The influence of teachers’ leadership and classroom climate on students’ achievement motivation

Abstract

The objective of this present study is to explore the correlation of teachers’ leadership in learning process and classroom climate towards students’ achievement motivation in selected junior high schools, Limboto Sub-district, Gorontalo Regency. This quantitative study employed a correlational method. The population were 400 grade VIII students; 80 students were selected as the sample using proportional random sampling method. Data analysis methods comprised a validity test, instrument reliability test and data normality test, as well as partial and simultaneous correlational test. The results reveal that: Teachers’ leadership in learning process positively and significantly contributes to the students’ achievement motivation in the research site. This indicates that the better the teachers’ leadership, the better and the higher the students’ achievement motivation. Classroom climate positively and significantly contributes to the students’ achievement motivation in the research site. In other words, a supportive climate of the classroom increases students’ motivation. Both teachers’ leadership in the learning process and classroom climate positively and significantly contributes to the students’ achievement motivation in the research site, meaning that if both of the aspects as mentioned earlier are considered high, the students are certainly more motivated to attain successful goals. This research proposes several recommendations. First, school principals are encouraged to improve teachers’ leadership in the learning process through supervision to increase students’ motivation. Second, teachers need to improve their leadership in the learning process. This is to encourage students to keep doing their best. Third, students should increase their motivation through positive actions during classroom learning.