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Abstract

One of the key determinants of educational quality is the professional competence of teachers, which directly impacts student achievement and the overall standard of education. This study examines the influence of learning communities, work ethic, and achievement motivation on the professional competence of elementary school teachers in Candisari District, Semarang. Recent performance evaluations indicate that teachers’ professional competence remains lower than other competencies, highlighting the need for targeted improvement. Learning communities serve as collaborative platforms for teachers to share experiences and solve instructional challenges, especially relevant with the implementation of the Merdeka Curriculum, which demands greater flexibility and student-centered approaches. Additionally, a strong work ethic and high achievement motivation are essential for teachers to enhance their instructional quality and responsibility. However, observations reveal that teachers’ achievement motivation in Candisari remains low, as reflected in the limited non-academic achievements at the district level. This quantitative study employs a causal survey design, involving all 242 teachers in the district, and utilizes multiple regression analysis to assess the relationship between the independent variables (learning community participation, work ethic, and achievement motivation) and the dependent variable (professional competence). The findings are expected to provide valuable insights for policymakers and school leaders in developing strategies to strengthen teacher professionalism and improve educational outcomes at the elementary level.

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