The effect of teachers’ socioeconomic status on elementary schools’ life in Indonesia: An empirical study in the elementary schools of Merauke district, Papua

Basilius Redan Werang, Esi D. Lewaherilla, Okto Irianto

Abstract


The role of teachers in school is of the most important resource to school effectiveness. This study was aimed at investigating the effect of teachers’ socioeconomic status (SES) on school life in elementary schools of Merauke district, Papua, Indonesia. Three statements of problems guided the study, that are: (a) does teachers SES significantly effect on teachers job satisfaction in elementary schools of Merauke district, Papua, Indonesia?, (b) does teachers SES significantly effect on teachers morale in elementary schools of Merauke district, Papua, Indonesia? and (c) does teachers SES significantly effect on teachers organizational commitment in elementary schools of Merauke district, Papua, Indonesia. This study employed a quantitative approach using survey research design. A purposive sampling was used to obtain 258 respondents drawn from amongst elementary schools’ teachers of Merauke district. Data were analyzed quantitatively using Statistical Package for the Social Sciences (SPSS) version 16. The study finds that overall teachers SES has a positive and significant effect on school’s life, in regards to teachers job satisfaction, teachers morale, and teachers organizational commitment. These findings might be worthwhile for the government, especially government from the low-income countries, to pay more attention and to make an effort of creating different programs to enhance teachers SES.

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