Perceived Teacher Competence and Learning Motivation in Relation to Primary School Achievement
DOI:
https://doi.org/10.24256/pijies.v9i3.12229Keywords:
Academic Achievement, Cambridge Curriculum, Learning Motivation, Teacher CompetenceAbstract
Teacher competence is central to instructional quality, yet the process through which students’ perceptions of teachers’ pedagogical and professional competence relate to achievement remains underexamined in Islamic primary schools implementing an international curriculum. This study examined the direct associations of student-perceived pedagogical and professional competence with learning motivation and achievement, and tested learning motivation as a mediator. A cross-sectional explanatory correlational design was used with 214 students in Grades IV–VI and 36 teachers at a Cambridge-based Islamic primary school in Pasuruan, Indonesia. Student ratings and achievement records were analysed through confirmatory factor analysis and structural equation modelling with bias-corrected bootstrap confidence intervals. Pedagogical competence (β = .412) and professional competence (β = .356) were positively associated with motivation. Both competence dimensions retained smaller direct associations with achievement (β = .218 and .187), while motivation showed the strongest association (β = .534). The indirect effects through motivation were significant for pedagogical competence (β = .220, 95% BCa CI [.124, .323]) and professional competence (β = .190, 95% BCa CI [.098, .287]), indicating partial mediation of approximately 50% of each total association. The findings support an integrated teacher-development approach that combines sound pedagogy, subject mastery, and motivation-supportive classroom practices. Longitudinal and multilevel research is recommended to test temporal ordering and account for students nested within teachers and classes.
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Copyright (c) 2026 Rangga Sa'adillah S.A.P, Feri Kuswanto, Wachyudi Achmad, Ganal Arief Rahmawan, Ali Masykuri
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