THE RELATIONSHIP BETWEEN PRINCIPAL MANAGERIAL COMPETENCE AND WORK MOTIVATION IMPROVED PERFORMANCE OF ELEMENTARY SCHOOL TEACHERS IN REMOTE AREAS
DOI:
https://doi.org/10.34125/jkps.v11i5.3876Keywords:
Elementary School; Principal Managerial Competence; Remote Area; Teacher Performance; Teacher Work Motivation; Yahukimo.Abstract
This study aims to examine and analyze the principal's managerial competence and its impact on enhancing work motivation and teaching performance among elementary school teachers in the remote area of Dekai Subdistrict, Yahukimo Regency, Papua Pegunungan Province. A descriptive qualitative research approach was employed. Data were gathered through in-depth interviews, direct classroom and school observations, and documentary analysis involving 40 teachers and 4 principals across four public elementary schools (SDN Sokamu, SDN Tomon, SDN 2 Dekai, and SDN 4 Dekai). Data were analyzed using interactive qualitative data analysis, comprising data reduction, data display, and conclusion verification. The findings reveal that effective principal managerial competencies—demonstrated through structured operational planning, equitable task distribution, and continuous academic supervision—directly boost both intrinsic and extrinsic teacher motivation. The principal's physical presence and supportive leadership style serve as vital catalysts for improving teaching discipline, lesson planning, and professional commitment despite severe infrastructure limitations and geographical isolation.
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