ANALYSIS OF FACTORS INFLUENCING STAFF WORK MOTIVATION AT SDN PONDOK BETUNG 02, SOUTH TANGERANG CITY

Abstract

One of the keys to organizational success, including educational institutions, is work motivation. Robbins and Judge (2020) explain that motivation is a process that determines an individual's intensity, direction, and persistence in achieving goals. Staff work motivation in a school environment is important because it is directly related to operational effectiveness and the quality of educational services. According to Joseph (2023), Herzberg's two-factor theory explains that motivating factors such as responsibility and self-development foster job satisfaction, while hygiene factors such as work relationships and organizational policies prevent dissatisfaction. In the context of SDN Pondok Betung 02, motivating factors are evident in staff's sense of responsibility and job satisfaction, while hygiene factors are reflected in leadership support and a family-like work environment. Robbins and Judge (2020) also emphasize that the hierarchy of human needs (based on Maslow's updated concept) remains relevant, where self-actualization needs now encompass professional achievement and work-life balance. School staff work not only for wages but also for social recognition and moral satisfaction. Furthermore, Luthans (2017) emphasizes that the need for achievement, power, and affiliation remains a key driver in modern organizations. Armstrong's (2020) expectancy theory reinforces that individuals are motivated when they believe their efforts will result in performance, followed by valuable rewards. Previous studies have shown that leadership support and the work environment play a significant role in educational staff motivation (Susanti & Wibowo, 2021). Interview results revealed that leadership support and a harmonious work environment were the dominant factors driving staff motivation at SDN Pondok Betung 02.