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Teache Teaching Commi men and I s In luence on Teache Mo ale: A Su ey S udy
in Ca holic Elemen a y Schools o Me auke
Basilius Redan We ang1*, I Gede Ma gunayasa1, I Made Sua jana1, Ni Wayan Ra i1, I Made Ci a Wibawa1, Gede Wi a Bayu1, I
Nyoman Laba Jayan a1, Ni Pu u Kusuma Widias u i1, Kadek Yudiana1, Ni Wayan Eka Widias ini1, Luh S i Su ya Wisma Jayan i1, I
Made Hend a Sukmayasa1, Seli Ma lina Radja Leba2, Sand a Ing ied Asaloei3
*1 Ganesha Uni e si y o Educa ion, Singa aja, Bali, Indonesia
2 Musamus Uni e si y, Me auke, Sou h Papua, Indonesia
3 Sam Ra ulangi Uni e si y, Manado, No h Sulawesi, Indonesia
Co esponding Au ho Basilius
Redan We ang
Ganesha Uni e si y o Educa ion,
Singa aja, Bali, Indonesia
A icle His o y
Recei ed: 16 / 06 / 2025
Accep ed: 29 / 10 / 2025
Published: 06 / 11 /2025
Abs ac :
Backg ound: The di e en le els o eache mo ale ac oss elemen a y schools dese e
pa icula a en ion, as hey ha e impo an implica ions o s uden s’ engagemen , beha io ,
and academic ou comes, as well as o eache s’ job sa is ac ion and emo ional well-being.
Objec i e: This s udy aimed o explo e he in luence o eache eaching commi men on hei
mo ale in Ca holic elemen a y schools in Me auke, Sou h Papua, Indonesia.
Me hod: We u ilized a su ey esea ch app oach o ob ain da a om a o al o 95 Ca holic
elemen a y school eache s in Me auke, Sou h Papua, Indonesia. Ob ained da a we e analyzed
s a is ically using a simple linea eg ession analysis by employing S a is ical Package o he
Social Sciences e sion 25.
Findings: The esul s o da a analysis e eal a posi i e and signi ican e ec o eache
eaching commi men on hei mo ale in Ca holic elemen a y school eache s in Me auke,
Sou h Papua, and Indonesia.
Implica ion o P ac ice and Resea ch: The indings highligh he need o school leade s and
educa ion policymake s o os e eache commi men h ough suppo i e wo k en i onmen s,
p o essional de elopmen oppo uni ies, and ecogni ion o eache s’ con ibu ions.
S eng hening eache s’ commi men may enhance hei mo ale, which in u n can posi i ely
in luence s uden ou comes and he o e all quali y o educa ion in Ca holic elemen a y schools.
Keywo ds: eache eaching commi men , eache mo ale, Ca holic elemen a y schools.
How o Ci e in APA o ma : We ang, B. R., Ma gunayasa, I G., Sua jana, I M., Ra i, N. W., Wibawa, I M. C., Bayu, G. W., Jayan a, I
N. L., Widias u i, N. P. K., Yudiana, K., Widias ini, N. W. E., Jayan i, L. S. S. W., Sukmayasa, I M. H., Leba, S. M. R. & Asaloei, S. I.
(2025). Teache Teaching Commi men and I s In luence on Teache Mo ale: A Su ey S udy in Ca holic Elemen a y Schools o
Me auke. IRASS Jou nal o A s, Humani ies and Social Sciences, 2(11), 16-19.
In oduc ion
The o e all quali y o educa ion la gely depends on he
mo ale and well-being o eache s, as hey se e as he p ima y
mo i a o s and sou ces o suppo o s uden s. Acco ding o
Webs e ’s Dic iona y (2025), eache mo ale e e s o he men al
and emo ional s a e o eache s, ypically e lec ed in hei beha io
and mo i a ion o pe o m hei du ies. Ben ley and Rempel (1970)
desc ibe eache mo ale as a sense o sa is ac ion ha a ises when
eache s pe cei e hei e o s as meaning ul and hei pe sonal and
p o essional needs as adequa ely ul illed. In gene al, eache
mo ale e lec s he ex en o which eache s main ain a posi i e and
suppo i e a i ude owa d hei ins i u ion, encompassing hei
pe cep ions o school leade ship and collegial ela ionships. I
in ol es elemen s such as us , sel -es eem, p ide in p o essional
accomplishmen s, and con idence in bo h leade ship and he
o e all success o he ins i u ion.
Teache mo ale may be high-o -low. High le els o eache
mo ale e lec a posi i e o ganiza ional cul u e in which eache s
eel alued, engaged, and mo i a ed o pe o m hei du ies
e ec i ely (E ans, 1997; Hoy & Miskel, 2013; We ang e al.,
2023). Such mo ale is o en associa ed wi h s ong eam cohesion,
open communica ion, and a sha ed sense o pu pose and
accomplishmen (Se gio anni, 1996; B yk & Schneide , 2002;
We ang, 2014), all o which con ibu e o enhanced ins uc ional
quali y and imp o ed s uden lea ning ou comes.
Con e sely, low eache mo ale is ypically cha ac e ized by
educed p oduc i i y, diminished mo i a ion, and weakened
p o essional commi men , which may ul ima ely lead o eache s’
in en ions o lea e hei cu en posi ions o e en he p o ession as
a whole (Inge soll, 2001; Skaal ik & Skaal ik, 2017; Bogle &
Ni , 2012).
As a i al elemen o school e ec i eness, eache mo ale
has been shown o in luence eache s’ mo i a ion and class oom
pe o mance (Abazaoğlu & Az ekin, 2016; Ehineni, 2017;
Samsudin e al., 2025; Sunda i & Raja, 2017; Su yani e al., 2025).
Teache mo ale, howe e , does no de elop in isola ion. I is
shaped by a a ie y o ac o s, including adminis a i e suppo ,
collegial ela ionships, he quali y o leade ship demons a ed by
IRASS Jou nal o A s, Humani ies and Social Sciences Vol-2, Iss-11 (No embe -2025): 16-19
Vol-2, Iss-11 (No embe -2025)
17
school p incipals, and, mos impo an ly, eache eaching
commi men i sel . A eache ’s eaching commi men e e s o he
ex en o a eache ’s psychological a achmen o he p o ession,
cha ac e ized by a s ong belie in i s alue, a willingness o exe
signi ican e o o ul ill p o essional esponsibili ies, and a
sus ained dedica ion o p omo ing s uden success and emaining
ac i ely engaged in he eaching p o ession.
Teache s’ eaching commi men plays a i al ole in
enhancing s uden achie emen , imp o ing he o e all quali y o
educa ion, os e ing a posi i e lea ning en i onmen , and
s eng hening he eaching p o ession i sel (We ang e al., 2022).
I is a key ac o in he success o schools and he ad ancemen o
he b oade educa ional sys em. Teache s wi h high le els o
commi men a e mo e likely o build s ong, espec ul
ela ionships wi h hei s uden s, o ming he ounda ion o
e ec i e and meaning ul lea ning. In con as , eache s wi h weak
commi men may s uggle o main ain en husiasm and engagemen
in hei eaching, po en ially leading o educed s uden mo i a ion
and lowe educa ional ou comes.
Al hough nume ous s udies ha e highligh ed he signi ican
in luence o eache eaching commi men on eache mo ale
(Asy’a i e al., 2021; Simamo a e al., 2023; We ang e al., 2023;
Wolomasi e al., 2019), mos ha e been conduc ed in u ban o
gene al con ex s, wi h limi ed a en ion o schools loca ed in
emo e o cul u ally di e se egions. In Indonesia—pa icula ly in
he eas e n egion o Sou h Papua—empi ical esea ch on his opic
emains sca ce. Ca holic elemen a y schools in Me auke o e a
dis inc i e con ex in which eache commi men is shaped no only
by o ganiza ional and pedagogical ac o s bu also by eligious
alues and local cul u al no ms. These con ex ual dimensions may
uniquely in luence bo h eache s’ le els o commi men and hei
o e all mo ale. Howe e , li le is known abou how eache
eaching commi men speci ically a ec s eache mo ale in hese
se ings. The indings o his s udy a e expec ed o p o ide
aluable insigh s in o s a egies ha enhance eache well-being,
mo i a ion, and p o essional engagemen wi hin ai h-based and
cul u ally di e se educa ional en i onmen s. Fu he mo e, he
s udy seeks o con ibu e o he b oade discou se on educa ional
de elopmen in Indonesia by emphasizing he impo ance o
con ex -sensi i e app oaches ha p omo e posi i e school clima es
and sus ainable eache commi men .
To add ess his esea ch gap, he p esen s udy in es iga es
he in luence o eache eaching commi men on hei mo ale in
Ca holic elemen a y schools in Me auke, Sou h Papua, Indonesia.
Speci ically, he s udy seeks o answe he ollowing esea ch
ques ion: Does eache eaching commi men ha e a signi ican
posi i e e ec on he mo ale o eache s wo king in Ca holic
elemen a y schools in Me auke, Sou h Papua, Indonesia? To
add ess he esea ch ques ion, a quan i a i e esea ch app oach
employing a su ey design was adop ed.
Me hod
This s udy aimed o analyze he in luence o eache s’
eaching commi men on he mo ale o Ca holic elemen a y school
eache s in Me auke, Sou h Papua, Indonesia. To achie e his
objec i e, a quan i a i e esea ch app oach wi h a su ey design
was employed, as i allows o he collec ion o objec i e da a ha
can be quan i ied and s a is ically analyzed. This design also
enables he obse a ion o he ela ionship be ween eache s’
eaching commi men and hei mo ale (Bu el & G oss, 2017).
Mo eo e , se e al ecen s udies (Jim e al., 2025; We ang e al.,
2025a, 2025b, 2025c, 2025d) ha e emphasized he ad an ages o
su ey esea ch, including i s cos -e ec i eness in da a collec ion,
he abili y o ga he in o ma ion e icien ly and in eal ime,
lexibili y in adminis e ing ins umen s and managing esponses,
and he po en ial o gene alizing indings ac oss b oade con ex s.
Da a we e collec ed using wo s uc u ed ques ionnai es
designed o measu e eache eaching commi men and eache
mo ale. The ques ionnai es we e dis ibu ed o 95 Ca holic
elemen a y school eache s, who we e pu posi ely selec ed as
esea ch pa icipan s. All ques ionnai e i ems we e p esen ed in
Indonesian o ensu e clea unde s anding among esponden s. The
collec ed da a we e analyzed using simple linea eg ession o
examine he e ec o eaching commi men on eache mo ale.
Da a analysis was pe o med using he S a is ical Package o he
Social Sciences (SPSS) e sion 25, ensu ing he accu acy and
eliabili y o he s a is ical esul s.
Resul s
As a o emen ioned, he da a collec ed on eache s’ eaching
commi men and mo ale we e analyzed using simple linea
eg ession. This analysis aimed o de e mine he ex en o which
eaching commi men in luences he mo ale o Ca holic elemen a y
school eache s in Me auke. The esul s o he eg ession analysis,
which e ealed a signi ican posi i e e ec o eaching
commi men on eache mo ale, a e summa ized in Table 1.
Table 1. Teache Teaching Commi men and I s E ec on Teache Mo ale
Model Summa y
Model
R
R
Squa e
Adjus ed
R Squa e
S d. E o o he
Es ima e
Change S a is ics
R Squa e
Change
F Change
d 1
d 2
Sig. F
Change
1
.614a
.376
.370
3.04527
.376
56.131
1
93
.001
a. P edic o s: (Cons an ), Teache _Teaching_Commi men
The da a p esen ed in Table 1 indica e ha he co ela ion
coe icien (R = .614) e lec s a mode a ely s ong posi i e
ela ionship be ween eache s’ eaching commi men and hei
mo ale. This means ha as eache s’ commi men o hei eaching
du ies inc eases, hei le el o mo ale ends o ise co espondingly.
The R-Squa e coe icien alue o .376 e eals ha app oxima ely
37.6% o he a ia ion in eache mo ale can be explained by
di e ences in eaching commi men . Fu he mo e, he Adjus ed R
Squa e alue o .370 con i ms he s abili y and eliabili y o his
ela ionship a e accoun ing o he sample size and he numbe o
IRASS Jou nal o A s, Humani ies and Social Sciences Vol-2, Iss-11 (No embe -2025): 16-19
Vol-2, Iss-11 (No embe -2025)
18
p edic o s included in he model. The F-Change coe icien alue o
56.131 wi h p < .001 u he indica es ha he eg ession model is
s a is ically signi ican . In o he wo ds, eaching commi men
signi ican ly p edic s eache mo ale among Ca holic elemen a y
school eache s in Me auke, Indonesia. The s anda d e o o
es ima e (3.04527) sugges s a mode a e le el o p edic ion
accu acy.
Discussion
Teache s’ eaching commi men plays a c ucial ole in
shaping no only hei own mo ale bu also s uden s’ academic
achie emen and o e all lea ning expe ience. This s udy examined
he e ec o eache s’ eaching commi men on hei mo ale among
Ca holic elemen a y school eache s in Me auke, Sou h Papua,
Indonesia. The esul s e ealed a signi ican posi i e e ec o
eache s’ eaching commi men on hei mo ale, wi h an R-Squa e
alue o 0.376 and a signi icance le el o 0.001. This indica es ha
app oxima ely 37.6% o he a ia ion in eache mo ale can be
explained by di e ences in eaching commi men . In o he wo ds,
eache s who demons a e s onge commi men o hei
ins uc ional esponsibili ies end o exhibi highe mo ale, while
hose wi h lowe commi men epo co espondingly lowe
mo ale.
These indings align wi h hose o We ang e al. (2019) and
We ang e al. (2023), who also epo ed ha eache s’ eaching
commi men signi ican ly and posi i ely p edic s eache mo ale.
Collec i ely, hese s udies sugges ha commi ed eache s a e
mo e likely o display en husiasm, job sa is ac ion, and a s ong
sense o p o essional ul illmen — ac o s ha con ibu e o
sus ained mo ale and mo i a ion in he wo kplace. Teache s who
exhibi high le els o commi men o en de o e addi ional ime and
e o o lesson planning, class oom managemen , and c a ing
meaning ul lea ning expe iences. When eache s each wi h
passion and en husiasm, hei a i udes end o encou age g ea e
s uden engagemen , imp o ed pe o mance, and highe class oom
sa is ac ion. Thus, s eng hening eache s’ commi men is no only
essen ial o main aining eache mo ale bu also o ad ancing he
b oade goals o educa ional quali y and s uden success.
Taken oge he , he p esen indings and p e ious s udies
unde sco e he in e connec edness o leade ship, eache
commi men , mo ale, and s uden achie emen . Fos e ing eache s’
p o essional commi men is he e o e a c i ical s a egy o
enhancing mo ale and p omo ing e ec i e lea ning en i onmen s
ha suppo bo h eache well-being and s uden success.
Conclusion
Based on he esul o da a analysis, i can be concluded
ha eache eaching commi men has a posi i e and signi ican
e ec on he mo ale among Ca holic elemen a y school eache s in
Me auke, Sou h Papua, Indonesia. In p ac ical e ms, his inding
sugges s ha eache s who demons a e g ea e dedica ion and
p o essional commi men a e mo e likely o expe ience highe
mo ale, mo i a ion, and o e all sa is ac ion in hei wo k.
Despi e he aluable insigh s de i ed om his s udy,
se e al limi a ions mus be acknowledged. Fi s , he co ela ional
design o he esea ch limi s he abili y o es ablish causali y.
Al hough eaching commi men and mo ale we e ound o be
s ongly ela ed, i canno be concluded ha highe commi men
di ec ly causes inc eased mo ale; i is equally plausible ha
eache s wi h highe mo ale demons a e g ea e commi men .
Second, he s udy may be a ec ed by sel - epo bias, as
pa icipan s’ esponses could e lec socially desi able a i udes
a he han hei ac ual beha io s o emo ions. Thi d, he scope o
a iables was limi ed o eaching commi men as a p edic o ,
excluding o he po en ial ac o s ha may in luence mo ale, such
as leade ship p ac ices, school cul u e, compensa ion, o s uden
beha io . Finally, he gene alizabili y o he indings may be
cons ained, gi en ha he sample was d awn exclusi ely om
Ca holic elemen a y schools in Me auke, Sou h Papua, Indonesia.
Fu u e esea ch should add ess hese limi a ions by
inco po a ing a mo e di e se ange o a iables, employing
longi udinal o mixed-me hod app oaches o explo e causal
ela ionships, and expanding he sample o include eache s om
di e en egions, school ypes, and educa ional con ex s. Such
e o s would enhance he obus ness and applicabili y o indings
ela ed o eache s’ eaching commi men and mo ale.
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