The Influence of Autonomous Motivation and Professional Competence on the Performance of Al-Qur’an Hadith Teachers through Self-Efficacy
Keywords:
Autonomous Motivation; Professional Competence; Self-Efficacy; Teacher Performance; Al-Qur’an Hadith Teachers; Islamic Junior High Schools
Abstract
This study examines the influence of autonomous motivation and professional competence on the performance of Al-Qur’an Hadith teachers through the mediating role of self-efficacy in Madrasah Tsanawiyah (Islamic Junior High Schools) across Central Lampung Regency, Indonesia. The study addresses the limited integrative research combining motivational, professional, and psychological factors in explaining teacher performance within the context of Islamic education, particularly among Al-Qur’an Hadith teachers who carry pedagogical, moral, and spiritual responsibilities. Using a quantitative survey design conducted from June 2025 to April 2026, the study involved 98 certified Al-Qur’an Hadith teachers selected through total sampling techniques. Data were collected through validated Likert-scale questionnaires distributed online via Google Forms and analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS). The findings reveal that autonomous motivation and professional competence significantly improve teacher performance both directly and indirectly through self-efficacy. Self-efficacy significantly mediated the relationship between autonomous motivation and teacher performance (β = 0.308; T = 2.549; p = 0.011), indicating that teachers with stronger intrinsic motivation and greater confidence in their teaching abilities demonstrate higher professional performance, adaptability, and commitment in instructional practices. Conversely, controlled motivation did not significantly influence teacher performance through self-efficacy (β = 0.008; T = 0.106; p = 0.916). This study contributes an integrative empirical model linking motivational quality, professional competence, and efficacy beliefs in improving teacher performance within Islamic education contexts.
References
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Lubis, A., Pratama, R., & Yusuf, M. (2025). Collaborative culture and teacher performance in Islamic educational institutions. Journal of Islamic Educational Management, 9(1), 55–70.
Mahler, D., Großschedl, J., & Harms, U. (2018). Opportunities to learn for teachers’ self-efficacy and enthusiasm. Education Research International, 2018, 4698371. https://doi.org/10.1155/2018/4698371
Maulidin, A. (2025). Intrinsic and extrinsic motivation in improving teacher performance. Journal of Educational Development, 7(2), 120–134.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2020). Qualitative data analysis: A methods sourcebook (4th ed.). Sage Publications.
Mpare, S., Mugimu, C. B., & Kitta, S. (2025). Teacher self-determination and professional engagement in secondary schools. Teaching and Teacher Education, 145, 104602. https://doi.org/10.1016/j.tate.2024.104602
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Nasution, R., Harahap, Z., & Siregar, F. (2024). Teacher professional development programs and instructional performance. International Journal of Learning, Teaching and Educational Research, 23(4), 155–170. https://doi.org/10.26803/ijlter.23.4.9
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Sugiyono. (2018). Metode penelitian kuantitatif, kualitatif, dan R&D. Alfabeta.
Tambrin, M., Suryadi, S., & Hanafiah, H. (2021). Teacher supervision effectiveness in madrasah institutions. Jurnal Administrasi Pendidikan, 28(1), 45–57. https://doi.org/10.17509/jap.v28i1.35211
Wahyudi, A., Lestari, N., & Prasetyo, H. (2025). Professional challenges and administrative burdens among Qur’an Hadith teachers. Journal of Islamic Education Studies, 13(1), 77–92.
Wulandari, D., Hartono, S., & Kusuma, R. (2024). Constructive feedback and teacher professional development in madrasah. Jurnal Manajemen Pendidikan Islam, 9(1), 88–103. https://doi.org/10.30868/im.v9i1.5012
Zaini, M., & Sanjani, R. (2023). Evaluation systems and teacher motivation in Islamic schools. Jurnal Pendidikan Madrasah, 8(2), 119–133. https://doi.org/10.14421/jpm.2023.82-07.
Anggraini, D., Suyatno, S., & Mardapi, D. (2024). Self-efficacy as a mediator between competence and work engagement among Muslim teachers. International Journal of Evaluation and Research in Education, 13(1), 522–531. https://doi.org/10.11591/ijere.v13i1.26784
Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman and Company.
Basuki, A., Nugroho, Y., & Setiawan, D. (2024). Organizational culture and teacher performance in Indonesian Islamic schools. Journal of Educational Administration and Leadership, 5(1), 44–58. https://doi.org/10.12928/jeal.v5i1.9123
Batubara, H. H., Usman, N., & Bahrun, B. (2021). Self-efficacy and teacher performance in Islamic senior high schools. Jurnal Pendidikan Islam, 10(1), 73–88. https://doi.org/10.14421/jpi.2021.101.73-88
Çetin, F., & Aşkun, D. (2018). The effect of occupational self-efficacy on work performance through intrinsic work motivation. Management Research Review, 41(2), 186–201. https://doi.org/10.1108/MRR-03-2017-0062
Chen, J., Vansteenkiste, M., Beyers, W., Boone, L., Deci, E. L., Van der Kaap-Deeder, J., Duriez, B., Lens, W., Matos, L., Mouratidis, A., Ryan, R. M., Sheldon, K. M., Soenens, B., Van Petegem, S., & Verstuyf, J. (2024). Basic psychological need satisfaction, motivation, and teacher performance. Teaching and Teacher Education, 139, 104467. https://doi.org/10.1016/j.tate.2023.104467
Chu, P. H., & Chang, Y. C. (2017). John W. Creswell, research design: Qualitative, quantitative, and mixed methods approaches. Journal of Social and Administrative Sciences, 4(2), 205–207.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage Publications.
Darling-Hammond, L., Amrein-Beardsley, A., Haertel, E., & Rothstein, J. (2013). Teacher evaluation in the organizational context. Jossey-Bass.
Deci, E. L., Olafsen, A. H., & Ryan, R. M. (2017). Self-determination theory in work organizations: The state of a science. Annual Review of Organizational Psychology and Organizational Behavior, 4, 19–43. https://doi.org/10.1146/annurev-orgpsych-032516-113108
Dwiyono, Y., Haryanto, S., & Lestari, F. (2024). Work environment and teacher performance in Indonesian secondary schools. Educational Management Review, 6(2), 87–101. https://doi.org/10.2991/emr.k.240201.008
Esterlina, M. (2021). Achievement motivation and teacher performance in secondary education. Journal of Educational Sciences, 5(3), 214–226.
Gall, M. D., Gall, J. P., & Borg, W. R. (2014). Applying educational research: How to read, do, and use research (7th ed.). Pearson Education.
Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2022). A primer on partial least squares structural equation modeling (PLS-SEM) (3rd ed.). Sage Publications.
Hambali, M., Nasution, I., & Siregar, A. (2023). Teacher self-efficacy and teaching performance in Madrasah Aliyah Negeri. Tadris: Jurnal Keguruan dan Ilmu Tarbiyah, 8(1), 101–114. https://doi.org/10.24042/tadris.v8i1.15432
Hanapiah, A., Suhartini, A., & Fauzi, M. (2021). Challenges of Qur’an Hadith teachers in developing professional competence. Ta’dib: Journal of Islamic Education, 26(2), 155–170. https://doi.org/10.19109/tjie.v26i2.9421
Hariri, H., Karwan, D. H., Haenilah, E. Y., Rini, R., & Suparman, U. (2024). Professional competence and teacher performance in improving educational quality. International Journal of Instruction, 17(1), 457–472. https://doi.org/10.29333/iji.2024.17125a
Hasibuan, M. (2022). Organizational climate and teacher performance in Islamic schools. Jurnal Administrasi Pendidikan Islam, 4(2), 95–108.
Hornyák, M. (2025). Teacher motivation, burnout, and professional commitment in educational settings. Education Sciences, 15(1), 44–59. https://doi.org/10.3390/educsci15010044
Huda, M. (2022). School leadership and teacher performance in Islamic education institutions. Jurnal Kependidikan Islam, 12(1), 33–47.
Kemendiknas. (2007). Standar kompetensi guru. Departemen Pendidikan Nasional Republik Indonesia.
Kusurkar, R. A. (2019). Autonomous motivation in education and professional development. Perspectives on Medical Education, 8(2), 90–98. https://doi.org/10.1007/s40037-019-0500-6
Kyriakides, L., Creemers, B. P. M., & Antoniou, P. (2009). Teacher behaviour and student outcomes: Suggestions for research on teacher effectiveness. Teaching and Teacher Education, 25(1), 12–23. https://doi.org/10.1016/j.tate.2008.06.001
Lestari, S., Yuliana, R., & Wahyudi, A. (2023). Teacher supervision and evaluation systems in madrasah education. Jurnal Manajemen Pendidikan, 11(3), 201–214. https://doi.org/10.33751/jmp.v11i3.7821
Lubis, A., Pratama, R., & Yusuf, M. (2025). Collaborative culture and teacher performance in Islamic educational institutions. Journal of Islamic Educational Management, 9(1), 55–70.
Mahler, D., Großschedl, J., & Harms, U. (2018). Opportunities to learn for teachers’ self-efficacy and enthusiasm. Education Research International, 2018, 4698371. https://doi.org/10.1155/2018/4698371
Maulidin, A. (2025). Intrinsic and extrinsic motivation in improving teacher performance. Journal of Educational Development, 7(2), 120–134.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2020). Qualitative data analysis: A methods sourcebook (4th ed.). Sage Publications.
Mpare, S., Mugimu, C. B., & Kitta, S. (2025). Teacher self-determination and professional engagement in secondary schools. Teaching and Teacher Education, 145, 104602. https://doi.org/10.1016/j.tate.2024.104602
Mudzakir, J. (2010). Ilmu pendidikan Islam. Kencana.
Nasution, R., Harahap, Z., & Siregar, F. (2024). Teacher professional development programs and instructional performance. International Journal of Learning, Teaching and Educational Research, 23(4), 155–170. https://doi.org/10.26803/ijlter.23.4.9
Pujilestari, Y., Kurniawan, D., & Rahmawati, L. (2023). Positive school climate and teacher work performance. Journal of Educational Management Studies, 3(1), 65–77.
Qamari, I., Hasanah, N., & Putra, D. (2024). Supportive leadership and teacher performance in madrasah institutions. Jurnal Pendidikan dan Kepemimpinan, 5(2), 142–156. https://doi.org/10.32502/jpk.v5i2.8123
Ratnasari, E., Hidayat, T., & Munandar, A. (2024). Organizational learning and teacher effectiveness in secondary schools. Educational Research Review Indonesia, 2(1), 78–91.
Rosalina, D. (2023). Self-efficacy, job satisfaction, and teacher performance in Islamic education. Jurnal Pendidikan Islam Indonesia, 8(1), 44–58. https://doi.org/10.35316/jpii.v8i1.4589
Rothinam, V., Abdullah, A. G. K., & Raman, A. (2024). Teacher motivation, self-efficacy, and job satisfaction in educational institutions. Sustainability, 16(3), 1184. https://doi.org/10.3390/su16031184
Rufini, S. É., & Bzuneck, J. A. (2023). Controlled motivation and teacher engagement in school contexts. Psicologia Escolar e Educacional, 27, e240181. https://doi.org/10.1590/2175-35392023-240181
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivations: Classic definitions and new directions. Academic Press.
Salamah, U., Karim, A., & Fadillah, M. (2023). Principal leadership and teacher motivation in Islamic schools. Jurnal Pendidikan Islam, 9(2), 132–146. https://doi.org/10.15575/jpi.v9i2.24681
Salazar-Ayala, C. M., & Gastélum-Cuadras, G. (2020). Self-determined motivation and teacher performance in educational practice. European Journal of Educational Research, 9(4), 1587–1598. https://doi.org/10.12973/eu-jer.9.4.1587
Sayuti, M., Arifin, Z., & Hidayati, N. (2021). Teacher competence and educational performance in madrasah. Jurnal Pendidikan dan Pembelajaran, 28(2), 101–115.
Sharif, M., Khan, R., & Ahmad, N. (2025). Teacher motivation and educational quality in developing countries. Educational Sciences: Theory & Practice, 25(1), 66–82. https://doi.org/10.12738/jestp.2025.1.005
Stone, D. N., Deci, E. L., & Ryan, R. M. (2008). Beyond talk: Creating autonomous motivation through self-determination theory. Journal of General Management, 34(3), 75–91. https://doi.org/10.1177/030630700803400305
Sugiyono. (2018). Metode penelitian kuantitatif, kualitatif, dan R&D. Alfabeta.
Tambrin, M., Suryadi, S., & Hanafiah, H. (2021). Teacher supervision effectiveness in madrasah institutions. Jurnal Administrasi Pendidikan, 28(1), 45–57. https://doi.org/10.17509/jap.v28i1.35211
Wahyudi, A., Lestari, N., & Prasetyo, H. (2025). Professional challenges and administrative burdens among Qur’an Hadith teachers. Journal of Islamic Education Studies, 13(1), 77–92.
Wulandari, D., Hartono, S., & Kusuma, R. (2024). Constructive feedback and teacher professional development in madrasah. Jurnal Manajemen Pendidikan Islam, 9(1), 88–103. https://doi.org/10.30868/im.v9i1.5012
Zaini, M., & Sanjani, R. (2023). Evaluation systems and teacher motivation in Islamic schools. Jurnal Pendidikan Madrasah, 8(2), 119–133. https://doi.org/10.14421/jpm.2023.82-07.
Published
2026-06-29
How to Cite
Nawawi, M. L., Ismail, F., Niswah, C., Wigati, I., Maryamah, & Hartatiana. (2026). The Influence of Autonomous Motivation and Professional Competence on the Performance of Al-Qur’an Hadith Teachers through Self-Efficacy. GHAITSA : Islamic Education Journal , 7(2), 196-218. https://doi.org/10.62159/ghaitsa.v7i2.2256
Section
Articles
Copyright (c) 2026 Muhammad Latif Nawawi, Fajri Ismail, Choirun Niswah, Indah Wigati, Maryamah
This work is licensed under a Creative Commons Attribution 4.0 International License.
