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The Moderating Role of Gender in the Relationship Between Teacher Competence, Learning Satisfaction, and Students' Intrinsic Motivation

Journal of Innovation in Educational and Cultural Research · Vol. 6 No. 2 (2025) · pp. 370–380

DOI
10.46843/jiecr.v6i2.2140
ISSN
2722-9696, 2722-9688
Published
2025-03-14
Publisher
Yayasan Keluarga Guru Mandiri
Language
eng

Abstract

Teacher competence is a key factor in creating an effective learning experience in the educational environment, especially in Indonesia's secondary education context. There is still a gap in understanding the role of learning satisfaction as a mediator in the relationship. This study explores the relationship between teacher competence, student learning satisfaction, and students' intrinsic motivation at the secondary education level. This study explores the relationship between teacher competence, student learning satisfaction, and students' intrinsic motivation at the secondary education level. Using the Structural Equation Modeling (SEM) approach, data was analyzed from 100 students to identify the impact of teacher competence on learning satisfaction and intrinsic motivation. The results showed that teacher competence significantly had a positive effect on student learning satisfaction with a pathway coefficient of 0.809 (p 0.01) and had a positive impact on students' intrinsic motivation with a coefficient of 0.345 (p 0.05). In addition, learning satisfaction was proven to have a significant mediating role in the relationship between teacher competence and intrinsic motivation, with a pathway coefficient of 0.493 (p 0.01). These findings support the importance of teacher competency development in improving a satisfying and motivating learning experience for students. This research has practical implications for educational institutions in strengthening teacher training programs and strategies to improve teaching quality to support the overall academic development of students.

Keywords

Collaboration network of the authors

40 authors · 100 co-authorship links · 8 across different organisations · showing the 40 most connected

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Hasanuddin University
  • Padjadjaran University
  • Sekolah Tinggi Agama Islam Syubbanul Wathon Magelang
  • Universitas Halu Oleo
  • Jordan University of Science and Technology
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
M UtamaAffiliation unknown2
Herwinarni HerwinarniAffiliation unknown2
S RuslimAffiliation unknown2
Sudarsono SudarsonoAffiliation unknown2
Bambang SubaliAffiliation unknown2
Muhamad SholikhunSekolah Tinggi Agama Islam Syubbanul Wathon Magelang1
Zulfatus SorayaAffiliation unknown1
Milna WafirahSekolah Tinggi Agama Islam Syubbanul Wathon Magelang1
Budi AyuningsihPadjadjaran University1
Iman HernamanPadjadjaran University1
Tidi DhalikaPadjadjaran University1
Destu Putra RosmawanAffiliation unknown1
Dedi RahmatPadjadjaran University1
Ahmad MustafaJordan University of Science and Technology1
Sarini Yusuf AbadiAffiliation unknown1
Irdam RianiUniversitas Halu Oleo1
Awaluddin AwaluddinHasanuddin University1
Muis BalubiAffiliation unknown1
Mirnawati FirdausAffiliation unknown1
Nurmut Mainah Nurmut MainahAffiliation unknown1
Yulita Chorolina MangidiAffiliation unknown1
Fadhilah Nur HanifahAffiliation unknown1
Muhammad AkbarAffiliation unknown1
Tambunan TambunanAffiliation unknown1
Alberth AlberthAffiliation unknown1
Ansharullah AnsharullahUniversitas Halu Oleo1
Abdu Rahman BacoAffiliation unknown1
Nasrah SirajangHasanuddin University1
Salsabila Rahmadhani SHasanuddin University1
Ariesta Wibisono AndityaAffiliation unknown1
Tandiyo RahayuAffiliation unknown1
Fakhruddin FakhruddinAffiliation unknown1
Wuryanto WuryantoAffiliation unknown1
Supriyono SupriyonoAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) http://jiecr.org/index.php/jiecr/oai, first harvested 9 Nov 2026, last seen 9 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">The Moderating Role of Gender in the Relationship Between Teacher Competence, Learning Satisfaction, and Students' Intrinsic Motivation</dc:title>
	<dc:creator>Maryono, Maryono</dc:creator>
	<dc:creator>Kurniasih, Dede Dwi</dc:creator>
	<dc:creator>Khusnadin, Muhammad Hafidz</dc:creator>
	<dc:creator>Samsuddin, Samsuddin</dc:creator>
	<dc:creator>Siswanto, Siswanto</dc:creator>
	<dc:creator>Wijaya, Roma</dc:creator>
	<dc:subject xml:lang="en-US">Teacher competence, learning satisfaction, intrinsic motivation, structural equation modeling</dc:subject>
	<dc:description xml:lang="en-US">Teacher competence is a key factor in creating an effective learning experience in the educational environment, especially in Indonesia's secondary education context. There is still a gap in understanding the role of learning satisfaction as a mediator in the relationship. This study explores the relationship between teacher competence, student learning satisfaction, and students' intrinsic motivation at the secondary education level. This study explores the relationship between teacher competence, student learning satisfaction, and students' intrinsic motivation at the secondary education level. Using the Structural Equation Modeling (SEM) approach, data was analyzed from 100 students to identify the impact of teacher competence on learning satisfaction and intrinsic motivation. The results showed that teacher competence significantly had a positive effect on student learning satisfaction with a pathway coefficient of 0.809 (p  0.01) and had a positive impact on students' intrinsic motivation with a coefficient of 0.345 (p  0.05). In addition, learning satisfaction was proven to have a significant mediating role in the relationship between teacher competence and intrinsic motivation, with a pathway coefficient of 0.493 (p  0.01). These findings support the importance of teacher competency development in improving a satisfying and motivating learning experience for students. This research has practical implications for educational institutions in strengthening teacher training programs and strategies to improve teaching quality to support the overall academic development of students.</dc:description>
	<dc:publisher xml:lang="en-US">Yayasan Keluarga Guru Mandiri</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2025-03-14</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>http://jiecr.org/index.php/jiecr/article/view/2140</dc:identifier>
	<dc:identifier>10.46843/jiecr.v6i2.2140</dc:identifier>
	<dc:source xml:lang="en-US">Journal of Innovation in Educational and Cultural Research; Vol 6, No 2 (2025); 370-380</dc:source>
	<dc:source>2722-9696</dc:source>
	<dc:source>2722-9688</dc:source>
	<dc:source>10.46843/jiecr.v6i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>http://jiecr.org/index.php/jiecr/article/view/2140/305</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2025 Journal of Innovation in Educational and Cultural Research</dc:rights>
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