Research Article
Indonesian Teachers’ Motivation to Teach in A Contested Environment During The Crisis of Covid-19
@INPROCEEDINGS{10.4108/eai.14-8-2021.2317645, author={Siti Nur’ Aini and Ngasbun Egar and Laily Nur Affini and Ajeng Setyorini}, title={Indonesian Teachers’ Motivation to Teach in A Contested Environment During The Crisis of Covid-19}, proceedings={Proceedings of the 10th UNNES Virtual International Conference on English Language Teaching, Literature, and Translation, ELTLT 2021, 14-15 August 2021, Semarang, Indonesia}, publisher={EAI}, proceedings_a={ELTLT}, year={2022}, month={6}, keywords={teacher motivation contested environment covid-19 online teaching}, doi={10.4108/eai.14-8-2021.2317645} }- Siti Nur’ Aini
Ngasbun Egar
Laily Nur Affini
Ajeng Setyorini
Year: 2022
Indonesian Teachers’ Motivation to Teach in A Contested Environment During The Crisis of Covid-19
ELTLT
EAI
DOI: 10.4108/eai.14-8-2021.2317645
Abstract
This study pinpoints Indonesian teachers’ motivation to teach in a contested environment during the crisis of COVID-19. The data combines the closed and open survey to gain rich and complete data from the participants. For safety precautions, data collection was conducted online by inviting 100 school teachers to fill out a survey responded by 96 teachers. The participants teach in primary school (18.75%), secondary school (21.88%), senior high school (46.87%), and other contexts (12.5%) in Semarang and other regencies in Central Java. The top four of the online learning platforms used by teachers are WhatsApp (29.17%), Google Classroom (22.92%), YouTube video (16.67%), and Google Form (6.25%). The narrative data from the open survey indicates that the teachers displayed two kinds of motivation that drive them to keep doing their work. The spiritual motivations are the drive to do the job because of their religious belief, passion, and sense of obligation to their students, and the concern towards the students’ learning during the pandemic. The extrinsic motivation includes following the regulation from the government, school administrator, and the curriculum demand to complete the lesson within a specific period. The learning was conducted online, and the teachers indicated that they were independent in their endeavours to provide the internet for teaching.
