Mediating Effect of Work Motivation on the Relationship between Competency and Professional Performance of EFL Teachers (Pengantaraan Kesan Motivasi Kerja keatas Hubungan antara Kecekapan dan Prestasi Profesional Guru EFL)
Abstract
Considerable evidence indicates that teachers’ competency, work motivation, and professional performance are related. However, insufficient research has investigated the mediating effect of work motivation on the relationship between competency and professional performance in the context of teachers of English as a Foreign Language (EFL). Therefore, the main purpose of this paper is to investigate the mediating effect of EFL Teachers’ Work Motivation (EFLTWM) on the relationship between EFL Teachers’ Competency (EFLTC) and EFL Teachers’ Professional Performance (EFLTPP) at public secondary schools in Yemen. The discussion arises primarily based on the considerable theoretical vagueness and empirical inconclusiveness in the existing literature concerning EFL teachers’ competency and work motivation, and their contribution. As of interest to resolve this controversy, a research framework is developed in which EFLTWM acts as the mediator between EFLTC and EFLTPP. For this purpose, three instruments were used to collect data which are: EFL Teachers’ Competency Questionnaire, Multidimensional Work Motivation Scale, and EFL Teachers’ Professional Performance Evaluation Instrument. The sample of this study consisted of 375 female and male EFL teachers at public secondary schools in Yemen who were selected through a simple random sampling technique to be the participants of the study. The partial least squares structural equation modelling (PLS-SEM), using SmartPLS, was performed to test the hypothesized model. Findings revealed that EFLTWM partially mediates the effect of EFLTC on EFLTPP. Based on the findings, some recommendations have been provided and some implications for teacher training have been discussed.
Keywords: EFL teacher; mediation; competency; motivation; performance
Abstract
Terdapat banyak bukti yang menunjukkan bahawa kecekapan, motivasi kerja, dan prestasi professional guru adalah berkaitan. Walau bagaimanapun, tidak banyak penyelidikan telah mengkaji kesan pengantaraan motivasi kerja terhadap hubungan antara kecekapan dan prestasi professional dalam konteks guru bahasa Inggeris sebagai bahasa asing (EFL). Oleh itu, tujuan utama kertas ini adalah untuk mengkaji kesan pengantaraan motivasi kerja guru EFL (EFLTWM) terhadap hubungan antara kecekapan guru EFL (EFLTC) dan prestasi profesional guru EFL (EFLTPP) di sekolah menengah awam di Yaman. Perbincangan ini timbul terutamanya berdasarkan terdapatnya teori yang kurang jelas dan kajian empirical yang tidak konsisten dalam literature berkenaan kecekapan dan motivasi kerja guru EFL, dan sumbangan mereka. Bagi menyelesaikan kontroversi ini, sebuah rangka kerja penyelidikan telah dibangunkan di mana EFLTWM bertindak sebagai mediator antara EFLTC dan EFLTPP. Untuk tujuan ini, tiga instrument digunakan untuk mengumpul data iaitu: Questionnaire Kompetensi Guru EFL, Skala Motivasi Kerja Multidimensi, dan Instrumen Evaluasi Prestasi Profesional Guru EFL. Sampel kajian ini terdiri daripada 375 guru EFL perempuan dan lelaki di sekolah menengah awam di Yaman yang dipilih melalui teknik pensampelan rawak mudah untuk menjadi peserta kajian. Pemodelan ‘partial least squares structural equation’ (PLS-SEM), menggunakan SmartPLS, dijalankan untuk menguji model hipotesis. Dapatan menunjukkan bahawa hanya sebahagian sahaja daripada EFLTWM mengantara kesan EFLTC terhadap EFLTPP. Berdasarkan penemuan tersebut, beberapa cadangan telah disediakan dan beberapa implikasi untuk latihan guru telah dibincangkan.
Kata kunci: Guru EFL; pengantaraan; kecekapan; motivasi; prestasi
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