An Empirical Study on the Teacher Satisfaction and Motivation on the Teaching Performance: A Case of Papua Pegunungan Province of Indonesia

Marthen Medlama; I Gusti Ayu; Matilda Serfi Desta; Sandra Erawanto

doi:10.56982/dream.v4i03.304

Authors

Marthen Medlama University of Baliem Papua, Indonesia
I Gusti Ayu Ngurah Kadek Sukiastini University of Baliem Papua, Indonesia
Matilda Serfi Desta University of Baliem Papua, Indonesia
Sandra Erawanto Universiti Kuala Lumpur, Malaysia

DOI:

https://doi.org/10.56982/dream.v4i03.304

Keywords:

teaching performance,, teacher satisfaction, teacher motivation, theory of planned behaviour

Abstract

This empirical study examines the relationship between teacher satisfaction, motivation, and teaching performance in Papua Pegunungan Province, Indonesia. The study aims to understand how various factors contributing to teacher satisfaction and motivation impact their teaching effectiveness in this region. Using a mixed-methods approach, quantitative data were collected through surveys measuring teacher satisfaction, motivation levels, and perceived teaching performance, while qualitative insights were gathered through interviews with teachers and school administrators. The study reveals that factors such as job security, professional development opportunities, and work-life balance significantly influence teacher satisfaction, while intrinsic motivation factors like passion for teaching and student outcomes play a crucial role in enhancing teaching performance. The findings suggest that improving teacher satisfaction and motivation through targeted policies and support structures can positively affect teaching quality in Papua Pegunungan. This research contributes to the broader understanding of teacher dynamics in remote areas of Indonesia and offers practical recommendations for educational policy reforms.

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