Motivating Teachers During the COVID-19 Pandemic


The effects of the COVID-19 pandemic are being felt in all aspects of human life, especially in the education sector. Changes are seen in teacher behavior in terms of guiding, training, educating, and teaching students. Not all teachers could transition well to the new culture of online learning. Many experienced a lack of motivation, leading to depression in some cases. Moreover, with limited Internet network infrastructure, not all teachers and students could have proper access to online learning. Therefore, efforts are needed to motivate teachers during the pandemic. Using a systematic literature review design, the current study discusses the requisites for building teacher motivation during the COVID-19 pandemic. The articles used are those published from 2015 to 2021 and accessed from Scopus, Google Scholar, Research Gate, and ERIC Institute of Education. Results indicated that teachers can be motivated by providing insight into the urgency of developing professional teacher competencies during the pandemic.

Keywords: achievement motivation, teacher, COVID-19

[1] Sohrabi C, Alsafi Z, Khan M, et al. World Health Organization declares global emergency: A review of the 2019 novel coronavirus (COVID-19). International Journal of Surgery. 2020;76(Feb):71–76.

[2] Wang H, Wang Z, Chang R, et al. Phase-adjusted estimation of the number of Coronavirus disease 2019 cases in Wuhan, China. Cell Discovery. 2020;6(1):4–11.

[3] Wang Z, Tang K. Combating COVID-19: Health equity matters. Nature Medicine. 2020;26(4):458.

[4] Peyravi M, Marzaleh MA, Shamspour N, Soltani A. Public education and electronic awareness of the new coronavirus (Covid-19): Experiences from Iran. Disaster Medicine and Public Health Preparedness. 2020;14(3):e5–e6.

[5] Daniel SJ. Education and the COVID-19 pandemic. Prospects. 2020;49(1–2):91–96.

[6] Bakhtiar T. Optimal intervention strategies for cholera outbreak by education and chlorination. IOP Conference Series: Earth and Environmental Science. 2016;31(1) 1-14

[7] Abdullah R. Learning in the perspective of teacher creativity in utilizing learning media. Lanthanides Jurnal. 2017;4(1):35-45.

[8] Fauzyah. The relationship between work motivation and performance of madrasah teachers. Jurnal Manajemen Educatorial Islam. 2020;1(1995):13–25.

[9] Iriansyah HS. Building teacher creativity with learning innovations in the Covid-19 pandemic period. Prosiding Seminar Nasional Educator STKIP Kusuma Negara II. 23 Nov 2020.

[10] Romani A. Educational management. Nurse Education Today. 2012;2(3):2-7.

[11] Sudrajat J. Teacher competence during the Covid-19 pandemic. Jurnal Riset Ekonomi dan Bisnis. 2020;13(2):100-109.

[12] Simarmata RH. Efforts to increase work motivation of elementary school teachers. Jurnal Administrasi Educator. 2016;4(1):654-831.

[13] Afsari S, Safitri I, Harahap SK, Munthe LS. Systematic literature review: The effectiveness of realistic mathematics education approaches in mathematics learning. Indonesian Jurnal Intellectual Public. 2021;1(3):189–197.

[14] Gaban FR, Kartikowati S, Suanto E. The Effect of Achievement Motivation and Teacher Participation in Course Teacher Consultations (MGMP) in Dumai, Riau Province. Journal of Educational Sciences and Psychology. 2021;5(1):66–79.

[15] Eripuddin E, Hardianto H. The efforts to improve teachers’ achievement motivation in achieving national education goals. Jurnal English Education. 2018;4(1):7–14.

[16] Wibowo DH. Motivation for achievement in relation to teacher performance. Scholaria Jurnal Pendidikan dan Kebudayaan. 2015;5(3):65–74.

[17] Afriani M, Hastuti R. An overview of teaching motivation for junior high school (smp) teachers during the Covid-19 pandemic. Psychodimensia. 2021;20(1):76-85.

[18] Nurochim N. The effect of achievement motivation on organizational commitment in high school level of education. Tarbiyah Jurnal Education Muslim Social. 2020;7(2):192–203.

[19] Rokhani CTS. the influence of work from home (wfh) on teacher performance at SD nNgeri Dengkek 01 pati during the Covid-19 pandemic period. EduPsyCouns Jurnal Education Psychology Counsumer. 2020;2(1):424–437.

[20] Nurpina S. The effect of rewards and achievement motivation on the work achievement of state high school teachers in Sukabumi regency. Jurnal Manajemen Educator. 2016;7(2):1337–1345.

[21] Setiawan W. Reward and punishment in the perspective of Islamic education. AL-MURABBI Jurnal Studies Education and Islam. 2017;4(2):184–201.,53627/hour.v4i2.3171

[22] Mastura M, Santaria R. The impact of the Covid-19 pandemic on the teaching process for teachers and students introduction. Jurnal Studies Teacher and Learning. 2020;3(2):289–295.

[23] Hantoro RR, Lestari DV, et al. Utilization of e-learning for PAI MGMP teachers during the Covid-19 period in Kab. Bintan, Riau Archipelago, JPPM Kepri Jurnal. 2021;1:35– 43.

[24] Faisal MR, Nugrahadi DT, Al Rasyid A. Video editing training supports online learning for Mgmp (Subject Teacher Conference). Technlogy Education. 3(1)2021;2-7

[25] Triyono H. Increasing the ability of teachers in utilizing the school environment as a learning resource through mgmp at SMK Negeri Bandar Pacitan Regency. Jurnal Pendidikan dan Kebudayaan. 2020;5(1):18–26.

[26] Subhi I. The urgency of teacher competence in online learning during the Covid 19 pandemic. Intelligence Jurnal Educator Islam. 2020;8(1):1–8.

[27] Musa MI. Development of teacher competence on the implementation of duties in realizing professional teachers. Jurnal Basic Charm. 2016;2(4):8–27.

[28] Nurpina S. The effect of rewards and achievement motivation on the work achievement of state high school teachers in Sukabumi regency. Jurnal Manajemen Educator. 2016;7(2):1337.1-12

[29] Samsu S. The influence of delegation, rewards and principal’s motivation on teacher work achievement (studies at elementary, junior and senior high schools in jambi city). Al-Fikrah Jurnal Islamic Education IAIN Sulthan Thaha Saifuddin. 2015;6(Oct).1- 16