Linking Intrinsic Rewards and Perceived Training Effectiveness to Teacher Performance: The Mediating Role of Motivation in Indonesian Schools

Abstract

This study examines the impact of intrinsic rewards and perceived training effectiveness on teacher motivation and performance in Indonesian secondary schools, with motivation acting as a mediating variable. Using a quantitative approach, data were collected from 160 teachers across Jakarta, Surabaya, and Bandung and analysed through regression techniques. The findings reveal that motivation significantly enhances teacher performance, particularly in improving instructional effectiveness. Intrinsic rewards, such as autonomy, personal fulfilment, and meaningful work, demonstrate a strong positive influence on both motivation and performance, highlighting their critical role in fostering teacher engagement. In contrast, perceived training effectiveness does not significantly affect motivation, suggesting that current professional development programs may be misaligned with teachers’ psychological and professional needs. The study contributes to the extension of Self-Determination Theory within the context of Indonesia’s education sector by emphasizing the importance of autonomy-supportive environments. Practically, the findings suggest that school leaders and policymakers should prioritize intrinsic reward systems over standardized training programs to enhance sustainable teacher motivation and performance.