Universal Journal of Educational Research Vol. 8(11B), pp. 6208 - 6216
DOI: 10.13189/ujer.2020.082259
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Synthesis and Detection of Publication Bias in Relationship between Motivation and Teacher Performance: A Meta-analysis Review

Jefri Mailool ^1,2,*, Heri Retnawati ², Heldy Jerry Rogahang ¹, Wolter Weol ¹, Mercy W. K Waney ^1
1 Department of Christian Education, Manado State Christian Institute (IAKN Manado), Indonesia
² Department of Educational Research and Evaluation, Yogyakarta State University, Indonesia

ABSTRACT

The relationship between motivation and teacher performance has been extensively investigated by using various models of relationship analysis. As a result, the relationship between the two variables is relatively poorly understood and requires separate analysis to ascertain the extent of the relationship between the two variables. In addition, a number of studies have reported that motivation has a significant relationship with teacher performance. However, the accuracy of the information reported by these studies is an important aspect to explore to ensure that there is no publication bias. This research aims to analyze the relationship between motivation and teacher performance based on a meta-analysis review of a number of published studies. The research data used were 30 correlational research results from journal articles published from 2010 to 2019. The random effects model was used as an effect size in this meta-analysis study. The effect summary results show that there is a significant relationship between motivation and teacher performance with an r coefficient of 0.446 and the confidence interval is moderate category with a value range between 0.371 - 0.515. By using the Trim and Fill method in this meta-analysis procedure, it was found that this research did not indicate publication bias. The results of this research can be an important reference for education providers, especially school administrators, to plan strategies for increasing school productivity. Motivation can be a potential trigger factor for improving teacher performance. Thus, school administrators can design appropriate motivational strategies to improve their teacher performance.

KEYWORDS
Meta-analysis, Motivation, Teacher Performance

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Jefri Mailool , Heri Retnawati , Heldy Jerry Rogahang , Wolter Weol , Mercy W. K Waney , "Synthesis and Detection of Publication Bias in Relationship between Motivation and Teacher Performance: A Meta-analysis Review," Universal Journal of Educational Research, Vol. 8, No. 11B, pp. 6208 - 6216, 2020. DOI: 10.13189/ujer.2020.082259.

(b). APA Format:
Jefri Mailool , Heri Retnawati , Heldy Jerry Rogahang , Wolter Weol , Mercy W. K Waney (2020). Synthesis and Detection of Publication Bias in Relationship between Motivation and Teacher Performance: A Meta-analysis Review. Universal Journal of Educational Research, 8(11B), 6208 - 6216. DOI: 10.13189/ujer.2020.082259.