Workshop Berbasis Pengembangan Diri untuk Meningkatkan Motivasi dan Kinerja Guru SD di Kabupaten Barru
DOI:
https://doi.org/10.55123/abdisoshum.v5i1.7693Keywords:
Workshop, Self-Development, Work Motivation, Teacher Performance, Elementary SchoolAbstract
Self-development–based workshops are considered an effective strategy to enhance teachers’ motivation and performance at the elementary school level. This community service program aimed to improve both intrinsic and extrinsic motivation of teachers and to strengthen their professional commitment in implementing quality learning practices in Barru Regency. The identified problems included low work motivation, limited professional self-reflection, and suboptimal teacher performance in lesson planning and instructional implementation. The program employed a participatory approach consisting of needs assessment, material presentation, self-reflection sessions, group discussions, simulations, and evaluation. A total of 35 elementary school teachers from several schools in Barru Regency participated in the workshop. The results indicated an increase in teachers’ understanding of continuous self-development, improved work motivation, and positive changes in attitudes toward enhancing instructional quality. Evaluation through questionnaires and observations showed an improvement in motivation scores and teacher performance indicators after the workshop. The program contributed positively to strengthening professional awareness and fostering a more productive work culture within schools. In conclusion, self-development–based workshops are effective in improving the motivation and performance of elementary school teachers in Barru Regency. It is recommended that such programs be implemented continuously as part of local teacher professional development strategies.
References
Acton, R., & Glasgow, P. (2021). Teacher wellbeing in neoliberal contexts: A review of the literature. Australian Journal of Teacher Education, 46(3), 1–17. https://doi.org/10.14221/ajte.2021v46n3.1
Alfianita, R., Karnati, N., Supadi, S., & Ifnuari, M. R. (2022). The influence of professional education and work motivation on the performance of state elementary school teachers. Journal of Educational Research and Evaluation, 6(1), 98–107. https://doi.org/10.23887/jere.v6i1.35148
Asadpour, M., Bakhshi, M. H., & Mirzapour, P. (2025). The motivational role of teachers: A systematic review of key factors influencing students’ academic motivation. European Journal of Psychology of Education, 40, 133. https://doi.org/10.1007/s10212-025-01039-0
Bakker, A., Cai, J., Zenger, L., & Rasmussen, C. (2021). Meaningful learning in mathematics: A multidimensional perspective. Educational Studies in Mathematics, 106(2), 213–234. https://doi.org/10.1007/s10649-020-10000-0
Collie, R. J. (2021). Teachers’ social and emotional competence: Links with social and emotional learning and positive workplace outcomes. Educational Psychology, 41(7), 1–17. https://doi.org/10.1080/01443410.2021.1884542
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2022). Effective teacher professional development: Research, theory, and practice. Educational Researcher, 51(8), 1–12. https://doi.org/10.3102/0013189X221112441
Day, C., & Gu, Q. (2020). The new lives of teachers. Teachers and Teaching, 26(1), 1–12. https://doi.org/10.1080/13540602.2020.1733935
Eccles, J. S., & Wigfield, A. (2020). From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective. Contemporary Educational Psychology, 61, 101859. https://doi.org/10.1016/j.cedpsych.2020.101859
Fütterer, T., Richter, E., & Richter, D. (2024). Teachers’ engagement in online professional development: The interplay of professional development quality and teacher motivation. Zeitschrift für Erziehungswissenschaft, 27(3), 739–768. https://doi.org/10.1007/s11618-024-01241-8
Halimahturrafiah, N., Marsidin, S., Anisah, A., & Rifma, R. (2023). The influence of teacher competence and work motivation on performance. Journal of Educational Research and Evaluation, 7(3), 362–369. https://doi.org/10.23887/jere.v7i3.65937
Harris, A., & Jones, M. (2020). Professional learning communities and system improvement. School Leadership & Management, 40(5), 1–6. https://doi.org/10.1080/13632434.2020.1812390
Mezirow, J. (2021). Transformative learning theory: Critical perspectives and future directions. Adult Education Quarterly, 71(3), 1–15. https://doi.org/10.1177/0741713621997424
OECD. (2023). Teachers and school leaders as valued professionals: OECD Education Policy Perspectives. OECD Publishing. https://doi.org/10.1787/teacher_policy-2023-en
Purwanti, Y. H., Dianti, W. R., & Nurkolis, N. (2025). Pengaruh motivasi kerja guru terhadap kepuasan kerja guru sekolah dasar. Cetta: Jurnal Ilmu Pendidikan, 8(3), 157–166. https://doi.org/10.37329/cetta.v8i3.4251
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Sari, D. K., Putra, A. Y., & Effendi, D. (2024). Pengaruh kompetensi dan motivasi guru terhadap kinerja guru sekolah dasar. Pendas: Jurnal Ilmiah Pendidikan Dasar, 10(2), 1–10. https://doi.org/10.23969/jp.v10i02.27049
Skaalvik, E. M., & Skaalvik, S. (2021). Teacher job satisfaction and motivation to leave the teaching profession. Teaching and Teacher Education, 98, 103238. https://doi.org/10.1016/j.tate.2020.103238
UNESCO. (2022). Transforming education from within: Current trends in teacher professional development. UNESCO Publishing. https://doi.org/10.54675/UNESCO-TEACHER-2022
Widuri, V. S. (2021). Meningkatkan kinerja guru dari faktor disiplin kerja, motivasi kerja, dan budaya organisasi. Jurnal Ketopong Pendidikan, 2(1), 1–10. https://doi.org/10.19166/jkp.v2i1.5512
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 ABDISOSHUM: Jurnal Pengabdian Masyarakat Bidang Sosial dan Humaniora
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
