The Motivation of Elementary School Teachers in Jepara Regency within the Context of Educational Organizational Behavior

Abstract

Teacher motivation is a fundamental element in improving the quality of learning and achieving educational goals. In Jepara, particularly in the Kembang District, education still faces various challenges, such as a shortage of teachers, limited classroom space, inadequate infrastructure, and low motivation among some teachers. Elementary school teachers play a crucial role in enhancing the quality of education in Jepara; however, they also encounter several obstacles. This article aims to examine the motivation of elementary school teachers in Jepara Regency in relation to school principals’ leadership and organizational behavior in education. Based on a literature review, teacher motivation is influenced not only by internal factors but also by the dynamics of the work environment, leadership style, and the organizational culture of schools. Motivation theories such as Maslow’s Hierarchy of Needs, Herzberg’s Two-Factor Theory, and Self-Determination Theory are used as the analytical framework. Previous studies have shown that transformational leadership and a supportive organizational climate can significantly enhance teachers’ work motivation. This article emphasizes the importance of synergy between effective leadership and healthy organizational management in fostering sustainable teacher motivation. The results indicate that school leadership, organizational climate, and professional recognition significantly affect teacher motivation. In conclusion, teacher motivation can be improved through transformational leadership and the strengthening of a supportive work environment. It is expected that this article will contribute to the development of education in Jepara Regency.