Sharia Economics Research Reveals Significant Relationship Between Self-Efficacy, Achievement Motivation, and Adaptability to Teacher Performance

A new study published in the Indonesian Interdisciplinary Journal of Sharia Economics has explored the impact of self-efficacy, achievement motivation, and adaptability on teacher performance, focusing on junior high school teachers in Cirebon Regency. The research used a quantitative method and involved 125 teacher participants. The study found a significant relationship between the three variables and teacher performance, indicating that self-efficacy, achievement motivation, and adaptability directly or indirectly influence teacher performance.

Key Takeaways:

The study used a quantitative method to investigate the relationship between self-efficacy, achievement motivation, and adaptability and teacher performance.
The research involved 125 junior high school teachers from Cirebon Regency, who participated in the study.
The study found a significant relationship between self-efficacy, achievement motivation, and adaptability and teacher performance.
The study concluded that teacher performance is significantly influenced by the three variables: self-efficacy, achievement motivation, and adaptability.
The study's findings are consistent with previous research on the factors affecting teacher performance.

Statistics:

The study involved 125 junior high school teacher participants from Cirebon Regency.
The study used a saturated sampling technique, which is suitable for small research populations.
The study found a significant relationship between self-efficacy, achievement motivation, and adaptability and teacher performance.
The study's results are consistent with previous research on the factors affecting teacher performance.

Sources:

Indonesian Interdisciplinary Journal of Sharia Economics, 2025,8(3).
DOI: 10.31538/iijse.v8i3.7037 (free version available at https://doi-org.sdpl.idm.oclc.org/10.31538/iijse.v8i3.7037 )