The Relationship Between Teacher Adjusment and Teaching Motivation During the Online Learning Muhamad Nanang Suprayogi (a), Bratan Dari Maheswari (a)
Bina Nusantara University
Abstract
This study aimed to explore the relationship between teacher adjustment and teaching motivation during the online learning. This study used the quantitative methods with 83 high school teachers as respondents. Teacher Adjustment was measured using the Psychological Adjustment Scale (PAS) referring to Runyon and Harber^s theory which was then adapted to the research context. Teaching motivation was measured using The Work Task Motivation Scale for Teachers (WTMST) developed by Fernet et al. (2008). Based on the Spearman correlation analysis it revealed the value of r = 0.631 (p <0.05), this indicated that there is a significant positive relationship between teacher adjustment and teaching motivation. It therefore can be concluded that the high teacher adjustment will correlate with the high teacher^s teaching motivation, and the low teacher adjustment will correlate with the low teacher teaching motivation. The study recommends to provide sufficient help for teacher in increasing their teacher adjustment as it will correlate with their teaching motivation.
