Authors : Fauziah Farhan Yusuf; Ghozali; Ilham Nur Elfarhani

Volume/Issue : Volume 8 - 2023, Issue 12 - December

Google Scholar : https://tinyurl.com/336c5j7v

Scribd : https://tinyurl.com/3pbukrht

DOI : https://doi.org/10.5281/zenodo.10405447

Abstract : In the context of secondary education, the role of the teacher is the main axis that determines the quality of learning. Work motivation is one of the driving forces that underlies teachers' desire to provide the best for students and the institutions where they teach. Meanwhile, psychological well-being includes emotional balance and happiness, which will not only influence personal aspects, but also potentially how teachers interact with students in the classroom. This research seeks to explore how the level of motivation and psychological well-being of teachers influences teacher performance. This background provides a basis for understanding that efforts to improve the quality of education must not only focus on teaching methods alone, but also on the psychological and motivational factors that form the core of a teacher's success in the secondary education environment. This research uses quantitative methods. The measuring instrument used in this research is Teachers’ Performance Job Self-Rating Question (TPJSQ) and Psychological Well- Being Scales (PWBS) is developed by Ryff H. The results of this research show that work motivation and psychological well-being have a relationship with teacher performance scores r = 0.191 (p < 0.01). It means that the higher the psychological well-being score, the higher the teacher performance score.

Keywords : Pelrfomancel, Psychologilcal Well-Belilng, Human Delvelopmelnt.