Cultural Intelligence as a Moderator of Factors Affecting the Performance of Teachers in Remote Areas, Indonesia

Tria Ina Utari(1), Yandi Wagola(2), Adam Bin Haji Jait(3),

DOI: https://doi.org/10.46843/jiecr.v6i1.2006


(1) Department of Islamic Educational Management, IAIN Ambon, Indonesia
(2) Student of Islamic Educational Management Program, IAIN Ambon, Indonesia
(3) Universiti Islam Sultan Syarif Ali, Brunei Darussalam

Abstract

Remote environments are far from urban areas, which have many essential services. The absence of important goods and services in remote areas is described as equivalent to the typically poor working and living conditions. Isolation implies that teachers have limited interaction with other teachers who can share resources and teaching practices to improve their performance. This research aims to fill the gap in understanding teachers' adaptability by exploring cultural intelligence as a moderator of the factors influencing their performance in remote areas. The research employed a quantitative approach using path analysis. Participants in the study are high school teachers in West Seram. Data were collected through observation, questionnaires, and interviews. There were indications of positive teacher responses, with an average score of 4.42. The results show that self-efficacy and work discipline positively affect cultural intelligence but do not significantly affect overall teacher performance. Cultural intelligence considerably impacts teachers' self-efficacy in remote areas, making it valuable to study and continue developing their abilities and integrating with the surrounding environment.

Keywords

Cultural Intelligence, Teacher Performance, Remote Areas

Full Text:

PDF

References

Aitken, A., & Radford, L. M. (2018). Learning to teach for reconciliation in Canada: Potential, resistance and stumbling forward. Teaching and Teacher Education, 75, 40–48.

Ang, S., Van Dyne, L., Koh, C., Ng, K. Y., Templer, K. J., Tay, C., & Chandrasekar, N. A. (2014). Cultural intelligence: Its measurement and effects on cultural judgment and decision making, cultural adaptation and task performance. Management and Organization Review, 3(3), 335-371.

Anhalt, C. O., Staats, S., Cortez, R., & Civil, M. (2018). Mathematical modeling and culturally relevant pedagogy. Cognition, metacognition, and culture in STEM education: Learning, teaching and assessment, 307-330.

Arnold, M. L., Newman, J. H., Gaddy, B. B., & Dean, C. B. (2005). A look at the condition of rural education research: Setting a difference for future research. Journal of Research in Rural Education, 20(6), 1–25.

Australian Institute for Teaching and School Leadership. (2020). National initial teacher education pipeline: Australian teacher workforce data.

Bardach, L., Klassen, R. M., & Perry, N. E. (2022). Teachers’ psychological characteristics: Do they matter for teacher effectiveness, teachers’ well-being, retention, and interpersonal relations? An integrative review. Educational Psychology Review, 34(1), 259–300.

Barnawi,. & Arifin, M. (2012). Kinerja guru profesional. Ar-Ruzz Media.

Basrowi. (2010). Metode penelitian kuantitatif. Remaja Rosdakarya.

Chen, L. (2020). A historical review of professional learning communities in China (1949-2019): Some implications for collaborative teacher professional development. Asia Pacific Journal of Education, 40(3), 373–385.

Cochran-Smith, M., Grudnoff, L., Orland-Barak, L., & Smith, K. (2020). Educating teacher educators: International perspectives. The New Educator, 16(1), 5–24.

Chiu, T. K., Lin, T. J., & Lonka, K. (2021). Motivating online learning: The challenges of COVID-19 and beyond. The asia-pacific education researcher, 30(3), 187-190.

Crawford-Garrett, K. (2017). “The problem is bigger than us”: Grappling with educational inequity in TeachFirst New Zealand. Teaching and Teacher Education, 68, 91–98.

Creswell, J. W. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.

Ehiane, O. S. (2014). Discipline and academic performance (A study of selected secondary schools in Lagos, Nigeria). International Journal of Academic Research in Progressive Education and Development, 3(1), 1–12.

Feng, L., Hodges, T. S., Waxman, H. C., & Malatesta Joshi, R. (2019). Discovering the impact of reading coursework and discipline-specific mentorship on first-year teachers' self-efficacy: A latent class analysis. Annals of Dyslexia, 69(1), 80–98.

Fraser, T., & O'Neill, L. (2021). I am not represented here: Cultural frameworks and Indigenous methodology primer for postsecondary settings. International Journal of Qualitative Methods, 20, 1–10.

Freire, P., & McCray, A. D. (2020). Pedagogy of the Oppressed. Bloomsbury Publishing.

Government of Canada. (2022). Truth and Reconciliation Commission of Canada.

Gutiérrez, K. D., Cortes, K., Cortez, A., DiGiacomo, D., Higgs, J., Johnson, P., ... & Vakil, S. (2017). Replacing representation with imagination: Finding ingenuity in everyday practices. Review of Research in Education, 41(1), 30-60.

Hradsky, D. (2022). Education for reconciliation? Understanding and acknowledging the history of teaching First Nations content in Victoria, Australia. History of Education, 51(1), 135–155.

Huff, K. C., Song, P., & Gresch, E. B. (2014). Cultural intelligence, personality, and cross-cultural adjustment: A study of expatriates in Japan. International Journal of Intercultural Relations, 38, 151–157.

Kat?ta?, S., Co?kun, B., & Karada?, H. (2024). The relationship between teachers’ cultural intelligence and multicultural education attitude: The mediating role of intercultural sensitivity. International Journal of Educational Research, 127, 102443.

Kulkarni, S., & Mitra, S. (2015). Access and quality in self-organized learning environments formal education: Quality issues.

Lingam, G. I. (2012). Preparing teachers for rural schools: An empirical evidence from a Fiji case. Greener Journal of Educational Research, 2(2), 1–12.

Madigan, D. J., & Kim, L. E. (2021). Towards an understanding of teacher attrition: A meta-analysis of burnout, job satisfaction, and teachers’ intentions to quit. Teaching and Teacher Education, 105, 103425.

Maher, K. (2022). The Aboriginal and Torres Strait Islander histories and cultures cross-curriculum priority: Pedagogical questions of country, colonialism and whose knowledge counts. The Social Educator, 40(2), 3–17.

Mercer, S., & Gregersen, T. (2020). Teacher wellbeing. Oxford University Press.

Meston, T., Ballangarry, J., Van Issum, H., Klieve, H., Smith, C., & Riley, T. (2023). Capturing the protective value of culture: The ‘Deadly Gaming’ pilot. Pedagogy, Culture & Society, 1–21.

Milne, E. (2017). Implementing Indigenous education policy directives in Ontario public schools: Experiences, challenges, and successful practices. International Indigenous Policy Journal, 8(3).

Ministry of Education of the People's Republic of China. (2021). Opinions on further reducing the homework burden and off-campus training burden of students in compulsory education.

Moodie, N., Maxwell, J., & Rudolph, S. (2019). The impact of racism on the schooling experiences of Aboriginal and Torres Strait Islander students: A systematic review. Australian Educational Researcher, 46, 273–295.

Nakata, M. (2011). Pathways for Indigenous education in the Australian curriculum framework. The Australian Journal of Indigenous Education, 40, 1–8.

Perera, H. N., Calkins, C., & Part, R. (2019). Teacher self-efficacy profiles: Determinants, outcomes, and generalizability across teaching level. Contemporary Educational Psychology, 58, 186–203.

Reagan, E. M., Hambacher, E., Schram, T., McCurdy, K., Lord, D., Higginbotham, T., & Fornauf, B. (2019). Place matters: Review of the literature on rural teacher education. Teaching and Teacher Education, 80, 83–93.

Riley, T. (2019). Exceeding expectations: Teachers' decision-making regarding Aboriginal and Torres Strait Islander students. Journal of Teacher Education, 70(5), 512–525.

Riley, T., Meston, T., Ballangarry, J., McCormack, B. A., & Low-Choy, S. (2022). From yarning circles to Zoom: Navigating sensitive issues within Indigenous education in an online space. International Journal of Inclusive Education.

Riley, T., Meston, T., Cutler, C., Nakar, S., Low-Choy, S., & Vasco, D. (2024). Weaving stories of strength: Ethically integrating Indigenous content in teacher education and professional development programmes. Teaching and Teacher Education, 104513.

Rosa, M., & Orey, D. C. (2015). Ethnomathematics: connecting cultural aspects of mathematics through culturally relevant pedagogy. In Mathematics Education and Society Conference (p. 898).

Sabzalian, L., Shear, S. B., & Snyder, J. (2021). Standardizing Indigenous erasure: A TribalCrit and QuantCrit analysis of K–12 U.S. Civics and government standards. Theory & Research in Social Education, 49(3), 321–359.

Sailer, M., Murböck, J., & Fischer, F. (2021). Digital learning in schools: What does it take beyond digital technology?. Teaching and Teacher Education, 103, 103346.

Simba, O. S., Agak, J. O., & Kabuka, E. K. (2016). Impact of discipline and academic performance of pupils in public primary schools in Muhoroni Sub-County, Kenya. Journal of Education and Practice, 7(6).

Sun, Y., & Yin, H. (2025). Profiles of teacher self-efficacy and their relations to teacher demographics and affective well-being: A social cognitive perspective. Teaching and Teacher Education, 154, 104855.

Teng, J., Yang, Z., Yu, M., Crowley, C. B., & Jing, X. (2024). Chinese primary school teachers’ working time allocation after the enactment of the “double reduction” policy: A mixed-methods study. Teaching and Teacher Education, 137, 104385.

Viac, C., & Fraser, P. (2020). Teachers’ well-being: A framework for data collection and analysis (Vol. 213). OECD Publishing.

Weisberger, M., Grinshtain, Y., & Blau, I. (2021). How do technological changes in formal education shape the social roles of teachers who are mothers?. Teaching and Teacher Education, 103, 103344.

Woodcock, S., Sharma, U., Subban, P., & Hitches, E. (2022). Teacher self-efficacy and inclusive education practices: Rethinking teachers’ engagement with inclusive practices. Teaching and Teacher Education, 117, 103802.

Wray, E., Sharma, U., & Subban, P. (2022). Factors influencing teacher self-efficacy for inclusive education: A systematic literature review. Teaching and Teacher Education, 117, 103800.

Yin, H., & Zheng, X. (2018). Facilitating professional learning communities in China: Do leadership practices and faculty trust matter? Teaching and Teacher Education, 76, 140–150.

Zee, M., & Koomen, H. M. Y. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981–1015.

Refbacks

  • There are currently no refbacks.


View My Stats