Effects of Work Motivation and School Culture on Early Childhood Teachers’ Performance

Abstract

The type of research used is quantitative with an ex-post facto approach. The research subjects were 98 Early Childhood teachers, while the data collection technique used documentation and questionnaires with multiple linear regression data analysis techniques. The results showed that: 1) work motivation has a positive and significant influence on the performance of Early Childhood teachers by 24.3%, the remaining 75.7% is influenced by variables other than teacher performance; 2) school culture has a positive and significant influence on the performance of Early Childhood teachers by 23%, the remaining 77% is influenced by variables other than teacher performance, and 3) work motivation and school culture have a positive and significant effect on the performance of Early Childhood teachers by 23.7%, the remaining 76.3% is influenced by variables other than teacher performance and school culture.