Optimizing Teaching Empowerment: The Impact of Work Motivation, Professional Competence, and Organizational Culture on Teacher's Self-Efficacy


Paramudita Chintya Putri , Lia Yuliana






Vol. 10 No. 4 (2024): April


Organizational culture, Professional competence, Teacher self-efficacy, Work motivation

Research Articles


How to Cite

Chintya Putri, P., & Yuliana, L. (2024). Optimizing Teaching Empowerment: The Impact of Work Motivation, Professional Competence, and Organizational Culture on Teacher’s Self-Efficacy. Jurnal Penelitian Pendidikan IPA, 10(4), 1599–1605. https://doi.org/10.29303/jppipa.v10i4.7078


Download data is not yet available.


Metrics Loading ...


This study aims to determine the effect of work motivation, teacher professional competence, and organizational culture on teacher self-efficacy at MTS Asy Syaafi`Iyyah and SMP PGRI 1 Kuwarasan after the Covid-19 pandemic.  This type of research is ex-post facto with a quantitative approach. The study population was 38 teachers at MTS Asy Syaafi`Iyyah and SMP PGRI 1 Kuwarasan. Determination of the research sample of 35 teachers using simple random sampling technique. Instrument validation using expert judgment and empirical test with Pearson Product Moment correlation. Instrument reliability test was conducted with Cronbach's Alpha. The analysis requirements test was carried out by testing normality, linearity, and multicollinearity. Simple linear regression was performed as data analysis to test the effect of each independent variable (1, 2, 3) on the dependent variable (Y) and multiple linear regression was performed as data analysis to test the effect of independent variables (1, 2, 3) simultaneously on the dependent variable (Y).  The results showed that: there is a positive and significant influence between work motivation on teacher self efficacy of 31.70% with a value of t = 4.08 and Sig = 0.000; there is a positive and significant influence between teacher professional competence on teacher self efficacy of 42.70% with a value of t = 5.183 and Sig = 0.000; there is a positive and significant influence between teacher professional competence on teacher self efficacy by 42.50% with a value of t = 5.158 and Sig = 0.000; and there is a simultaneous positive and significant influence between work motivation, teacher professional competence, and organizational culture on teacher self efficacy by 54% with a value of F = 13306 and Sig = 0.000).


Ahmed Alismail, H. (2023). Teachers’ perspectives of utilizing distance learning to support 21st century skill attainment for K-3 elementary students during the COVID-19 pandemic era. Heliyon, 9(9), e19275. https://doi.org/10.1016/j.heliyon.2023.e19275

Capone, V., Joshanloo, M., & Park, M. S.-A. (2019). Burnout, depression, efficacy beliefs, and work-related variables among school teachers. International Journal of Educational Research, 95, 97–108. https://doi.org/10.1016/j.ijer.2019.02.001

Clarke, E., Smith, F. T., Willis, E. A., Herr, M., & Ward, D. S. (2023). Go NAPSACC On-Demand Trainings for Early Care and Education Providers: Development and Dissemination. Journal of Nutrition Education and Behavior, 55(1), 48–54. https://doi.org/10.1016/j.jneb.2022.07.001

Dai, W. (2023). An empirical study on English preservice teachers’ digital competence regarding ICT self-efficacy, collegial collaboration and infrastructural support. Heliyon, 9(9), e19538. https://doi.org/10.1016/j.heliyon.2023.e19538

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791

Davis, S. C. (2023). Engaging faculty in data use for program improvement in teacher education: How leaders bridge individual and collective development. Teaching and Teacher Education, 129, 104147. https://doi.org/10.1016/j.tate.2023.104147

Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018

Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K., Baabdullah, A. M., Koohang, A., Raghavan, V., Ahuja, M., Albanna, H., Albashrawi, M. A., Al-Busaidi, A. S., Balakrishnan, J., Barlette, Y., Basu, S., Bose, I., Brooks, L., Buhalis, D., … Wright, R. (2023). Opinion Paper: “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management, 71, 102642. https://doi.org/10.1016/j.ijinfomgt.2023.102642

Gray, S., Sandford, R., Quarmby, T., & Hooper, O. (2023). Exploring pre-service physical education teachers’ trauma-related learning experiences in schools. Teaching and Teacher Education, 132, 104212. https://doi.org/10.1016/j.tate.2023.104212

Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285. https://doi.org/10.1016/j.susoc.2022.05.004

Hartman, S. (2023). Destination governance in times of change: A complex adaptive systems perspective to improve tourism destination development. Journal of Tourism Futures, 9(2), 267–278. https://doi.org/10.1108/JTF-11-2020-0213

Heikonen, L., Ahtiainen, R., Hotulainen, R., Oinas, S., Rimpelä, A., & Koivuhovi, S. (2024). Collective teacher efficacy, perceived preparedness for future school closures and work-related stress in the teacher community during the COVID-19 pandemic. Teaching and Teacher Education, 137, 104399. https://doi.org/10.1016/j.tate.2023.104399

Huang, L., Zhang, T., & Huang, Y. (2020). Effects of school organizational conditions on teacher professional learning in China: The mediating role of teacher self-efficacy. Studies in Educational Evaluation, 66, 100893. https://doi.org/10.1016/j.stueduc.2020.100893

Huang, Y., Xu, Y., Zhang, J., Long, Z., Qian, Z., Liu, W., & Chen, L. (2024). Research on factors influencing the academic entrepreneurial ability of teachers in the digital age: Evidence from China. Heliyon, 10(2), e24152. https://doi.org/10.1016/j.heliyon.2024.e24152

Jacobson, M. J., Levin, J. A., & Kapur, M. (2019). Education as a Complex System: Conceptual and Methodological Implications. Educational Researcher, 48(2), 112–119. https://doi.org/10.3102/0013189X19826958

Jönsson, A., & Scaramuzzino, R. (2022). Distinctive character and added value of civil society organizations—A collaborative project within the Swedish integration system. Nordic Social Work Research, 1–13. https://doi.org/10.1080/2156857X.2022.2104348

Karlen, Y., Hirt, C. N., Jud, J., Rosenthal, A., & Eberli, T. D. (2023a). Teachers as learners and agents of self-regulated learning: The importance of different teachers competence aspects for promoting metacognition. Teaching and Teacher Education, 125, 104055. https://doi.org/10.1016/j.tate.2023.104055

Karlen, Y., Hirt, C. N., Jud, J., Rosenthal, A., & Eberli, T. D. (2023b). Teachers as learners and agents of self-regulated learning: The importance of different teachers competence aspects for promoting metacognition. Teaching and Teacher Education, 125, 104055. https://doi.org/10.1016/j.tate.2023.104055

Khan, H., Rehmat, M., Butt, T. H., Farooqi, S., & Asim, J. (2020). Impact of transformational leadership on work performance, burnout and social loafing: A mediation model. Future Business Journal, 6(1), 40. https://doi.org/10.1186/s43093-020-00043-8

Knight, B. (2022). Classroom as Complex Adaptive System and the Emergence of Learning. In H. Şenol (Ed.), Education and Human Development (Vol. 1). IntechOpen. https://doi.org/10.5772/intechopen.101699

Lauermann, F., & König, J. (2016). Teachers’ professional competence and wellbeing: Understanding the links between general pedagogical knowledge, self-efficacy and burnout. Learning and Instruction, 45, 9–19. https://doi.org/10.1016/j.learninstruc.2016.06.006

Liu, S., & Yin, H. (2024). Opening the black box: How professional learning communities, collective teacher efficacy, and cognitive activation affect students’ mathematics achievement in schools. Teaching and Teacher Education, 139, 104443. https://doi.org/10.1016/j.tate.2023.104443

Marco, N., & Palatnik, A. (2024). From “learning to variate” to “variate for learning”: Teachers learning through collaborative, iterative context-based mathematical problem posing. The Journal of Mathematical Behavior, 73, 101119. https://doi.org/10.1016/j.jmathb.2023.101119

Ong, S. G. T., & Quek, G. C. L. (2023). Enhancing teacher–student interactions and student online engagement in an online learning environment. Learning Environments Research, 26(3), 681–707. https://doi.org/10.1007/s10984-022-09447-5

Owan, V. J., Odigwe, F. N., Okon, A. E., Duruamaku-Dim, J. U., Ubi, I. O., Emanghe, E. E., Owan, M. V, & Bassey, B. A. (2022). Contributions of placement, retraining and motivation to teachers’ job commitment: Structural equation modelling of the linkages. Heliyon, 8(4), e09334. https://doi.org/10.1016/j.heliyon.2022.e09334

Paais, M., & Pattiruhu, J. R. (2020). Effect of Motivation, Leadership, and Organizational Culture on Satisfaction and Employee Performance. The Journal of Asian Finance, Economics and Business, 7(8), 577–588. https://doi.org/10.13106/JAFEB.2020.VOL7.NO8.577

Rios, G. N., Mendoza, K. G., Fabian, H. M., Reales, K., & Pertuz, D. del C. O. (2024). Methodological strategies and techniques implemented by teachers in the teaching-learning process of English in Spanish-speaking students. Procedia Computer Science, 231, 508–513. https://doi.org/10.1016/j.procs.2023.12.242

Şahin, E., Sarı, U., & Şen, Ö. F. (2024). STEM professional development program for gifted education teachers: STEM lesson plan design competence, self-efficacy, computational thinking and entrepreneurial skills. Thinking Skills and Creativity, 51, 101439. https://doi.org/10.1016/j.tsc.2023.101439

Şen, N., & Yildiz Durak, H. (2022). Examining the Relationships Between English Teachers’ Lifelong Learning Tendencies with Professional Competencies and Technology Integrating Self-Efficacy. Education and Information Technologies, 27(5), 5953–5988. https://doi.org/10.1007/s10639-021-10867-8

Smith, R. C., Schaper, M.-M., Tamashiro, M. A., Van Mechelen, M., Petersen, M. G., & Iversen, O. S. (2023). A research agenda for computational empowerment for emerging technology education. International Journal of Child-Computer Interaction, 38, 100616. https://doi.org/10.1016/j.ijcci.2023.100616

Supervía, U. P., Bordás, S. C., & Robres, Q. A. (2022). The mediating role of self-efficacy in the relationship between resilience and academic performance in adolescence. Learning and Motivation, 78, 101814. https://doi.org/10.1016/j.lmot.2022.101814

Taajamo, M., Jäppinen, A.-K., & Nissinen, K. (2023). Understanding the essential elements of school culture in global contexts: Exploring the TALIS 2018 data on school principals. International Journal of Leadership in Education, 1–25. https://doi.org/10.1080/13603124.2023.2234859

Van Der Kooij, K., In ‘T Veld, L., & Hennink, T. (2021). Motivation as a function of success frequency. Motivation and Emotion, 45(6), 759–768. https://doi.org/10.1007/s11031-021-09904-3

Veraksa, A., Gavrilova, M., & Lepola, J. (2022). Learning motivation tendencies among preschoolers: Impact of executive functions and gender differences. Acta Psychologica, 228, 103647. https://doi.org/10.1016/j.actpsy.2022.103647

Vermunt, J. D., Vrikki, M., Dudley, P., & Warwick, P. (2023). Relations between teacher learning patterns, personal and contextual factors, and learning outcomes in the context of Lesson Study. Teaching and Teacher Education, 133, 104295. https://doi.org/10.1016/j.tate.2023.104295

Wawrosz, P., & Jurásek, M. (2021). Developing Intercultural Efficiency: The Relationship between Cultural Intelligence and Self-Efficacy. Social Sciences, 10(8), 312. https://doi.org/10.3390/socsci10080312

Weng, C., Chen, C., & Ai, X. (2023). A pedagogical study on promoting students’ deep learning through design-based learning. International Journal of Technology and Design Education, 33(4), 1653–1674. https://doi.org/10.1007/s10798-022-09789-4

Wondimagegene, Y. A., Debelew, G. T., & Koricha, Z. B. (2023). Effectiveness of peer-led education intervention on contraceptive use, unmet need and demand among secondary school adolescents in Gedeo Zone, South Ethiopia. A study protocol for cluster randomized controlled trial. Clinical Epidemiology and Global Health, 21, 101289. https://doi.org/10.1016/j.cegh.2023.101289

Xu, E., Wang, W., & Wang, Q. (2023). The effectiveness of collaborative problem solving in promoting students’ critical thinking: A meta-analysis based on empirical literature. Humanities and Social Sciences Communications, 10(1), 16. https://doi.org/10.1057/s41599-023-01508-1

Yao, H., Liu, W., & Chen, S. (2024). Teachers sustainable teaching innovation and graduate students creative thinking: The chain mediating role of playfulness climate and academic self-efficacy. The International Journal of Management Education, 22(1), 100900. https://doi.org/10.1016/j.ijme.2023.100900

Author Biographies

Paramudita Chintya Putri, University of Yogyakarta

Lia Yuliana, University of Yogyakarta


Copyright (c) 2024 Paramudita Chintya Putri, Lia Yuliana

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).