Enhancing Teacher Performance Through Strong Motivation and Training Based on Ongoing Professional Development(A Study of Elementary School Teachers in Juli District, Bireuen Regency)

Abstract

To support educational quality, school principals must focus on various factors—including inputs, processes, and support systems—and must fully understand their role in enhancing and improving the school's quality. Ultimately, these factors hinge on teacher performance. Many elements influence performance improvement; this study analyzes two specific aspects: strong teacher motivation and the provision of training based on ongoing professional development. Employing a quantitative associative research design, the study utilized survey data collected via questionnaires from a sample of elementary school teachers in the Juli District of Bireuen Regency and applied a path analysis model. The results indicate that: (1) strong teacher motivation exerts both direct and indirect effects on teacher performance—mediated by ongoing professional development training—amounting to 33.18%, while the impact of ongoing professional development training on teacher performance—mediated by strong teacher motivation—stands at 32.03%; and (2) the combined contribution of strong teacher motivation and ongoing professional development training to teacher performance is 64.8%.