Project-Based Learning and Teaching Motivation as Predictors of Elementary School Teacher Performance
DOI:
https://doi.org/10.62509/ji.v6i2.431Keywords:
Project-Based Learning, teaching motivation, teacher performance, multiple linear regression, elementary schoolAbstract
This study examines the contribution of Project-Based Learning (PjBL) implementation and teaching motivation to elementary school teacher performance in North Jakarta. A quantitative cross-sectional survey was conducted with 50 teachers from SDN Warakas 03, 05, and 07 using census sampling. Data were collected through three 50-item Likert-scale instruments measuring PjBL implementation, teaching motivation, and teacher performance. Data were analyzed using descriptive statistics and multiple linear regression. The results showed that PjBL implementation had a positive and significant contribution to teacher performance (B = 0.224, β = 0.225, p = 0.038). Teaching motivation also had a positive and significant contribution and showed a stronger standardized contribution (B = 0.750, β = 0.762, p < 0.001). Simultaneously, PjBL implementation and teaching motivation significantly predicted teacher performance, with the model explaining 95.9% of the observed variance (F(2, 47) = 543.097, p < 0.001). These findings indicate that teacher performance is associated with both pedagogical practices and motivational conditions, with teaching motivation showing the stronger contribution in the model. The findings suggest that schools should integrate PjBL development with organizational support that strengthens teacher motivation and professional growth. Because the study used a cross-sectional design and self-reported data, the findings should be interpreted as statistical associations rather than causal effects.
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