Multifactor Strategy Model of Principals in Improving Teacher Motivation Post-Self-Development
DOI:
https://doi.org/10.30739/jmpid.v8i2.4641Keywords:
Case Study; Multifactor Model; Professional Development; School Leadership; Teacher Motivation,Abstract
This study examines the low motivation of teachers at SD Negeri 9 Muara Pinang to participate in Professional Development (PD) despite the Merdeka Belajar policy, which places Professional Development (PD) at the center of educational quality improvement. Existing research on principals' strategies is largely fragmented and lacks a model that integrates the interaction of multiple influencing factors. Using a qualitative intrinsic case study design, this research formulates a multifactor strategic model to strengthen teacher motivation. Data were gathered through in-depth interviews, observations, and document analysis, followed by thematic analysis. Findings show that the effectiveness of integrative leadership combining instructional and transformational approaches depends on its interaction with three factor clusters: teachers' motivational profiles (expectancy instrumentality, valence), organizational conditions (collaborative culture and administrative burden), and external dynamics (district policies and committee support. These interactions shape a systemic, non-linear Multifactor Principal Strategy Model equipped with feedback mechanisms. The study concludes that principals must adopt a situational integrative leadership paradigm, acting as diagnosticians who tailor strategies to the unique configuration of these factors. The model contributes both theoretical insight and a contextual operational guide for school leadership.
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