STRENGTHENING EMPOWERMENT, SELF-EFFICIENCY, AND
MOTIVATION IN EFFORTS TO INCREASE TEACHER CREATIVITY
Sulistyaningsih1, Didik Notosudjono2,
Oding Sunardi3
Universitas Pakuan, Jawa Barat, Indonesia
sulistyaningsih@teacher.globalmandiri.sch.id1, didiknotosudjono@unpak.ac.id2, odingsunardi@unpak.ac.id3
|
KEYWORDS |
ABSTRACT |
|
empowerment,
self-efficiency, motivastion, teacher. |
This
research aims to identify and analyze the strengthening of Empowerment,
self-efficacy, and motivation to increase teacher creativity. The method used
in this research is quantitative research using survey methods. Data analysis
techniques in this study use path analysis techniques (path analysis). The population in this study was
414 teachers spread across 134 institutions in 40 districts of Bogor Regency.
The results showed a significant relationship between Empowerment,
self-efficacy, motivation, and creativity of kindergarten teachers in the
Bogor Regency area. This research implies that to increase teachers'
creativity in Kindergartens accredited B in Bogor Regency, it is necessary to
strengthen Empowerment, self-efficacy, and motivation. Empowerment can be
done through giving authority, building self-confidence, authority in
decision-making, sharing knowledge, and increasing a sense of contribution.
Self-efficacy can be increased by increasing self-confidence, motivation to
complete tasks, commitment, high performance, and resilience in facing
problems. Motivation can be increased through internal and external factors
that affect the drive to work effectively. |
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DOI: 10.58860/ijsh.v2i8.90 |
|
Corresponding Author: Sulistyaningsih
E-mail: sulistyaningsih@teacher.globalmandiri.sch.id
INTRODUCTION
Education
development in Indonesia is proliferating increasingly high science and
technology. This has consequences in the form of demands for adaptation to the
world of Education at all levels of Education, especially at the level of early
childhood education, which forms the basis of preschool Education. Growth and
development in early childhood apply a child-centered learning system with a
fun concept, namely playing while learning (Holis,
2017).
The Ministry of
Education, Culture, Research, and Technology has a policy for implementing
learning with the concept of independent learning. The
independent learning program is implemented at all levels of Education, from
early childhood to tertiary Education, at the formal and informal levels (Suhandi, 2023). Independent learning
provides novelty for early childhood educators at the formal level, namely
kindergarten. In this case, educators have the independence to develop learning
tools and apply them in the learning process. Independence in implementing
learning will provide free space and time for creativity and innovation in learning
development to make the learning process fun.
The
series of independent learning programs include the development of learning
tools, in this case, a series of curricula, learning media, and teaching
methods which become a series by adjusting to learning outcomes through the
growth and development of early childhood in a holistic, integrative manner.
For this reason, in seeking fun learning in early childhood education, teachers
are expected to be able to express their creativity.
Teachers
face unique challenges in providing services in early childhood education,
considering some of the characteristics of early childhood. Sri Wasis, in the
Journal of Pedagogy - Vol 9 No 2 of 2022, entitled The Importance of
Implementing Independent Learning in Early Childhood, states that early
childhood has several characteristics, including 1) Early childhood is unique.
Every child is different from one another. Children have unique learning
styles, interests, and family background learning; 2) Early childhood is a potential
period or golden age; 3) Early childhood is relatively spontaneous. Early
childhood acts as it is and is not good at pretending; 4) Early childhood tends
to be careless and uncalculated. They do not consider whether or not an action
is dangerous; 5) Early childhood is active and energetic. They tend to move and never tire; 6)
Early childhood is egocentric. They tend to see everything from their point of
view. They consider the objects around them theirs; 7) Early childhood has an
intense curiosity, so they often ask questions about things around them (Wasis,
2022).
Teacher
creativity is an absolute thing that must be owned and developed by an early
childhood teacher to facilitate the development, interests, and needs of early
childhood (Adam,
2019). Teachers who can generate
and develop creative ideas and innovations will make children more interested
in participating in learning. PAUD teachers play an important role in
facilitating optimal aspects of child development because children whose
development is optimally stimulated will have a good impact in their next life (Yuniarni,
2016). Thus, it is necessary to
have awareness in the teacher to develop his creativity to produce a
broad-minded generation with good morals.
However, from a
study of the 2015 and 2017 Teacher Competency Tests, it is clear that teacher
creativity, in general, still needs to be improved. The results of the 2015
Teacher Competency Test, as presented by the Directorate General of Teachers
and Education Personnel (GTK) Kemdikbudristek Nunuk Suryani at the XIII
National Teacher Scientific Meeting (TING), were stated to be lacking. The
average teacher competency score is 50.64 points. The competency scores of PNS
teachers are below those of permanent foundation teachers who teach in private
schools. In detail, the competence score for PNS teachers who are
undergraduates is 51.43 points; foundation permanent teachers get a score of
52.82 points, regional honorary teachers (Honda) score 48.21 points, and
non-permanent teachers (GTT) have a score of 49.19 points (Jawapos,
2021). The UKG
assessment, which is still below the average, does not necessarily mean that
the teacher's creativity is low. However, at least this can illustrate the lack
of teacher competence, especially pedagogic competence, one of the UKG test
materials. Several things are related to teacher creativity in organizing
teaching and learning activities within the pedagogical competence itself.
The
results of research conducted by Irna, S.TP, M.Pd from PG PAUD STKIP
Muhammadiyah Bogor about the Challenges and Resilience of PAUD Teachers during
the Covid-19 Pandemic are quoted from ISSN Journal: 2716-3334 FASCHO. 11(1),
71-87, states that of the 14 teachers studied, ten teachers experienced
difficulties in using devices during learning during the Covid 19 period (Irna, 2021). The
difficulties experienced include using devices, getting quotes, and teachers
needing to have devices.
The
results of the initial research conducted by researchers on 21-25 November 2022
with 32 kindergarten teachers as respondents in Bogor Regency show that teacher
creativity still needs to be improved. Initial research results on creativity show the
following results:
1. There are 27% of teachers who
are not optimal in generating new ideas, which can be seen from the teachers in
this study who are included in the "Never" and "Never"
categories using new learning strategies and methods, designing new learning
tools, doing icebreaking and brainstorming when start learning, create new
games and modify songs for learning.
2. There are 25% of teachers who
are not yet optimal in showing open-mindedness, which can be seen from the
teachers in this study who are included in the "Ever" and
"Never" categories having discussions with colleagues, accepting new
things that have not been mastered, caring about important information, convey
thoughts to improve learning, learn new things, consider risks, provide
opportunities for students to express opinions and reflect after learning.
3. There are 41% of teachers who
are still not optimal in utilizing technology, which can be seen from the
teachers in this study who are included in the "Ever" and
"Never" categories in using internet technology, attending training
on technology, participating in discussion forums, utilizing e-books, making
learning videos, conducting class discussions, and utilizing the latest
applications for learning.
4. As many as 27% of teachers
have not been optimal in terms of persistence, namely, the ability to survive
amid pressure and difficulties, which can be seen from the teachers in this
study who are included in the "Ever" and "Never" categories
in assisting if students experience difficulties, easily give up if they
experience problems. difficult, exploring students' talents and interests,
looking for alternative problem-solving, setting an example to students, and
developing an interactive learning atmosphere.
5. As many as 33% of teachers
are still not optimal in being proactive, namely, the existence of initiatives
in completing their work; where this can be seen from the teachers in this
study who are included in the "Never" and "Never"
categories to take the initiative to provide additional learning to students
who need, do research, collecting assignments given earlier, developing
teaching and learning media with creative techniques.
The results of
the National Teacher Competency Test, previous research, and initial surveys
indicate that teacher creativity still needs to be optimally manifested. Hence,
researchers need to examine the obstacles to realizing teacher creativity in
kindergartens more deeply.
For this reason,
researchers believe that research on teacher creativity, especially for
kindergarten teachers, is still essential. Moreover, there needs to be more
research on the creativity of kindergarten teachers linking the three
independent variables. So the purpose of this research is to find out and
analyze the strengthening of Empowerment, self-efficacy, and motivation to
increase teacher creativity. Moreover, the expected benefits of this research
are to complete the gaps in previous research (state of the art) and the
existence of novelty for further research to increase teacher creativity.
METHODS
The type of
research used in this research is quantitative research using survey methods.
Data analysis techniques in this study used path analysis techniques. The
research will be conducted in 55 kindergartens spread across ten sub-districts
in Bogor Regency. The overall research time will last 10 (ten) months, from
September 2022 to June 2023, from submitting the title to the final stage of
the research report. The population of this study consists of kindergarten
teachers in Bogor Regency, whose institution has been accredited B according to
deposit data from the District Education Office. Bogor in 2022, namely 414
teachers spread across 134 institutions in 40 sub-districts of Bogor Regency. The
sampling technique used in this study used proportional random sampling with
the calculation of sample size using the Slovin equation at a margin of error
of 5%. The number of samples in the formula calculation is 112 people. The
analysis technique used in this research is hypothesis testing.
RESULTS AND DISCUSSION
Hypothesis test
The
first hypothesis is tested by testing the direct effect of Empowerment (X1)
on teacher creativity (Y). To test that Empowerment (X1) directly
affects teacher creativity (Y), the first hypothesis is tested as follows.
H0 :
H1 :
The calculation results obtained path
coefficient 
= 0.260 and Sig = 0.005 <0.05. At the
same time, tcount = 2.886 and t table at the fundamental
level α = 0.05, ttable = 1.98, tcount > ttable
means that H0 is rejected and H1 is accepted. Thus,
the empowerment variable (X1) directly affects teacher creativity
(Y). That is, more vital Empowerment will increase the creativity of
kindergarten teachers in the Bogor Regency area.
b.
Second Hypothesis Testing
The
second hypothesis tests the direct effect of self-efficacy (X2) on
teacher creativity (Y). To test that self-efficacy (X2) directly
affects teacher creativity (Y), the hypotheses are tested as follows.
H0 :
H1 :
Path coefficient 
= 0.202 and Sig = 0.014 <0.05 from the calculation results
obtained. In comparison, tcount = 2.501 and ttable at the
absolute level α = 0.05, ttable = 1.98, tcount >
ttable means that H 0 is rejected and H1 is
accepted. Thus, the self-efficacy variable (X 2 ) directly affects
teacher creativity (Y). That is, stronger self-efficacy will increase the creativity of kindergarten teachers in the
Bogor Regency area.
c.
Third Hypothesis Testing
The
third hypothesis is tested by testing the direct effect of motivation (X3)
on teacher creativity (Y). To test that motivation (X3) directly
affects teacher creativity (Y), the hypotheses tested are as follows.
H0 :
H1 :
Path coefficient 
= 0.404 and Sig = 0.000 <0.05 from the calculation results
obtained. In comparison, tcount = 4.434 and ttable at the
fundamental level α = 0.05 obtained ttable = 1.98, then tcount
> ttable means that H 0 is rejected and H1 is
accepted. Thus, the motivational variable (X3) directly affects
teacher creativity (Y). That is, the stronger the teacher's motivation will
increase the creativity of kindergarten
teachers in the Bogor Regency area.
d.
Fourth Hypothesis Testing
The
fourth hypothesis is tested by testing the direct effect of Empowerment (X1)
on teacher motivation (X3). To test that Empowerment (X1)
directly affects teacher motivation (X3), the hypotheses are tested
as follows.
H 0 :
H 1 :
Path coefficient 
= 0.518 and Sig = 0.000 <0.05 from
the calculation results obtained. In comparison, tcount = 6.433 and
ttable at the absolute level α = 0.05 obtained ttable =
1.98, then tcount > ttable means that H0 is
rejected and H1 is accepted. Thus, the empowerment variable (X1)
directly affects teacher motivation (X3). That is, the stronger the
Empowerment, the higher the motivation of kindergarten teachers in the Bogor Regency area.
e.
Fifth Hypothesis Testing
The
fifth hypothesis tests the direct effect of self-efficacy (X2) on
teacher motivation (X3). To test that self-efficacy (X2)
directly affects teacher motivation (X3), the hypotheses tested are
as follows.
H 0 :
H 1 :
Path coefficient 
= 0.285 and Sig = 0.001 <0.05 from
the calculation results obtained. While t count = 3.531 and t table
at the fundamental level α = 0.05 obtained t table =
1.98, then tcount > ttable means that H 0 is
rejected and H 1 is accepted. Thus, the self-efficacy variable (X2)
directly affects teacher motivation (X3). That is, stronger
self-efficacy will increase the motivation of kindergarten teachers in the Bogor
Regency area.
f.
Sixth Hypothesis Testing
The sixth hypothesis is carried out by testing the direct
effect of Empowerment (X1) on teacher self-efficacy (X2).
To test that Empowerment (X1) directly affects teacher self-efficacy
(X2), the hypotheses tested are as follows.
H 0 :
H 1 :
Path coefficient 
= 0.562 and Sig = 0.000 <0.05 from the calculation results
obtained. In comparison, tcount = 7.119 and ttable at the
fundamental level α = 0.05 obtained ttable = 1.98, then tcount
> ttable means that H 0 is rejected and H1 is
accepted. Thus, the empowerment variable (X1) directly affects
teacher self-efficacy (X2). That is, the stronger the Empowerment, the self-efficacy of kindergarten teachers in the Bogor Regency area will
increase.
g. Seventh Hypothesis Testing
Hypothesis testing is carried out by testing the indirect
effect of Empowerment (X1) on teacher creativity (Y) through
motivation (X3). The statistical hypothesis tested is as follows.
H0 : by31
≤ 0
H1 :
by31 > 0
The results of the calculation of the
hypothesis are as follows.
β y31 =
β 31 x β y3 = 0.518 x 0.404 = 0.209
S 31 =
0.086
S y3 =
0.111
Sg = 
= 0.100
t count =
t table for
α = 0.05 and dk = n k 1 = 112-2-1 = 109 2 party test is 1.982.
The path coefficient of 31 = 0.209 is
obtained from the calculation results. The test results obtained a tcount
of 2.098, a ttable (dk = 109, with α = 0.05) of 1.982, and a ttable (dk = 109, with α = 0.01) of 2.622. The tcount
> ttable is obtained based on the calculation results. Thus, it
can be concluded that Empowerment has a positive and
significant indirect effect on teacher creativity through motivation.
h. Eighth Hypothesis Testing
Hypothesis testing is carried out by testing the indirect
effect of self-efficacy (X2) on teacher creativity (Y) through
motivation (X3). The statistical hypothesis tested is as follows.
H0 : by32
≤ 0
H1 : by32
> 0
The results of the calculation of the hypothesis
are as follows.
βy32 =
β 32 x β y3 = 0.285 x 0.404 = 0.115
S32 =
0.098
Sy3 =
0.111
Sg = 
= 0.105
tcount =
t table for
α = 0.05 and dk = n k 1 = 112-2-1 = 109 2 party test is 1.982.
From the calculation results obtained path
coefficient by32
= 0.115. The test results obtained a tcount of 1.095, a ttable
(dk = 109, with α = 0.05)
of 1.982, and a ttable (dk = 109, with α = 0.01) of 2.622. Based on the results of the calculation as
shown, tcount < ttable. Thus it can be concluded that there is a positive indirect effect that is not significant
self-efficacy on teacher creativity through motivation.
i. Ninth Hypothesis Testing
Hypothesis testing is carried out by testing the indirect
effect of Empowerment (X1) on creativity (Y) through self-efficacy
(X2). The statistical hypothesis tested is as follows.
H0 : by21 ≤ 0
H1 : by21 > 0
The results of the calculation of the hypothesis
are as follows.
β y21 =
β 21 x β 32 = 0.562 x 0.285 = 0.160
S 21 =
0.069
S 32 =
0.098
Sg = 
= 0.085
t count =
t table for
α = 0.05 and dk = n k 1 = 112-2-1 = 109 2 party test is 1.982.
The path coefficient of 21 = 0.160 is obtained from the calculation results. The test results obtained a tcount
of 1.881, a ttable (dk = 109, with α = 0.05) of 1.982, and a ttable (dk = 109, with α = 0.01) of 2.622. Based on the
results of the calculation as shown, tcount < ttable.
Thus, it can be concluded that a positive indirect
effect is not significant in empowering the teacher's creativity through
self-efficacy.
Calculation of Direct and Indirect Effects Between
Variables
a.
Substructure-1
1) Direct and Indirect Effects
of X1 on Y
a) The direct effect of X1 on
Y is 
= 0.260
b) Indirect effect of X1 on
Y through X3: ( 
)( 
) = (0.518) (0.404) = 0.209
c) Total direct and indirect
effects of X1 on Y: 0.260+0.209 = 0.469
2) Direct and Indirect Effects
of X2 on Y
a) The direct effect of X2 on
Y is 
= 0.202
b) Indirect effect of X2 on
Y through X3: (
)( 
) = (0.285) (0.404) = 0.115
c) Total direct and indirect
effects of X2 on Y: 0.202+0.115 = 0.317
3) Direct and Indirect Effects
of X3 on Y
a) The direct effect of X3 on
Y is = 0.404
b) no indirect effect of X3
on Y = 0
c) Total direct and indirect
effects of X3 on Y: 0.404+0 = 0.404
b.
Substructure-2
1) Direct and Indirect Effects
of X1 on X3
a) The direct effect of X1 on
X3 is that = 0.518
b) Indirect effect of X1 on
X3 through X2: ( 
( 
= (0.562) (0.285) = 0.160
c) Total direct and indirect
effects of X1 on X3: 0.518+0.160 = 0.678
2) Direct and Indirect Effects
of X2 on X3
a) The direct effect of X2 on
X3 is = 0.285
b) There is no indirect effect
of X2 on X3 = 0
c) Total direct and indirect
effects of X2 on X3 = 0.285+0 = 0.285
c.
Substructure-3
1) The direct and indirect influence of X1 on
X2
a) The direct effect of X1 on
X2 is 
= 0.562
b) no indirect effect of X1
on X2 = 0
c) Total direct and indirect
effects of X 1 on X 2: 0.562+0 = 0.562
Discussion of Direct and Indirect
Effects Between Variables
a. Direct And Indirect Influence
On Teacher Creativity (Y)
The
direct and indirect influence on teacher creativity can be seen in the
following table.
Table
1. Direct and Indirect Effects of Teacher Creativity (Y)
|
Variable |
Influence |
||
|
Direct |
Indirect X3 |
Total |
|
|
Empowerment (X1) |
0.260 |
0.209 |
0.469 |
|
Self-Efficacy (X2) |
0.202 |
0.115 |
0.317 |
|
Motivation (X3) |
0.404 |
0 |
0.404 |
|
Amount |
0.866 |
0.324 |
1.19 |
The
results above show that Empowerment directly affects teacher creativity at 26%,
with an indirect effect through motivation at 20.9%. Self-efficacy directly
affects creativity by 20.2% and indirectly through motivation by 11.5%. Motivation
has a direct effect on teacher creativity by 40.4%. Thus, teacher creativity is
directly influenced by Empowerment, self-efficacy, and motivation by 86.6%,
which means other factors still influence it, and overall, the direct and
indirect influence is 119%.
b. Direct And Indirect Influence
On Teacher Motivation (X3)
The direct and
indirect influence on teacher motivation can be seen in the following table.
Table
2. Direct and Indirect Effects on Teacher Motivation (X3)
|
Variable |
Influence |
||
|
Direct |
Indirect X2 |
Total |
|
|
Empowerment (X1) |
0.518 |
0.160 |
0.678 |
|
Self-Efficacy (X2) |
0.285 |
0 |
0.285 |
|
Amount |
0.803 |
0.160 |
0.963 |
The
results above show that Empowerment directly affects teacher motivation at
51.8%, with an indirect effect through self-efficacy of 16%. Self-efficacy has
a direct effect on teacher motivation by 28.5%. Thus, teacher motivation is
directly influenced by Empowerment and self-efficacy at 80.3%, which means it
is still influenced by other factors and overall direct and indirect effects of
96.3%.
c. Direct And Indirect Influence
On Teacher Self-Efficacy (X2)
The direct and
indirect influence on teacher self-efficacy can be seen in the following table.
Table
3. Direct and Indirect Effects on Teacher Self-Efficacy (X2)
|
Variable |
Influence |
||
|
Direct |
Indirect X2 |
Total |
|
|
Empowerment (X1) |
0.562 |
0 |
0.562 |
|
Amount |
0.562 |
0 |
0.562 |
The
results above can be interpreted that Empowerment directly affects teacher
self-efficacy by 56.2%. This condition indicates that other factors influence
43.8% of teacher self-efficacy.
Discussion of Research
Results
a. The Direct Effect of
Empowerment (X1) on Teacher Creativity (Y)
The path coefficient value (βy1)
= 0.260 and Sig = 0.005 <0.05 is obtained based on the calculation results. While tcount
= 2.886 and ttable at a significant level α = 0.05 obtained ttable = 1.98,
count> ttable means H0 is rejected, and H1 is
accepted. Thus,
creativity directly influences the empowerment variable (X1) on
teacher innovation (Y). That is, more vital Empowerment will increase the
creativity of kindergarten teachers in the Bogor Regency area. The results of
this study were corroborated by previous research, which concluded that there
was a positive relationship between teacher empowerment and creativity with a correlation
coefficient of r = 0.796 (Makhrus
et al., 2022).
In teacher empowerment, adding
authority, authority in decision-making, and sharing knowledge can increase
teacher confidence in making decisions and taking appropriate actions (Wardan,
2019). This can increase teacher
creativity in generating new ideas that are innovative and effective in dealing
with challenges in the classroom or outside the classroom. In addition, with an
open mind and a willingness to utilize technology, teachers can utilize various
available resources to improve the quality of teaching and learning (Waluyo,
2021).
Empowerment has a significant effect
on teacher creativity. Teachers who are given the power and authority to make
decisions, share knowledge, and utilize technology can improve the quality of
learning (NIM
& Syukri, 2013). This can help increase
teachers' self-confidence and motivation in generating innovative ideas to
increase learning effectiveness.
In addition, Empowerment can also
help teachers to think creatively and find more creative solutions in dealing
with challenges in their work environment. With Empowerment, teachers can feel
more motivated to explore new and innovative ideas. In the long term,
Empowerment can also help improve the quality of teachers and increase their
confidence in facing challenges in their work environment.
This is by
what Robin and Judge said that two things cause creativity, namely the
existence of creative potential and a creative environment (Judge & Robbins, 2017). Someone needs to be in a
creative environment to encourage creativity. An environment that supports
creativity allows employees to express opinions and make decisions. Empowerment is considered a
very influential factor in creativity. Structural Empowerment (in which the
structure of the work unit allows sufficient employee freedom) and
psychological Empowerment (which allows individuals to feel personality enabled
to decide) are related to employee creativity.
b. Direct Effect of Self-Efficacy
(X2) on Teacher Creativity (Y)
The path
coefficient value (β_y2) = 0.202 and
Sig = 0.014 <0.05 is obtained from the calculation results. While tcount =
2.501 and ttable at a significant level α = 0.05
obtained ttable = 1.98, tcount> ttable means H0 is
rejected, and H1 is accepted. Thus, the self-efficacy variable (X2)
directly affects teacher creativity (Y). That is, stronger self-efficacy will
increase the creativity of kindergarten teachers in the Bogor Regency area.
This research aligns with previous research, which states a positive
relationship between self-efficacy and creativity with a correlation
coefficient of r = 0.772 (Darma & Didik Notosudjono, 2021). In line with other studies,
it has been concluded that self-efficacy and creativity have a positive
relationship, with a correlation coefficient of r = 0.489 (Wargo et al., 2020).
Strengthening
self-efficacy has a direct influence on increasing creativity. This is based on
a theory that states that two things cause creativity, namely the potential for
creativity (creative potential) and the environment that shapes a person to be
creative (creative environment) (Judge & Robbins, 2017). Personality factor as part
of creative potential related to creativity. "Self-efficacy (belief in
your capabilities) and positive affect also predict an individual
creativity." Self-efficacy (belief in one's abilities) encourages
creativity (Yu, 2013).
Research
shows that a person's self-efficacy or self-belief in their abilities
influences their creativity. In this case, teacher self-efficacy can influence
how creative in teaching and finding creative solutions to problems that arise
in class. Teachers with high levels of self-efficacy tend to have more
confidence in their ability to generate new ideas and explore alternative
approaches to teaching. They are more likely to try different approaches and
innovate their teaching methods.
In contrast,
teachers with low levels of self-efficacy may need more confidence in their
abilities to generate new ideas and develop creative teaching approaches. This
can stifle their creativity and make them tend to rely on familiar and familiar
teaching methods. Therefore, Education needs to help teachers increase their
self-efficacy through training, support, and professional development. This can
increase teacher creativity and provide a better learning experience for
students.
c. Direct Effect of Motivation (X3)
on Teacher Creativity (Y)
The path
coefficient value (β_y3) = 0.404 and Sig = 0.000 <0.05
is obtained from the calculation results. While tcount = 4.434 and ttable at a
significant level α = 0.05 obtained ttable = 1.98,
count> ttable means H0 is rejected, and H1 is
accepted. Thus, the motivational variable (X3) directly affects
teacher creativity (Y). That is, the stronger the teacher's motivation will
increase the creativity of kindergarten teachers in the Bogor Regency area.
Teacher
motivation has a strong influence on teacher creativity. This is consistent
with the theory that motivation has a vital role in increasing creativity
because potential alone is not enough to create creativity (Colquitt et al., 2014). An environment that
motivates a person to be creative also needs to be realized so that it will
encourage creativity. Most of us have creative potential; we can learn to apply
it, but as important as creative potential is, it is not enough. We need to be
in an environment where creative potential can be realized. Of the many
environmental factors, the most important is motivation, or the desire to work
on something because of its engaging, exciting, satisfying, and challenging,
which correlates very strongly with creative outcomes.
High
motivation can help teachers be engaged and excited about new ways to teach and
facilitate student learning. This can increase teachers' creativity as they are
more open to new ideas and more confident in trying new approaches to learning.
Conversely, a lack of motivation can inhibit teacher creativity. When teachers
lose their passion and interest in their work, they may be less interested in
finding new ways to teach or enhance student learning. This can stifle
teachers' creativity and make them more likely to use older, less innovative
teaching methods. Therefore, school leaders and teacher supervisors must help
increase teacher motivation in various ways, such as giving awards or providing
opportunities for self-development. Increasing teacher motivation will increase
their creativity, and the quality of student learning can be improved (Nurcahya & Hadijah, 2020).
d.
The Direct Effect of Empowerment (X1)
on Teacher Motivation (X3).
The path
coefficient value (β_31) = 0.518 and Sig = 0.000 <0.05 is obtained from
the calculation results. While tcount = 6.433 and ttable at a significant level
α = 0.05 obtained ttable = 1.98, then count> ttable means H0
is rejected and H1 is accepted. Thus, the empowerment variable (X1)
directly affects teacher motivation (X3). The stronger the
Empowerment, the more motivated kindergarten teachers in the Bogor Regency area
will be.
Strengthening
Empowerment can increase motivation. This is consistent with the theory, which
states that an employee with a transformational leader tends to have high
performance and a higher membership bond. Why does this happen (Colquitt et al., 2014). This can happen because they
have vital Empowerment, are more confident, and set more goals for themselves.
Transformational leaders tend to empower their subordinates. With this, it is
suspected that Empowerment has an effect on employee motivation.
By being
empowered, teachers can feel a greater sense of responsibility for the success
of their students and gain control over their teaching environment and
practices. This can increase their sense of ownership and responsibility for
the results of their work and thereby increase their motivation to do their
best. Empowerment can also increase teachers' confidence in their ability to
teach. By feeling more confident in their ability to make decisions and manage
their class, teachers can feel more motivated to teach and improve their
performance.
Empowerment can
provide space for innovation and creativity in teaching. By having some control
over their teaching environment and practices, teachers can explore new ideas
and develop more innovative approaches to their teaching. This can increase
their motivation and make the teaching experience more exciting and meaningful.
Empowerment can give teachers a sense of satisfaction and intrinsic motivation
in their work. By being empowered, teachers can feel that they have more
influence on the success of their students. This can increase their intrinsic
motivation to teach and positively contribute to Education.
However, it
is essential to remember that Empowerment must be adequately done to increase
teacher motivation effectively. Empowerment that is inappropriate or ineffective
can worsen teacher motivation and make them feel overwhelmed. Therefore,
education management needs to develop appropriate and sustainable teacher
empowerment programs.
e.
Direct Effect of Self-Efficacy (X2) on
Teacher Motivation (X3)
The path coefficient value (β_32) = 0.285
and Sig = 0.001 <0.05 is obtained from the calculation results. While tcount
= 3.531 and ttable at a significant level α = 0.05
obtained ttable = 1.98, count> ttable means H0 is rejected, and
H1 is accepted. Thus, the self-efficacy variable (X2) directly
affects teacher motivation (X3). That is, stronger self-efficacy
will increase the motivation of kindergarten teachers in the Bogor Regency
area.
Strengthening efficacy can have a direct effect on
increasing motivation. This is to the theory presented by Bandura, which states
that self-efficacy regulates human function through four main processes:
cognitive, motivational, affective, and selection (Abdullah, 2019). Regarding motivation,
self-efficacy plays a crucial role in setting motivation-efficacy-activated
processes. Efficacy beliefs regulate human functioning through four major
processes. They include cognitive, motivational, affective, and selection
processes. These different processes usually operate in concert rather than in
isolation. In the ongoing regulation of human functioning motivational
processes, efficacy beliefs play a vital role in the self-regulation of
motivation.
The effect of self-efficacy on teacher motivation is
very significant. Self-efficacy is a person's belief in his own ability to
achieve specific goals (Zagoto, 2019). Meanwhile, teacher
motivation is the drive or desire to do their job effectively and motivate
their students to learn (Manizar, 2015). Teachers who have high
self-efficacy tend to be more motivated to achieve their goals, face challenges
more positively, and look for ways to solve problems that arise. In an
educational context, teachers who feel confident in their abilities to teach,
motivate students, and manage the classroom, will be more motivated to do well
in these tasks.
In research, teacher self-efficacy has been linked to
higher teacher motivation, including intrinsic motivation, which arises from
personal satisfaction in doing their job, and extrinsic motivation, which comes
from being rewarded or recognized for their work. Therefore, teachers need to
develop and maintain high levels of self-efficacy to increase their motivation
in their work as teachers.
f.
The Direct Effect of Empowerment (X1)
on Teacher Self-Efficacy (X2)
The path coefficient value (β_21) = 0.562
and Sig = 0.000 <0.05 is obtained from the calculation results. While tcount
= 7.119 and ttable at a significant level α = 0.05
obtained ttable = 1.98, then tcount> ttable means H0
is rejected and H1 is accepted. Thus, the empowerment variable (X1)
directly affects teacher self-efficacy (X2). That is, the stronger
the Empowerment, the self-efficacy of kindergarten teachers in the Bogor
Regency area will increase.
Strengthening Empowerment has a direct influence on
Self-Efficacy. This is to the theory of McShane and Von Glinow, which states
that the feedback given by superiors to subordinates makes subordinates know
whether he has achieved the set performance (McShane & Von Glinow, 2013). Feedback or feedback
influences members by explaining their roles regarding the roles, skills, and
knowledge of employees. Feedback-information that lets us know whether we have
achieved the goal or are appropriately directing our efforts toward it-is a
critical partner with goal setting. Feedback contributes to motivation and
performance by clarifying role perceptions, improving employee skills and
knowledge, and strengthening self-efficacy.
Empowerment can affect teacher self-efficacy by giving
teachers the confidence and skills to effectively manage their classrooms and
teach. Empowerment also gives teachers more control over their work and allows
them to make more independent decisions.
Research shows that Empowerment has a significant
positive effect on teacher self-efficacy. When teachers feel empowered, they
feel more empowered and more motivated to do their jobs well. Empowerment can
give teachers confidence in their ability to overcome challenges, manage the
classroom, and provide them with the skills necessary to teach effectively (Jihad, 2013). This can increase teacher
self-confidence and self-efficacy.
Empowerment can function as a tool to increase teacher
self-efficacy. Educational institutions can provide sufficient support,
training, and resources to improve teachers' abilities in teaching and managing
classes and provide freedom in making decisions and managing their tasks (Fajrin, 2018). This can give teachers a
feeling of Empowerment and increase their self-efficacy, improving teacher
performance and student learning outcomes.
g.
Indirect Effect of Empowerment (X1) on
Teacher Creativity (Y) Through Motivation (X3)
Empowerment has a positive and significant indirect
effect on teacher creativity through motivation, as evidenced by the path
coefficient value of 31 = 0.209. The test results obtained a tcount of 2.098, a
ttable (dk = 109, with α = 0.05) of 1.982, and a ttable (dk =
109, with α = 0.01) of 2.622.
Increasing Empowerment through motivation influences
teacher creativity. This is to the theory, which states that the emergence of
creativity is caused by creative potential and an environment that
and motivate them to increase creativity in teaching
and learning (Susanto, 2016).
h.
Indirect Effect of Self-Efficacy (X2)
on Teacher Creativity (Y) Through Motivation (X3)
There is a positive indirect effect that is not
significant self-efficacy on teacher creativity through motivation, as
evidenced by the value of the path coefficient 
32 = 0.115.
The test results obtained a tcount of 1.095, a ttable (dk
= 109, with α = 0.05) of 1.982, and a ttable (dk =
109, with α = 0.01) of 2.622. Based on the analysis that has
been done, motivation as an intervening variable in this study is not strong
enough to support the effect of Empowerment on teacher creativity.
Self-efficacy has not played a significant role as a mediator, where the direct
effect is stronger than the indirect effect. In other words, self-efficacy has
a more significant direct effect without going through motivation.
High teacher self-efficacy can affect teacher
creativity indirectly through forms a creative environment (Robbins et al., 2018). Two factors, namely, form
the potential for creativity (creative potential), factors of intelligence
(intelligence), and personality. There are five personalities related to
creativity, namely, a person who is proactive, confident, daring to take risks
(risk taking), the spirit of tolerance (tolerance), and diligent
(perseverance). In addition, self-efficacy is also seen as one of the
personalities associated with creativity. At the same time, environmental
factors (creative environment) include motivation and Empowerment.
Empowerment and motivation are two critical factors in
increasing teachers' creativity in doing their work. Empowerment refers to
giving teachers the authority, knowledge, and resources needed so they can make
decisions independently and improve their performance (Latifah et al., 2022). Meanwhile, motivation
influences a person's drive or desire to do their job effectively (Hutabarat, 2022).
Research has shown that Empowerment positively and
significantly affects teacher creativity. When teachers feel empowered with
adequate authority and resources, they feel more empowered and motivated to
seek creative solutions to challenges in their work. This can enhance teachers'
creativity in developing new teaching methods, creating exciting learning
environments, and finding innovative solutions to emerging problems.
In addition, motivation also plays a vital role in
increasing teacher creativity. Motivation can encourage the development of new
ideas and exploring different teaching methods (Mardhiyana & Sejati, 2016). Through motivation, teachers
can seek additional resources, learn from experience, and interact with other
teachers to develop their creativity.
In this context, Empowerment does not directly affect
teacher creativity but can be through motivation. When teachers feel empowered,
they feel more motivated to achieve their goals. When teachers' motivation
increases, they are more likely to develop creativity. Therefore, educational
institutions must provide adequate support and resources to teachers motivation.
However, several factors can influence this relationship and make self-efficacy
not indirectly affect teacher creativity through motivation. One of the factors
is the need for more support from the work environment. Even though teachers
have a high level of self-efficacy, if the work environment is not supportive
such as limited or lack of freedom to make decisions, then the teacher's motivation
to develop creativity in their work will decrease. Teachers need more support
to develop new ideas and be motivated to develop creativity.
In addition, low levels of motivation can also affect
the relationship between teacher self-efficacy and teacher creativity (Sudrajat et al., 2020). Although high teacher
self-efficacy can increase motivation, if teacher motivation is low, then high
self-efficacy will also not encourage creativity. Low motivation can be caused
by fatigue, lack of appreciation, or lack of support from school leaders.
Finally, the lack of skills in developing creativity
can also affect the relationship between teacher self-efficacy and creativity.
Even though teachers have a high level of self-efficacy and sufficient
motivation, if they lack skills in developing creativity, then self-efficacy
will not indirectly affect creativity through motivation. In this context, it
is essential for educational institutions to provide sufficient support and
resources to teachers and motivate them to do their work to increase
self-efficacy and creativity in learning (Afrina, 2019). This should also be followed
by skills training to develop teacher creativity.
i.
Indirect Effect of Empowerment (X1) on
Teacher Creativity (Y) Through Self-Efficacy (X2)
There is a positive indirect effect that is not
significant Empowerment on teacher creativity through self-efficacy, as
evidenced by the value of the path coefficient of 21 = 0.160. The test results
obtained a tcount of 1.881, a ttable (dk = 109, with α = 0.05) of
1.982, and a ttable (dk = 109, with α = 0.01) of 2.622. Based on
the analysis that has been done, self-efficacy as an intervening variable in
this study is not strong enough to support the effect of Empowerment on teacher
creativity. The teacher's self-efficacy has not played a major role as a
mediator, where the direct effect is stronger than the indirect effect.
This indirect effect is likely caused by other factors
that affect teacher creativity, such as experience, knowledge, motivation, and
work environment. Even though the Empowerment given by the principal is weak,
if the teacher has good experience and knowledge in producing creativity, the
teacher will naturally feel compelled to produce something new in learning. The
experience obtained, for example, from training, seminars, and others, will
motivate teachers to apply creativity in learning in the classroom. In
addition, a conducive work environment will encourage the emergence of good
creativity even though the teacher's self-efficacy is low. A work environment
accustomed to upholding creativity will likely only work with solid
encouragement from self-efficacy. So, the objective of this research is to
understand and analyze the strengthening of empowerment, self-efficacy, and
motivation in order to enhance teacher creativity.
CONCLUSION
The
conclusion from this analysis is that the results of this study indicate that
teacher empowerment, self-efficacy, and motivation have an essential role in increasing
creativity and innovation in learning. Developing an environment that supports
teacher empowerment, increasing teacher self-confidence, and high motivation
can be essential in increasing learning effectiveness and teacher quality in
the Bogor Regency area.
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