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JOSS :

Journal of Social Science

ANALYSIS OF THE INFLUENCE OF MOTIVATION AND PERCEPTIONS OF

ORGANIZATIONAL SUPPORT ON TEACHER PERFORMANCE BASED ON THE

IMPLEMENTATION OF THE FOUR PILLARS OF UNESCO EDUCATION

Yuli Rusniati

, Budi Prijanto

Universitas Gunadarma, Jakarta, Indonesia

E-mail: [email protected]

, karami@staff.gunadarma.ac.id

KEYWORDS

Work motivation,

teacher performance,

perceived

organizational

support, four pillars

of UNESCO

education

ABSTRACT

This study aims to analyze the influence of work motivation and

perceived organizational support on the performance of civil servant

teachers of public high schools in Bogor City, using the implementation

of the Four Pillars of UNESCO Education as a performance measurement

variable. The data collection method was carried out through a

questionnaire distributed to 120 respondents of public high school civil

servant teachers in Bogor City. Data analysis was conducted using

multiple linear regression techniques. The results showed that work

motivation has a significant positive effect on teacher performance, and

perceived organizational support also has a significant positive effect on

teacher performance. In addition, the results of the analysis show that

work motivation and perceived organizational support simultaneously

affect teacher performance as measured by the implementation of the four

pillars of UNESCO Education. These findings are expected to add to the

theoretical scientific repertoire and have important implications for

education management and school leadership in improving the

performance of civil servant teachers of public high schools in Bogor

City.

INTRODUCTION

It is hard to argue that education is essential for the survival and progress of human

civilization. Various knowledge and skills needed to understand life and obtain solutions to

problems that occur are obtained through education. In addition to academic knowledge,

education provides provisions on how to build and develop social skills. The introduction of

ethical values and the cultivation of noble character as an effort to shape the pattern of attitudes

and behavior of true human beings involve education.

Various factors and interactions between factors can affect the results and quality of

education from global, national, and individual perspectives. Globalization provides

opportunities for anyone to expand access to information and resources in the international

arena even though at the same time the challenges of global competition arise. At the national

level, education policy and infrastructure should systemically educate citizens. From the

individual and family aspects, among others, it relates to interests and talents in addition to

motivation, discipline, and attitudes towards learning (Case-Smith, 2014).

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p- ISSN 2963-1866- e-ISSN 2963-8909

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Organizational Support On Teacher Performance Based On The

Implementation Of The Four Pillars Of Unesco Education

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Given the importance of education, all parties are responsible and must contribute to the

world of education. UNESCO as the United Nations Agency for Education, science, and

Culture takes an active part in supporting and developing the education sector. The

establishment of global education policies by formulating guidelines, standards, and

frameworks that help member states to improve their education systems such as Education for

All and the Dakar Framework for Action are clear examples of UNESCO's contribution to

advancing education around the world.

More than 1,100 participants from 164 countries gathered in Dakar, Senegal in April

2000, for the World Education Forum. It was a gathering of everyone from teachers to prime

ministers, academics to policymakers, non-governmental bodies to heads of major international

organizations to adopt the Dakar Framework for Action, Education for All Fulfilling Our

Shared Commitments, and agree on six broad education goals to be achieved by 2015

https://en.unesco.org/gem-report/report-education-all-efa namely Early Childhood Care and

Education, Universal Primary Education, Youth and Adult Skills, Adult Literacy, Gender

Parity and Equality, and Quality Education (Education for All Global Monitoring Report 2015,

2015).

Long before the International Commission for the Twenty-first Century, also known as

the Delors Commission, an independent body working for UNESCO produced a report entitled

"Delors Report: Learning: The Treasure Within". The report recommended four pillars of

education as a framework for educational development. The concept of the four pillars of

education, namely learning to know, learning to do, learning to live together, and learning to

be was later recognized by UNESCO and even used as the basis for various educational

development policies and initiatives so that it is known as the four pillars of UNESCO

education.

The following graph illustrates that applicants to public senior high schools in all cities

in West Java province in 2021 and 2022 have increased, including Bogor city.

Figure 1

Graph of the increase in school enrollment in West Java in 2021-2022

Source: https://ppdb.jabarprov.go.id/hasil-ppdb accessed 14/01/2024 pk 09:32

Although it is part of the West Java province, Bogor is closer to Jakarta. Alternative

mobility options for Bogor-Jakarta residents are relatively easy and cheap. The busy and dense

traffic flow of Bogor-Jakarta visibly shows how close the city of Bogor is to Jakarta. Many

Bogor residents work in Jakarta while Jakarta residents often make Bogor a vacation spot. The

greener and fresher environment or several historical places give it charm as a tourist

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Organizational Support On Teacher Performance Based On The

Implementation Of The Four Pillars Of Unesco Education

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destination. Not a few companies in Jakarta make Bogor a market for their products as well as

Bogor being a supplier of several products needed by Jakarta residents. The existence of the

Bogor Agricultural Institute makes Bogor a center of education and research, including by

Jakarta residents who have an interest in this field.

Looking at the results of research related to public schools shows that there are conditions

in Palembang where the quality of service of public senior high schools is better than the quality

of service of private senior high schools (Aulia et al., 2020). The results of the analysis in

Lamongan show that the quality of public high school education is categorized as good and

very good (Billah et al., 2020). Based on managerial concepts, it has been proven that employee

performance affects customer loyalty which is strengthened by service satisfaction (Setyadi et

al., 2022). Other research related to education shows that lecturer motivation has a positive

effect on student loyalty to the institution (Latip, 2020).

At the secondary education level, the person at the forefront of education is the teacher.

Teacher behavior includes influential individual behavior in educational organizations. As

learning agents, teachers function to improve the quality of national education through their

performance. Teachers who can prepare the next generation of quality as expected are teachers

who can carry out their duties professionally as well as creatively and innovatively (Angraini

et al., 2021).

One of the factors that can affect teacher performance as well as their professionalism

and ability to innovate is motivation. Research results show that motivation has a positive effect

on teacher performance. Teachers who have high performance are in line with their high

motivation in carrying out their duties and the opposite condition occurs when their motivation

is low (Renaldo et al., 2022). The results of other studies show a similar thing that motivation

affects performance (Yanti et al., 2020). It has been proven that motivation encourages teachers

to maintain their professionalism by continuing to improve their ability to keep up with

advances in science and technology (Solissa et al., 2023). Other research also shows that

innovative behavior is needed to create and implement new ideas to improve performance in

carrying out their roles and innovative behavior can be significantly owned by motivated

teachers (Bawuro et al., 2020). Even if the income earned is not necessarily commensurate,

motivation can keep teachers performing well.

Perceptions of organizational support have been the subject of research by many

companies when exploring employee behavior. Employees who feel directly that they receive

individual and organizational support have high performance as a form of return to the

company (Kurniawan, 2021).

Public senior high schools are educational institutions facilitated by the state as a form

of state responsibility in education. The teacher recruitment system was created so that teachers

who are recruited not only meet the quota but also the expected quality. As described in the

Regulation of the Minister of Administrative Reform and Bureaucratic Reform of the Republic

of Indonesia No. 27 of 2021 concerning Civil Servants in Article 1 Paragraph 1 the State Civil

Apparatus, hereinafter abbreviated as ASN, is a profession for civil servants and government

employees with work agreements who work in government agencies. In the next paragraph, it

is stated that Civil Servants, hereinafter abbreviated as civil servants, are Indonesian citizens

who meet certain requirements, appointed as ASN employees permanently by civil service

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officials to occupy government positions. This means that teachers who pass the recruitment

mechanism organized by the government are called civil servant teachers (Alfiantyi, 2021).

The purpose of this study is to determine and analyze the influence of Work Motivation

and Organizational Support on Teacher Performance as measured by the implementation of the

four pillars of UNESCO education in teaching and learning activities of public high schools in

the city of Bogor and to determine and analyze how much the influence of Work Motivation

and Organizational Support contributes to Teacher Performance as measured by the

implementation of the four pillars of UNESCO education (Fachrurrozi et al., 2022).

METHOD RESEARCH

Every research is conducted to achieve certain goals and uses. The data obtained is then

used to prove the existence of doubts about information, theories, policies, actions, or a product,

which means that the purpose of the research conducted is to prove. Such research usually uses

quantitative methods (Sugiyono, 2022).

Since the purpose of this research is to prove the effect of work motivation and perceived

organizational support on teacher performance as measured by the implementation of the four

pillars of Unesco education in civil servant teachers of public high schools in Bogor City, this

research uses quantitative methods.

The quantitative method is a research method used to examine a symptom that is

observed by the human senses which is taken by collecting data using research instruments

whose data analysis results are statistical to describe and test hypotheses (Sugiyono, 2022).

All the symptoms to be studied are classified into research variables in a representative

sample through a deductive research process, namely the formulation of existing problems is

answered using concepts and theories so that hypotheses can be formulated. Furthermore, the

hypothesis is tested using statistics through the collected field data so that it can be concluded

whether the hypothesis formulation is proven or not.

Identification of Research Variables

Variable is a term that only exists in quantitative research as a way to answer questions

about what is being studied. Everything in any form that has been determined by the researcher

will be studied until a conclusion is obtained based on all information about it being a variable.

An attribute can be used as an object of research if it varies. For example, motivation in a group

of people is not necessarily the same so it can be used as an object of research. If an attribute

does not vary, it cannot be used as an object of research. This situation is the background to the

naming of variables, namely the existence of variation (Sugiyono, 2022).

RESULTS AND DISCUSSION

UNESCO's Four Pillars of Education

Based on the results of the reliability test that has been carried out, the Four Pillars of

UNESCO Education scale has a Cronbach's Alpha reliability test value of 0.941 based on 19

items. The correlation coefficient on good items ranges from 0.563 to 0.786. This condition

means that the reliability coefficient on the UNESCO Four Pillars of Education scale shows

fairly good consistency and stability in value. Thus it can be concluded that the statements in

the questionnaire are reliable because they have Cronbach's Alpha> 0.700.

Achievement Motivation

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Implementation Of The Four Pillars Of Unesco Education

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Based on the results of the reliability test that has been carried out, the achievement

motivation scale has a Cronbach's Alpha reliability test value of 0.892 based on 13 items. The

correlation coefficient on good items ranges from 0.523 to 0.758. This can be interpreted that

the reliability coefficient on the achievement motivation scale shows fairly good consistency

and stability in value. Thus it can be concluded that the statements in the questionnaire are

reliable because they have Cronbach's Alpha> 0.700.

Perceived Organization Support (POS)

In this study, the items used in the POS measurement scale were 8 items. Based on the

results of the reliability test that has been carried out, the organizational support perception

scale has a Cronbach's Alpha reliability test value of 0.835. The correlation coefficient on 8

items ranges from 0.418 to 0.832. This means that the reliability coefficient on the perceived

organizational support scale shows fairly good consistency and stability in value. Thus it can

be concluded that the statements in the questionnaire are reliable because they have

Cronbach's Alpha> 0.700.

Hypothesis Test

a. Testing the influence of Achievement Motivation variables and Perceptions of

Organizational Support on the Implementation of the four pillars of UNESCO

education simultaneously and partially

The data that has been collected is then processed by the objectives of the first

hypothesis-testing stage. The following are the results of data processing shown by the

SPSS output as follows:

Table 1

Out Put SPSS - ANOVA: Effect of Achievement Motivation and Perceived Organizational

Support on the Four Pillars of UNESCO Education simultaneously

Model

Sum Of Squares

Mean Square

Sig

Regression

6277,878

3138,939

62,903

.000

Residual

5838,488

117

49,902

Total

12116,367

119

a. dependent variable: performance (Y)

b. Predictors: (Constant), Perceived organizational support (X2), Motivation (X1)

Based on Table 1, there is an F test which is often known as the simultaneous test or

Model test / Anova test which is seen from the Sig value and the comparison of the calculated

F value with the F table. This test is used to determine how the influence of all independent

variables together on the dependent variable or to test whether the regression model that has

been made is significant or not. If the model is significant then the model can be used for

prediction/forecasting. Vice versa, if it is non-significant then the regression model cannot be

used for forecasting. In the Sig value table, the number 0.000 is smaller than 0.05. In the table,

the calculated F value is 62.903 while the F table (2 independent variables and a sample size

of 10) is 3.07. The conclusion is that Ho is rejected and Ha is accepted, or in other words, the

significant model, namely X1, achievement motivation, and X2, perceived organizational

support, simultaneously affects variable Y.

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Table 2

Out Put SPSS -Coefficients: Effect of Achievement Motivation and Perceived Organizational

Support on the Four Pillars of UNESCO Education partially

Coefficients

Model

Unstandardized

coefficients

Standardized

coefficients

Sing

Std.Error

Beta

(Constant)

24,781

4,793

5,170

,000

Motivation (X1)

,313

,069

,234

3,253

,001

Perceived

organizational

support (X2)

1,221

,151

,583

8,111

,000

a. Dependent Variable: Performance (Y)

Table 2 shows the Sig value of Motivation 0.001 and the Sig Perception of Organizational

Support 0.000. The F test can be done by comparing the numbers in the sig column, whether

they are smaller or greater than 0.05. If it is smaller then Ho is rejected Ha is accepted, or in

other words the model is significant. The calculated Sig value is smaller than 0.05, indicating

that partially the independent variable Achievement Motivation and the independent variable

Perception of Organizational Support affect the performance variable measured through the

implementation of the Four Pillars of UNESCO.

Knowing the magnitude of the contribution of the influence of Work Motivation and

Perceptions of Organizational Support on Teacher Performance as measured by the

implementation of the Four Pillars of UNESCO Education.

To find out how much influence the X1 and X2 variables contribute to the Y variable, it

can be seen from the following table:

Table 3

Model Summary 1

Model

R Square

Adjusted R Square

Std.Error of the Estimate

720

,518

,510

7,06411

a. Predictors: (Constant), Perceived organizational support (X2), Motivation (X1)

In Table 3 in the R-Square column, there is a number 0.518, this means that the ability

of variable X to predict Y is 51.8%, namely Achievement Motivation and Perceptions of

Organizational Support have an influence of 51.8% on performance as measured by the

implementation of the Four Pillars of UNESCO, while the remaining 48.2% is influenced by

other factors outside the study. According to Chin (1998), the R-Square value is categorized as

strong if it is more than 0.67, moderate if it is more than 0.33 but lower than 0.67, and weak if

it is more than 0.19 but lower than 0.33, so it can be concluded that the predictive ability of

variables X1 and X2 on Y is moderate.

In Table 3, the constant beta value is 24.781, the coefficient of the Achievement

Motivation variable is 0.313 and the Perceived Organizational Support variable is 1.221, so the

equation formed is:

Y = 24,781 + 0,313 X1 + 1,221 X2

The equation can be described as follows:

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Organizational Support On Teacher Performance Based On The

Implementation Of The Four Pillars Of Unesco Education

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a. A constant of 24.781 means that when all independent variables (Achievement Motivation

and Perceived Organizational Support) do not change, teacher performance as measured by

the implementation of the Four Pillars of UNESCO increases by + 24.781.

b. The coefficient X1 of 0.313 indicates that every 1% increase in the value of Achievement

Motivation will increase teacher performance as measured by the implementation of the

Four Pillars of UNESCO by 0.313. This value indicates that the relationship between

Achievement Motivation and teacher performance as measured by the implementation of

the UNESCO Four Pillars is positive, the higher the Achievement Motivation, the more

teacher performance as measured by the implementation of the UNESCO Four Pillars will

increase.

c. The X2 coefficient of 1.221 indicates that every 1% increase in the value of Achievement

Motivation will increase teacher performance as measured by the implementation of the

Four Pillars of UNESCO by 1.221. This value indicates that the relationship between

perceived organizational support and teacher performance as measured by the

implementation of the Four Pillars of UNESCO is positive, the higher the perceived

organizational support, the more teacher performance as measured by the implementation

of the Four Pillars of UNESCO will increase.

Respondent Category

a. Researchers used a comparison between the empirical mean score, hypothetical mean, and

hypothetical standard deviation (SD) to categorize respondents. Respondent categories in

the form of descriptions of very low, low, medium, high, or very high are known through

the following calculation results:Me Empirik (ME):=





Where:

ME: Empirical Mean

∑X: Total score of valid items

N: Number of respondents

b. Mean Hipotetik (MH):





󰇛

  

󰇜



Where:

i max: Maximum score of the item

1 min: Minimum score of an item

∑x: Number of items

c. Standar Deviasi Hipotetik (SD):

σ =





󰇛

  

󰇜

Where:

σ: Hypothetical standard deviation

Xmax: Subject's maximum score

Xmin: Subject's minimum score

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After knowing the Empirical Mean (ME), Hypothetical Mean (MH), and Hypothetical

Standard Deviation (SD), the categorization of respondents for each variable can be

determined as follows:

Table 4

Respondent Categorization for Each Variable

Calculation Result

Category

ME < MH – 2SD

Very Low

MH – 2SD ≤ ME < MH – 1SD

Low

MH – 1SD ≤ ME < MH + 1SD

Medium

MH + 1SD ≤ ME < MH + 2SD

High

ME ≥ MH + 2SD

Very High

The following is the categorization of respondents for the four variables in this study:

Four Pillars of Education

Based on the results of the study, it is known that the empirical mean of the four pillars

of education variable is 75.48 with a total of 19 good items. The rating scale used is between

1 and 5. The results of the calculation of the categorization of research respondents for the

four pillars of education can be seen in Table 5.

Table 5

Respondents' Categorization for the Four Pillars of Education

Variables

Empirical

Mean

(ME)

Hypothetical

Mean (MH)

Hypothetical

Standard

Deviation

Category

Four Pillars of

Education

75,78

12,66

Tinggi

From the calculation results, it is known that the empirical mean value is 75.78 and is

in the MH + 1SD ≤ ME ≤ MH + 2SD category. This shows that the implementation of the

four pillars of UNESCO education for respondents in this study is in the high category.

Figure 2

Categorization of the Four Pillars of EducationMotivasi Berprestasi

Based on the results of the study, it is known that the empirical mean of the achievement

motivation variable is 48.09 with a total of 13 good items. The rating scale used is between 1

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Organizational Support On Teacher Performance Based On The

Implementation Of The Four Pillars Of Unesco Education

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to 5. The results of the calculation of the categorization of research respondents for

achievement motivation can be seen in Table 6.

Table 6

Respondents' Categorization for Achievement Motivation

Variables

Empirical

Mean

(ME)

Hypothetical

Mean (MH)

Hypothetical

Standard

Deviation

Category

Achievement

Motivation

48,09

8,66

High

From the calculation results, it is known that the empirical mean value is 48.09 and is

in the MH + 1SD ≤ ME ≤ MH + 2SD category. This shows that the achievement motivation

of the respondents in this study is in the high category.

Figure 3

Categorization of Achievement Motivation

Perception of Organizational Support

Based on the results of the study, it is known that the empirical mean of the

organizational support perception variable is 29.43 with a total of 8 good items. The rating

scale used is between 1 to 5. The results of the calculation of the categorization of research

respondents for the four pillars of education can be seen in Table 7.

Table 7

Respondents' Categorization for Perceived Organizational Support

Variables

Empirical

Mean

(ME)

Hypothetical

Mean (MH)

Hypothetical

Standard

Deviation

Category

Perceived

Organizational

Support

29,43

5,33

Tinggi

From the calculation results, it is known that the empirical mean value is 29.43 and is

in the MH + 1SD ≤ ME ≤ MH + 2SD category. This shows that the perception of

organizational support in respondents in this study is included in the high category.

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Figure 4

Categorization of Perceived Organizational Support

Description of Implementation of the Four Pillars of UNESCO Education Based on

Demographic Data

In this study, 120 respondents were collected who have different backgrounds. The

demographic data of the respondents will be explained based on their backgrounds: 1) age, 2)

gender, 3) grade level taught, 4) level of science education, 5) functional position, and 6) length

of service.

a. By Age

Respondents in this study totaled 120 people. Demographic data of respondents based

on age can be seen in Table 8.

Table 8

Description of Implementation of the Four Pillars of UNESCO Education by Age

Age

Total

Percentage

(%)

Mean

Performance

Category

20 - 29 tahun

4,16

71,00

High

30 - 39 tahun

4,16

75,20

High

40 - 49 tahun

30,83

75,30

High

50 - 60 tahun

60,83

76,40

High

b. By Gender

Respondents in this study totaled 120 and the following demographic data of

respondents based on gender can be seen in Table 9.

Table 9

Description of Implementation of the Four Pillars of UNESCO Education by Gender

Gender

Total

Percentage

(%)

Mean

Performance

Category

Male

25,62

74,44

High

Pamale

74,38

76,17

High

c. By Grade Level Taught

120 respondents in this study received teaching assignments at various grade levels.

Demographic data of respondents based on the grade level taught can be seen in Table 9.

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Table 10

Description of Implementation of the Four Pillars of UNESCO Education by Grade-Level

Taught

Class

Total

Percentage

(%)

Mean

Performance

Category

30,83

75,35

High

24,16

74,59

High

XII

45,00

76,72

High

d. By Education Level

Respondents in this study totaled 120 people who had different levels of education.

Demographic data of respondents based on education level can be seen in Table 10.

Table 11

Description of Implementation of the Four Pillars of UNESCO Education by Education Level

Education

Level

Total

Percentage

(%)

Mean

Performance

Category

Sarjana

69,16

75,01

High

Magister

30,83

77,51

High

e. By Functional Position

Respondents in this study totaled 120 people from various functional position groups.

Demographic data of respondents based on functional position groups can be seen in Table

11.

Table 12

Description of Implementation of the Four Pillars of UNESCO Education Based on

Functional Position

Functional

Position

Total

Percentage

(%)

Mean

Performance

Category

First Teacher

77,11

High

Junior Teacher

34,16

75,90

High

Middle Teacher

50,83

75,31

High

f. Based on Length of Service

Respondents in this study totaled 120 people with various lengths of service.

Demographic data of respondents based on length of service can be seen in Table 12.

Table 13

Description of the Implementation of the Four Pillars of UNESCO Education Based on

Years of Service

Length of

Service

Total

Percentage

(%)

Mean

Performance

Category

< 10 years

8,33

73,50

High

11 - 20 years

37,50

76,33

High

21 - 30 years

31,67

78,47

High

31 - 40 years

22,50

71,93

High

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The purpose of this study was to examine the influence of achievement motivation and

perceived organizational support on the implementation of the four pillars of UNESCO

education among public high school teachers in Bogor City. The results show that achievement

motivation and perceived organizational support have a positive effect on improving

performance as measured by the implementation of the four pillars of UNESCO education.

The intended competencies of the four pillars of UNESCO education require effective

learning approaches to be achieved and teachers have a large share in designing their learning

(Jais, 2019).

Achieving the implementation of UNESCO's four pillars of education requires a

comprehensive concept of education service provision from primary to higher education. The

concept involves a holistic approach when formulating educational delivery techniques and

programs supported by regulation and increased educational collaboration (Irawan et al.,

2022).

Reviewing the coefficient value of perceived organizational support 1.221 which is

greater than the coefficient value of achievement motivation 0.313 indicates that the effect of

perceived organizational support on improving the implementation of the four pillars of

education is greater than achievement motivation. Therefore, it is important to consider

policymakers to strengthen the factors that can increase the perception of organizational

support among civil servant teachers of public high schools in Bogor City.

CONCLUSION

Based on the results of the analysis and discussion, there is a significant influence

between achievement motivation variables on the performance of public high school civil

servant teachers in Bogor city as measured through the implementation of the four pillars of

UNESCO education, There is a significant influence between the variables of perceived

organizational support on the performance of public high school civil servant teachers in Bogor

city as measured through the implementation of the four pillars of UNESCO education, There

is a significant influence between achievement motivation variables and perceived

organizational support simultaneously on the performance of public high school civil servant

teachers in Bogor city as measured through the implementation of the four pillars of UNESCO

education.

The findings are expected to add to the theoretical scientific repertoire and have

important implications for educational management and school leadership in improving the

performance of civil servant teachers of public high schools in Bogor City.

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Implementation Of The Four Pillars Of Unesco Education

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Yuli Rusniati

, Budi Prijanto

(2024)

First publication right:

JoSS - Journal of Social Science

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