Determinants of Professional Excellence: The Role of Teacher Self-Efficacy and Commitment in Elementary Schools
DOI:
https://doi.org/10.31958/jies.v6i2.16931Keywords:
Teacher Self-Efficacy, Teacher Commitment, Teacher QualityAbstract
Teacher quality is a key factor in the success of primary education, influenced by professionalism, self-efficacy, and commitment. This study aims to analyze the influence of teacher self-efficacy and commitment on the quality of public elementary school teachers in Lubuk Tarok District, Sijunjung Regency. Employing a quantitative correlational approach, this research involved a population of 146 teachers. A sample of 60 respondents was determined through proportional random sampling, while an additional 30 teachers participated in instrument validity and reliability testing. Data were collected via closed-ended questionnaires and analyzed using multiple linear regression. The results indicate that: (1) Self-efficacy has a significant effect on teacher quality; (2) Teacher commitment has a significant effect on teacher quality; and (3) Self-efficacy and teacher commitment simultaneously have a significant effect on teacher quality in Lubuk Tarok District. Crucially, this study demonstrates how these psychological determinants operate within rural educational ecosystems, where intrinsic motivation compensates for structural resource limitations. As an implication, educational human resource management should shift from purely technical training to localized interventions that prioritize the development of teachers’ mentality and moral responsibility, sustaining teacher quality in developing areas.
References
Apriansyah, M., Narimawati, U., Affandi, A., Priadana, S., & Erlangga, H. (2022). Efikasi Diri dan Implementasinya. JIIP-Jurnal Ilmiah Ilmu Pendidikan, 5(4), 1123–1126. https://doi.org/https://doi.org/10.54371/jiip.v4i5.534
Arikunto, S. (2021). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta.
Atala, M. O., Birincioglu, N., & Acuner, T. (2022). Effect Of Perceived Organizational Support and Organizational Trust on Young Academics’organizational Commitment. Argumenta Oeconomica, 48(1), 201–233.
Bhati, K., & Sethy, T. (2022). Self-Efficacy: Theory To Educational Practice. The International Journal of Indian Psychology, 10(1), 1123–1128.
Fullan, M. (2023). The Principal 2.0: Three Keys to Maximizing Impact. San Francisco: Jossey-Bass (Wileypublishing).
Garg, D. (2024). Study of Professional Commitment of Secondary School Teachers in Relation to Their Self Efficacy. Educational Administration: Theory and Practice, 6(2), 4124–4131. https://doi.org/https://doi.org/10.53555/kuey.v30i1.7808
Ghozali, I. (2021). Aplikasi Analisis Multivariate dengan Program IBM SPSS 26. Semarang: Badan Penerbit Universitas Diponegoro.
Gusrianto, G., Zakarya, Z., Mahfuzh, T. W., Ali, A., & Simbolon, B. R. (2025). Innovation of Madrasa Teacher Teaching: Transformation of Teacher Teaching Creativity Through Performance and Motivation Engagement in Teaching and Learning. Journal of Instruction and Islamic Religious Education, 1(2), 71–86.
Lazarides, R., Fauth, B., Gaspard, H., & Göllner, R. (2021). Teacher Self-Efficacy and Enthusiasm: Relations to Changes in Student-Perceived Teaching Quality at The Beginning of Secondary Education. Learning and Instruction, 73(1), 1–13. https://doi.org/https://doi.org/10.1016/j.learninstruc.2020.101435
Merida-Lopez, S., Extremera, N., & Rey, L. (2021). Teaching Self-Efficacy and Professional Commitment Among Teachers. Educational Psychology Review, 33(4), 1231–1250.
Modise, J. M. (2023). The Impacts of Employee Workplace Empowerment, Effective Commitment and Performance: an Organizational Systematic Review. International Journal of Innovative Science and Research Technology, 8(7), 3435–3457.
Mulyasa. (2020). Uji Kompetensi dan Penilaian Kinerja Guru. Bandung: Remaja Rosdakarya.
Omar, M. N., & Ismail, S. N. (2022). Teacher Self-Efficacy on ICT Use in Malaysian Secondary School. International Journal of Education, Islamic Studies and Social Sciences Research, 7(2), 143–153.
Ozturk, F. Z., Kopish, M., & Ozturk, T. (2025). The Ongoing Trend in Teacher Competence: A Bibliometric Analysis of Scopus. International Journal of Research in Education and Science, 11(1), 166–189.
Peraturan Menteri Pendidikan dan Kebudayaan No. 16. (2007). Standar Kualifikasi Akademik dan Kompetensi Guru. peraturan.bpk.go.id.
Purwanto, E., & Rindaningsih, I. (2023). Peran Kepala Sekolah dalam Meningkatkan Komitmen dan Kinerja Guru. PERISAI: Jurnal Pendidikan Dan Riset Ilmu Sains, 2(2), 248–256. https://doi.org/https://doi.org/10.32672/perisai.v2i2.155
Putri. (2023). Pengaruh Efikasi Diri dan Komitmen Guru terhadap Mutu Guru Madrasah Ibtidaiyah Sijunjung. Skripsi. UIN Mahmud Yunus Batusangkar.
Qiao, X., & Hu, S. (2024). The Relationship Between Perceived Value Congruence and Teacher Commitment: A Moderated Mediation Model of Teacher Self-Efficacy and Time Pressure. Educational Studies, 50(1), 43–60.
Ridwan, W., Hambali, A., Basri, H., Haq, D. N., & Sharma, M. (2025). Implementation of Total Quality Management (TQM) in Improving School Quality. International Journal of Islamic Educational Research, 2(4), 113–122.
Sugiyono. (2024). Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan R&D. Bandung: CV Alfabeta.
Umar. (2021). Pengantar Profesi Keguruan. Jakarta: PT. Raja Grafindo Persada.
Undang-Undang Nomor 14. (2005). Guru dan Dosen. peraturan.bpk.go.id.
Undang-Undang Republik Indonesia Nomor 20. (2003). Sistem Pendidikan Nasional. Peraturan.bpk.go.id. https://peraturan.bpk.go.id/Home/Details/43920/uu-no-20-tahun-2003
Wheatley, M. J. (2021). Who Do We Choose to Be?: Facing Reality, Claiming Leadership, Restoring Sanity. California: Berrett-Koehler Publishers.
Wicaksono, N. F. (2024). Guru Sebagai Pilar Utama: Meningkatkan Kualitas Pendidikan di Sekolah. Jurnal Pendidikan Vokasi Dan Seni, 3(1), 1–12. https://doi.org/https://doi.org/10.52060/jpvs.v3i1.2761
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Hasni Mudarti, Ridwal Trisoni, Elda Herlina
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with?áJournal of Islamic Education Students?áagree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a?áCreative Commons Attribution-NonCommercial-ShareAlike 4.0 International License?á(CC BY-NC-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See?áThe Effect of Open Access).
