Primary Schools Teachers’ Motivation and Performance Improvement Gained through the Principals’ Leadership 3.0 Policy Implementation

Abstract

This study aims to measure primary school teachers' motivation and performance that have conditionally been improved through the implementation of principals' Leadership 3.0 policy. Eighty (n = 80) primary school teachers participated as the respondents with the composition of forty (n = 40) respondents participated as the experimental groups, whilst other forty (n = 40) respondents dealt with the control groups. Data were collected from the questionnaire distribution. Data analysis used the quantitative method that interpreted the descriptive statistics, chi-square for goodness of fit test, and factor analysis. The results proved that both teachers' motivation and performance achieved significantly at the level of p<.05. Teachers' motivation showed (t = 19.434; p = .000) for the pre-test and (t = 20.708; p = .000) for the post-test, whilst teachers' performance showed (t = 24.190; p = .000) for the pre-test and (t = 27.034; p = .000) for the post-test. Further, the chi-square test proved that there was no significant difference between the experimental and control group and the factor analysis result showed that the principal component analysis (PCA) undertook the presence of six dimensions with the eigen value outreaching 1, determining 41.7%, 33.9%, 20.5%, 3.9%, 5.7%, and 1.8% of the variance. This study concludes that the principals' leadership 3.0 policy implementation enhance the improvement of primary teachers' motivation and performance during their services at schools.