Contributing Spirituality Account for Teacher Motivation at School

Anwar Sutoyo, - Contributing Spirituality Account for Teacher Motivation at School. Proceedings of the 5th International Conference on Education and Technology (ICET 2019).

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Abstract

This study aims to obtain empirical data about the contribution of intrinsic, utility, and task spiritual values as the teachers towards the teachers’ achievement motivation. The subjects of this study are 115 teachers, consisting of 71 women and 44 men, and all subjects are Muslim, having faith in the afterlife, and working in middle, high, and vocational schools. The results of confirmatory factor analysis and alpha reliability test with SPSS for Windows version 20 show that the intrinsic, use, and task spiritual values as a teacher and achievement motivation scale have proven to be valid, and the validity index moves between 0.387 to 0.832 and the alpha reliability of the scale value task is 0.817, use value is 0.885, and the task spiritual value scale is 0.825. For the scale of achievement motivation, the validity index is 0.452 to 0.815, with the reliability value of 0.842. The analysis of model testing data is done using regression analysis techniques. The results show that the interest, utility, and spiritual values have contributed significantly to the teachers’ achievement motivation. Of the three task values, the intrinsic one has the greatest contribution for the teachers’ achievement motivation.

Item Type:	Article
Uncontrolled Keywords:	intrinsic value, utility value, spiritual value, achievement motivation I. INTRODUCTION The reasons why many people are willing to spend a lot of time at work, both for reasons that are fully realized and those that are not, are a source of one's motivation. Intrinsic and extrinsic motivations are driving people to take actions. If there is no feeling motivated to do something, it is a sign of lack of motivation. Conventional motivation theory states that there are two sources of motivation; intrinsic and extrinsic (Ryan and Deci, 2000). They distinguish two types of motivation based on the reasons or goals to be achieved from a motivated behavior. The intrinsic motivation refers to the motivated behavior whose purpose is to get pleasure, or by taking a certain action, someone will feel pleasure. In contrast, the extrinsic motivation refers to the motivated behavior that has the purpose of obtaining incentives or certain rewards. In another word, someone takes an action to obtain certain benefits. The motivated behavior acts as a medium to obtain an incentive. When we are talking motivation as a variable whose measure is determined by the strength of its constituent elements, so it is absolutely correct that the idea put forward by Wigfield and Eccles (2000) with their expectancy value theory of achievement motivation, which proposes the use subjective task-intrinsic value and extrinsic task value to replace the term “intrinsic and extrinsic motivation”. Theoretically, the intrinsic and utility values as the drivers of motivated behavior can be distinguished well, but in the empirical level, the two values are inseparable. Wigfield and Gambria (2010) proposed the use of the term intersequence to replace the term intrinsic value with the limitation of a pleasure someone gets from doing a task. Since the cognitive revolution in the 1960s, most motivational researchers have changed the focus of their research to a cognitive perspective. This study of motivation from a cognitive point of view boils down to three fundamental questions related to the involvement of individuals in the achievement behavior, and one of them: why do I want to do this task? The answer to the question shows a description of how valuable the task is for him. The task that is believed to be having high value will have an impact on the strength of his motivation, whereas the task that is seen as less valuable or insignificant will have an impact on the weak behavior of the individual motivated. In the modern expectation’s theory (Wigfield & Eccles, 1992), a subject's view of how valuable the task that is intended or is being faced is called task-value. In Western literature, the task-value element does not include the spiritual one. Eccles (1983) and Wigfield & Eccles (1992) defines the task-value operationally in attainment value, intrinsic interest, and utility value or extrinsic value. That is, a belief about the value that individuals put on a task will increase along with their increasing belief that their academic duties are important to them (attainment value), fun for them to do (intrinsic interest), and have uses or benefits for them (utility value). Bandura & Schunk (1981) revealed a contribution from successful experience in handling a task towards increasing individual appreciation of the task. They reported that the success of achieving the standard as the goal in a task generates the effect of increasing the intellectual interest in the task. The study of spirituality in the discipline of psychology was originally only sought after by the theorists of the psychology of the eastern world, but in its development, the Western people did not want to be far left behind. Very significant progress was seen from the inclusion of the study of Religious Psychology as the 36th Division into the American Psychological Association, along with the publication of scientific journals related to the psychology studies of religion and spirituality. Therefore, incorporating spirituality studies related to the motivation is a necessity. The individual values related to the motivated behavior are also related to the values derived from religion or culture that has been lived out. Bell and Smith (2003) called it a personal motivation based on religion. Humans asthe spiritual beings have basic needs to find and seek for meaning in their lives. Grine, Fares, & 5th International Conference on Education and Technology (ICET 2019) Copyright © 2019, the Authors. Published by Atlantis Press. This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/). Advances in Social Science, Education and Humanities Research,
Subjects:	Fakultas Ilmu Pendidikan > Bimbingan dan Konseling, S1
Fakultas:	Fakultas Ilmu Pendidikan > Bimbingan dan Konseling (S1)
Depositing User:	dina nurcahyani perpus
Date Deposited:	11 Nov 2022 02:21
Last Modified:	11 Nov 2022 02:21
URI:	http://lib.unnes.ac.id/id/eprint/52898

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