Teaching Motivations of Underpaid Honorary Teachers in Yogyakarta, Indonesia

• In Event: Reimagining education: Educational improvement in digital societies across Southeast Asia

Proposal

This study explores the intrinsic and extrinsic motivations of underpaid honorary teachers in Yogyakarta, Indonesia, focusing on how they kept teaching despite facing financial hurdles. In Indonesia, honorary teachers are non-permanent educators who lack civil servant status, receive significantly lower salaries, and do not experience the same benefits as their civil servant counterparts, such as job security, pensions, and access to professional development. However, despite these challenges, many honorary teachers remain committed to their profession. This research aims to understand the key driving factors of these teachers, with a particular emphasis on physical education teachers.

This qualitative study uses Deci and Ryan’s Self-Determination Theory (2000) which posits the need for autonomy, competence, and relatedness, to investigate the influence on teachers' motivation. In this context, this theory helps explain why individuals, such as underpaid honorary teachers, find fulfillment in their work, even when faced with adverse challenges including low pay and lack of job security.

To gain a deeper understanding of the teachers’ experiences, this study employed semi-structured interviews with underpaid honorary physical education teachers in Yogyakarta, the author’s hometown. Each interview lasted between 45 and 60 minutes and was conducted via video conference applications such as Zoom. The interviews were then transcribed and analyzed using thematic analysis, employing both deductive and inductive coding methods to identify key themes and patterns.

This study identified three major findings. First, intrinsic motivation, especially passion for teaching and sports education, emerged as the prominent factor. All interviewees expressed a deep love for their profession and a sense of fulfillment derived from their students’ success. Moreover, their personal backgrounds as former athletes and their dedication to physical education contributed to their commitment. The teachers perceived their roles not only as educators but also as mentors, aiming to develop their students’ athletic talents and skills.

Second, extrinsic motivation is evident in the form of the role of family and community support. The respect and recognition from their communities and the emotional support from their family members helped them cope with their financial struggles. This support encouraged them to continue teaching despite the low pay, while community recognition gave them a sense of purpose and belonging, reinforcing their commitment as educators.

Third, all participants engaged in additional businesses as coping mechanisms to address their financial hurdles. Ventures, such as sports equipment and coaching, have provided them with additional income, sometimes significantly higher than their salaries as teachers.

Nonetheless, despite these efforts, these underpaid honorary teachers expressed frustration with the systemic issues surrounding teacher compensation in Indonesia, calling for policy changes to improve their financial conditions, with a particular emphasis on the need to treat teaching as a profession rather than a form of devotion.

In conclusion, both intrinsic and extrinsic factors play crucial roles in the motivation of underpaid honorary teachers in Yogyakarta. While their passion is driven by their love for teaching and sports education, external support from their family members and communities helps them sustain their commitment. However, financial challenges highlight the need for systemic reforms in Indonesia’s education system to provide safer job opportunities, better compensation, and support for honorary teachers. Future research should involve a larger sample size and explore how systemic changes can enhance teacher motivation and retention.

Author

• Asep Suryana, Graduate School of Education, University of Pennsylvania