The Influence of Work Environment and Work Motivation on The Personality Competence of SDIT Plus Qurthuba

Abstract

This study addresses four research questions: First, to what extent do the work environment and work motivation influence the educators’ personality competence at Integrated Islamic Elementary School (SDIT) Plus Qurthuba? Second, how does the work environment influence the personality competence of these educators? Third, how does work motivation affect their personality competence? Fourth, what is the combined influence of the work environment and work motivation on the educators’ personality competence at Integrated Islamic Elementary School (SDIT) Plus Qurthuba? This research employed a quantitative approach through a survey. The sample consisted of 41 educators at Integrated Islamic Elementary School (SDIT) Plus Qurthuba, selected through simple random sampling. The research instrument was a questionnaire, which had been tested for validity and reliability using SPSS 29. Data were analyzed using correlation and linearity tests, followed by simple and multiple regression analyses. The findings indicate that both the work environment and work motivation have a positive and significant influence on the educators’ personality competence, whether examined individually or simultaneously. Partially, the work environment contributed 43.9% to personality competence, with a significance value p<0.001, indicating that a more conducive work environment is associated with stronger personality competence among teachers. Furthermore, work motivation demonstrated a significant effect, contributing 53.9%, as evidenced by a correlation coefficient of 0.734 and a significance level of p < 0.001, indicating that higher teacher motivation is associated with stronger personality competence. Simultaneously, both variables exerted a more substantial combined influence of 63.4% (R² = 0.634, p<0.001), confirming that a supportive work environment, together with strong work motivation, plays a substantial role in enhancing educators’ personality competence. These findings underscore that efforts to improve teachers’ personality competence rely heavily on supportive working conditions and robust motivation. This study implies that school principals need to create a conducive work environment and strengthen teacher motivation through appropriate support and recognition, thereby fostering the continuous development of educators’ personality competence and contributing positively to overall education quality.