INFLUENCE OF COMPENSATION AND MOTIVATION ON TEACHER PERFORMANCE IN ISLAMIC JUNIOR HIGH SCHOOLS (MADRASAH TSANAWIYAH)

Authors

  • Nenden Quratul Aini Universitas Islam Negeri Sunan Gunung Djati Bandung, Indonesia
  • Wia Adawiyah Muthoharoh Madrasah Tsanawiyah Al Mukhlisin, Bojongsoang, Kab.Bandung, Indonesia

DOI:

https://doi.org/10.15575/isema.v10i2.51911

Abstract

This study empirically analyzes the partial and simultaneous influence of compensation and motivation on teacher performance in two private Islamic Junior High Schools (Madrasah Tsanawiyah) in Bandung Regency. A quantitative method employing a census survey approach was applied to the entire population of teachers (N=51). Data analysis utilized Multiple Linear Regression to test the established hypotheses. The results indicate that both compensation and motivation have a positive and statistically significant influence on teacher performance, both partially and simultaneously. A critical finding reveals that the impact of compensation is primarily driven by non-financial dimensions, specifically a supportive work environment and positive collegial relations, which act as essential Hygiene Factors for teacher satisfaction. The two variables jointly contribute significantly to teacher performance (F = 47.161; Sig. 0.000), with a strong predictive capability R2 of 66.3%. The study concludes that teacher performance in Islamic schools is a synergistic function of institutional support. Therefore, performance improvement strategies must prioritize strengthening a supportive work climate (non-financial compensation) as the principal driver of sustained achievement motivation, rather than relying solely on financial incentives.

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Published

2025-12-31

Issue

Vol. 10 No. 2 (2025): Jurnal Islamic Educational Management

Section

Articles

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