The Effect of Self-Efficacy and Organizational Culture on The Public Elementary School Teachers' Achievement Motivation

• Main Authors: Irah Sumirah (Author), Ajat Sudrajat (Author), Amalia Sapriati (Author)
• Format: Book
• Published: Universitas Pendidikan Indonesia Kampus Serang, 2021-04-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.
• Notes: 2549-4562; 10.17509/ebj.v3i1.31651
• Keywords: classroom self-efficacy; organizational culture; achievement motivation; Education; L
• Source: EduBasic Journal: Jurnal Pendidikan Dasar, Vol 3, Iss 1, Pp 36-45 (2021)

Achievement motivation is an essential aspect that can encourage teachers to do things related to educational progress as best as possible. Teacher achievement motivation can be influenced by self-efficacy and organizational culture. High self-efficacy can increase teachers' confidence in their abilities to be ready to face various things on their assignments. Besides, organizational culture is crucial for teachers to create a conducive work environment to feel comfortable doing their duties. This study aimed to determine to analyze the influence of self-efficacy and organizational culture on teacher achievement motivation. This study was conducted on public elementary school teachers in Kramatwatu Subdistrict, Serang Regency, with a population of 193 and a sample of 130 respondents using a simple random sampling method. The influence was measured by the correlation and regression formula. The multiple regression results showed the equation Y = 35.014+0.311X1+0.378X2+↋. It indicated that self-efficacy increased teacher achievement motivation by 0.311 units. It signified that simultaneously, self-efficacy and organizational culture influenced teacher achievement motivation, with a contribution of 11.3%. Based on these results, the education office, school, and other related parties need to make efforts to increase self-efficacy and organizational culture so that teacher achievement motivation can also increase.