educational. Texas Council of Women School Executives, 406 East 11th Street, Austin, TX 78701-2617. Tel: 512-477-6361; Fax 512-482-8658; Web site: http://www.tasanet.org/TCWSE/.
Moynihan, D. P., & Pandey, S. K. (2007). The Role of Organizations in Fostering Public Service Motivation. Public Administration Review, 67(1), 40–53. https://doi.org/10.1111/j.1540-6210.2006.00695.x
Muijs, D., & Harris, A. (2007). Teacher Leadership in (In)action. Educational Management Administration & Leadership, 35(1), 111–134. https://doi.org/10.1177/1741143207071387
Mulyani, H., Meirawan, D., & Rahmadani, A. (2020). Increasing school effectiveness through principals’ leadership and teachers’ teaching performance, is it possible? Cakrawala Pendidikan, 39(2), 279–292. https://doi.org/10.21831/cp.v39i2.28864
Pounder, D. G., & Merrill, R. J. (2001). Job Desirability of the High School Principalship: A Job Choice Theory Perspective. Educational Administration Quarterly, 37(1), 27–57. https://doi.org/10.1177/0013161X01371003
Straus, A. L., & Glaser, B. G. (1967). The discovery of grounded theory: Strategies for qualitative research.
Thompson, R. S. (2015). The perception of servant leadership characteristics and job satisfaction in a church-related college. http://scholars.indstate.edu/xmlui/handle/10484/8123
Thomson, M. M., Turner, J. E., & Nietfeld, J. L. (2012). A typological approach to investigate the teaching career decision: Motivations and beliefs about teaching of prospective teacher candidates. Teaching and Teacher Education, 28(3), 324–335. https://doi.org/10.1016/j.tate.2011.10.007
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Published
2021-05-15
How to Cite
Syafrudin, S., Hufad, A., & Fathurrohman, M. (2021). Factors Influencing Teacher Motivation to Become School Principal in Serang City. Tarbawi: Jurnal Keilmuan Manajemen Pendidikan, 7(01), 47–52. https://doi.org/10.32678/tarbawi.v7i01.4534
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Original Research Article
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