Muhamad Afandi, Zulela MS, Amos Neolaka
The interaction between elementary school teacher’s motivation and discipline in Indonesia has not been mapped well. This study aimed to identify patterns of motivation and discipline relationships using causality structural approaches to obtain more comprehensive understanding. This study was used an observational and quantitative descriptive method. A total of 162 elementary school teachers in Semarang City were involved as respondents, randomly. Teacher motivation and discipline were observed then analyzed using structural equation modelling (SEM) performed by LISREL software packages and SPSS. Teacher assessment results were grouped base on gender and work experience. The discipline was significantly positively correlated with motivation. The pattern of relationships between latent variables (motivation and discipline) showed a significant amount of good lead correlation. The value of R2 between them reaches 0.80 indicating that the two variables affect each other higher enough. Furthermore, findings related to teacher motivation and discipline does not have differences between groups and gender, that means motivation and discipline both in gender and all work experiences were as equal as high performance. This research found that motivation is a strong driving factor to make teacher more discipline. The discipline itself pop up by high achievement or appreciation. The discipline also makes teachers get more positive achievement that may motivating them © 2021. International Journal of Instruction. All Rights Reserved.
Universitas Negeri Jakarta, Jakarta, Indonesia; Universitas Islam Sultan Agung-Semarang, Indonesia
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