Associations of Teacher Workload and Work Motivation with Self-Reported Teacher Performance in an Indonesian Madrasah
DOI:
https://doi.org/10.35870/emt.v11i1.8502Keywords:
Teacher Workload, Work Motivation, Teacher Performance, MadrasahAbstract
This single-site study examined workload and work motivation in relation to self-reported teacher performance in one Indonesian madrasah. All 34 eligible teachers joined a cross-sectional census. The primary analysis used 32 items. Regression accounted for 44.6% of performance-score variation, F(2, 31) = 12.494, p < 0.001. Workload was nonsignificant (B = −0.068, p = 0.557; H1 not supported), whereas motivation was positive and significant (B = 0.693, p < 0.001; H2 supported). Decisions persisted with HC3, leave-one-out, and the exploratory 29-item model. These single-site self-report associations are not causal effects.
Downloads
References
Azzahra, M., Ayuningtias, H. G., Anggadwita, G., & Nurbaiti, A. (2019). The effect of work discipline on employees’ performance of PT Wiratanu Persada Tama Jakarta. Review of Integrative Business and Economics Research, 8(S1), 136–144.
Bakker, A. B., & Demerouti, E. (2017). Job demands–resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273–285. https://doi.org/10.1037/ocp0000056.
Bardach, L., Klassen, R. M., & Perry, N. E. (2022). Teachers’ psychological characteristics: Do they matter for teacher effectiveness, teachers’ well-being, retention, and interpersonal relations? An integrative review. Educational Psychology Review, 34(1), 259–300. https://doi.org/10.1007/s10648-021-09614-9.
Blumberg, M., & Pringle, C. D. (1982). The missing opportunity in organizational research: Some implications for a theory of work performance. Academy of Management Review, 7(4), 560–569. https://doi.org/10.5465/amr.1982.4285240.
Collie, R. J. (2023). Teachers’ work motivation: Examining perceived leadership practices and salient outcomes. Teaching and Teacher Education, 135, Article 104348. https://doi.org/10.1016/j.tate.2023.104348.
Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2025). Workload, work intensification and time poverty for teachers and school leaders: A systematic research synthesis. Educational Review, 77(2), 661–680. https://doi.org/10.1080/00131911.2023.2196607.
Eryilmaz, N., Kennedy, A. I., Strietholt, R., & Johansson, S. (2025). Teacher job satisfaction: International evidence on the role of school working conditions and teacher characteristics. Studies in Educational Evaluation, 86, Article 101474. https://doi.org/10.1016/j.stueduc.2025.101474
Gagné, M., Forest, J., Vansteenkiste, M., Crevier-Braud, L., Van den Broeck, A., Aspeli, A. K., ... & Westbye, C. (2015). The Multidimensional Work Motivation Scale: Validation evidence in seven languages and nine countries. European Journal of work and organizational psychology, 24(2), 178-196. https://doi.org/10.1080/1359432X.2013.877892.
Gan, Y. (2025). Impact of workload on the performance of junior high school teachers under China’s “Double Reduction” policy. SAGE Open, 15(3), Article 21582440251345577. https://doi.org/10.1177/21582440251345577.
Habibi, A., Attar, R. W., Zhao, Q., Wijaya, T. T., Hendra, R., Alharmali, T. M., & Alhazmi, A. H. (2025). Validating the determinants of teachers’ performance in vocational education: Indonesian perspectives. Acta Psychologica, 259, Article 105332. https://doi.org/10.1016/j.actpsy.2025.105332.
Hascher, T., & Waber, J. (2021). Teacher well-being: A systematic review of the research literature from the year 2000–2019. Educational Research Review, 34, Article 100411. https://doi.org/10.1016/j.edurev.2021.100411.
Hayes, A. F., & Cai, L. (2007). Using heteroskedasticity-consistent standard error estimators in OLS regression: An introduction and software implementation. Behavior Research Methods, 39(4), 709–722. https://doi.org/10.3758/BF03192961.
Indrastuti, Y. A., Subijanto, S., & Kartika, C. (2025). Pengaruh beban kerja dan tuntutan pengembangan kompetensi terhadap kinerja dan motivasi guru sebagai variabel intervening di SMA Negeri 5 Tuban. Jurnal Multidisiplin Ilmu Akademik, 2(5), 148–156.
Jerrim, J., & Sims, S. (2021). When is high workload bad for teacher wellbeing? Accounting for the non-linear contribution of specific teaching tasks. Teaching and Teacher Education, 105, Article 103395. https://doi.org/10.1016/j.tate.2021.103395.
Kholifah, N., Nurtanto, M., Mutohhari, F., Subakti, H., Ramadhan, M. A., & Majid, N. W. A. (2024). The mediating role of motivation and professional development in determining teacher performance in vocational schools. Cogent Education, 11(1), Article 2421094. https://doi.org/10.1080/2331186X.2024.2421094.
Koopmans, L., Coffeng, J. K., Bernaards, C. M., Boot, C. R. L., Hildebrandt, V. H., de Vet, H. C. W., & van der Beek, A. J. (2014). Responsiveness of the Individual Work Performance Questionnaire. BMC Public Health, 14, Article 513. https://doi.org/10.1186/1471-2458-14-513.
Layek, D., & Koodamara, N. K. (2024). Motivation, work experience, and teacher performance: A comparative study. Acta Psychologica, 245, Article 104217. https://doi.org/10.1016/j.actpsy.2024.104217.
Lazarides, R., Schiefele, U., Daumiller, M., & Dresel, M. (2025). From teacher motivation to teaching behaviour: A systematic review and theoretical framework of the mediating processes. Educational Research Review, 48, Article 100703. https://doi.org/10.1016/j.edurev.2025.100703.
LePine, J. A., Podsakoff, N. P., & LePine, M. A. (2005). A meta-analytic test of the challenge stressor–hindrance stressor framework: An explanation for inconsistent relationships among stressors and performance. Academy of Management Journal, 48(5), 764–775. https://doi.org/10.5465/AMJ.2005.18803921.
Moens, M., Vanblaere, B., Devos, G., & Tuytens, M. (2026). Teacher wellbeing in schools: A systematic review of job demands and job resources. Frontiers in Education, 11, Article 1709029. https://doi.org/10.3389/feduc.2026.1709029.
Morris, C., Agbo, B., Osman, M., Basketts, J., & Kyriacou, T. (2026). The components and implications of teacher workload: A review. Educational Research, 68(2), 173–194. https://doi.org/10.1080/00131881.2026.2629284.
Ndruru, A., & Yudiaatmaja, F. (2025). Pengaruh beban kerja dan motivasi kerja terhadap kinerja guru di SMP Negeri 2 Singaraja. Jurnal Ekonomi, Manajemen, Akuntansi Dan Keuangan, 6(3), Article 9. https://doi.org/10.53697/emak.v6i3.2740.
Podsakoff, P. M., MacKenzie, S. B., Lee, J.-Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879–903. https://doi.org/10.1037/0021-9010.88.5.879.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, Article 101860. https://doi.org/10.1016/j.cedpsych.2020.101860.
Sandmeier, A., Baeriswyl, S., Krause, A., & Muehlhausen, J. (2022). Work until you drop: Effects of work overload, prolonging working hours, and autonomy need satisfaction on exhaustion in teachers. Teaching and Teacher Education, 118, Article 103843. https://doi.org/10.1016/j.tate.2022.103843.
Spector, P. E., & Jex, S. M. (1998). Development of four self-report measures of job stressors and strain: Interpersonal Conflict at Work Scale, Organizational Constraints Scale, Quantitative Workload Inventory, and Physical Symptoms Inventory. Journal of Occupational Health Psychology, 3(4), 356–367. https://doi.org/10.1037/1076-8998.3.4.356.
Toropova, A., Myrberg, E., & Johansson, S. (2021). Teacher job satisfaction: The importance of school working conditions and teacher characteristics. Educational Review, 73(1), 71–97. https://doi.org/10.1080/00131911.2019.1705247.
Ulfah, M., Syahrudin, H., Thoharudin, M., Wardani, S. F., & Kholifah, N. (2024). Examining the role of family sociology, managerial support, and working conditions in determining teacher performance in Indonesia: The mediating role of motivation and professional development. Frontiers in Education, 9, Article 1413525. https://doi.org/10.3389/feduc.2024.1413525.
Wahyuni, S., Hartinah, S., & Prihatin, Y. (2024). Pengaruh kepemimpinan, motivasi, beban kerja, kompetensi dan religiusitas terhadap kinerja guru sekolah dasar. Journal of Education Research, 5(3), 4060–4072. https://doi.org/10.37985/jer.v5i3.1544.
Zhou, S., Slemp, G. R., & Vella-Brodrick, D. A. (2024). Factors associated with teacher wellbeing: A meta-analysis. Educational Psychology Review, 36, Article 63. https://doi.org/10.1007/s10648-024-09886-x.
Downloads
Published
Issue
Section
License
Copyright (c) 2027 Hendrafit Hongki, Hima Barima, Dyah Supriatin
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1. Copyright Retention and Open Access License
Authors retain copyright of their work and grant the journal non-exclusive right of first publication under the Creative Commons Attribution 4.0 International License (CC BY 4.0).
This license allows unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
2. Rights Granted Under CC BY 4.0
Under this license, readers are free to:
- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material for any purpose, including commercial use
- No additional restrictions — the licensor cannot revoke these freedoms as long as license terms are followed
3. Attribution Requirements
All uses must include:
- Proper citation of the original work
- Link to the Creative Commons license
- Indication if changes were made to the original work
- No suggestion that the licensor endorses the user or their use
4. Additional Distribution Rights
Authors may:
- Deposit the published version in institutional repositories
- Share through academic social networks
- Include in books, monographs, or other publications
- Post on personal or institutional websites
Requirement: All additional distributions must maintain the CC BY 4.0 license and proper attribution.
5. Self-Archiving and Pre-Print Sharing
Authors are encouraged to:
- Share pre-prints and post-prints online
- Deposit in subject-specific repositories (e.g., arXiv, bioRxiv)
- Engage in scholarly communication throughout the publication process
6. Open Access Commitment
This journal provides immediate open access to all content, supporting the global exchange of knowledge without financial, legal, or technical barriers.
