Enhancing Teacher Performance through Proactive Personality and Work Motivation: A Path Analysis Approach
DOI:
https://doi.org/10.60012/cje.v4i2.214Keywords:
Teacher Performance, Proactive Personality, Work Motivation, Path AnalysisAbstract
This study aims to examine the effects of proactive personality and work motivation on teacher performance using a path analysis approach. Teacher performance is considered an important factor in improving the quality of education, as it directly influences the effectiveness of learning processes and educational outcomes. This research employed a quantitative method with path analysis to analyze the direct effects among variables. The study was conducted in 27 accredited private junior high schools in East Jakarta Region 1, involving 214 permanent teachers selected through multistage random sampling and proportional random sampling techniques. Data were collected using questionnaires and analyzed through prerequisite tests, including normality, homogeneity, and linearity tests, followed by path analysis. The findings indicate that proactive personality has a positive and significant direct effect on teacher performance, with a path coefficient of 0.614 (p < 0.001)” for clarity and consistency with academic reporting norms. Work motivation also demonstrates a positive and significant direct effect on teacher performance, with a path coefficient value of 0.215 and a significance value of 0.000 < 0.05. These results suggest that teachers with proactive characteristics and high work motivation tend to demonstrate better professional performance. The study concludes that proactive personality and work motivation are important determinants of teacher performance. Therefore, educational institutions are encouraged to create supportive environments that strengthen teachers’ proactive behavior and work motivation through professional autonomy, recognition, career development opportunities, and supportive managerial practices.
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