The Contribution of Adversity Quotient dan Working Motivation to Teachers’ Performance

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The Contribution of Adversity Quotient dan Working
Motivation to Teachers’ Performance
Ni Putu Deni Kartikasari1*, I Wayan Wiarta1
1 Universitas Pendidikan Ganesha, Indonesia
*Corresponding author. Email: niputudenikartikasari31@undiksha.ac.id
ABSTRACT
The improvement of education quality is affected by teachers’ performance. There are several factors that can influence
teachers’ performance such as problem solving skill and teachers’ motivation while doing their duties. This research
aimed to know the contribution amount of adversity quotient and working motivation to teachers’ performance at
elementary schools in Gugus VII Mengwi, in academic year of 2020/2021. The type of this research was ex-post facto.
The sample was taken by total sampling technique in which 32 population members were selected to be the sample.
Furthermore, the data were collected by reviewing teachers’ performance documents and administrating questionnaire
about adversity quotient and working motivation. The data were analyzed through descriptive statistics analysis and
inferential statistics analysis. The result of this research shows that : (1) there is a significant contribution of adversity
quotient to teachers’ performance with correlation coefficient of 0.6315 and the percentage of the contribution is
26.98%, (2) there is a significant contribution of working motivation to teachers’ performance with correlation
coefficient of 0.6943 and the percentage of the contribution is 36.76%, (3) there is a significant contribution of adversity
quotient and working motivation to the teachers’ performance with correlation coefficient of 0.7984 and the percentage
of the contribution is 63.74%. In conclusion, there is a significant contribution of adversity quotient and working
motivation to the teachers’ performance.
Keywords: Adversity Quotient, Working Motivation, Teacher Performance
1. INTRODUCTION
Education is an effort done by individual by going
through a learning process to develop ethics and mindset.
Education comes from a conscience that wants
improvement in life. Through a good educational system,
Indonesia can be a better country. One of the professions
that can change and determine the fate of the nation in the
future is teacher. Teacher becomes a key to a success
education. Therefore, it is necessary to improve teachers’
quality [1]. Teachers shall have good skills and abilities,
so that they can carry out their obligations properly.
Education will continue to make improvement based on
the change in educational era, in order to produce good
human resources who can compete in the global era [2].
In providing a good education, teachers have roles to
teach and educate the students. Besides, teachers are
obligated to stimulate positive personalities and shape the
students as individual with good characters and manners.
Improving the quality of education is crucial. It covers
the facilities, infrastructures, school management, and
most importantly teacher professionalism. Professional
teachers are indicated by great performance and
discipline behavior. Professional teachers will be able to
motivate themselves, develop themselves to be better
educators, and work in accordance with the ethics. Other
than that, teachers are required to have high creativity,
especially in preparing the learning for the students. One
of the example is designing an appropriate teaching
method and strategy which are suitable with the learning
topic and students’ ability. Teachers’ creativity is
influenced by motivation and the ability to carry out their
duties as educators. The achievement of learning
objectives is affected by the teaching and learning
process and teachers’ responsibility as educators [3][4] A
good quality of education is strongly influenced by
teachers’ performance in doing their duties. Teachers are
expected to make innovation in teaching and learning
process because the quality of teachers’ service gives
significant effect to the success of the education [5][6].
To fulfilled the hopes of all parties, especially parents
who entrust their children to be guided by teachers,
teachers are required to have good performance in
teaching and educating.
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Proceedings of the 2nd International Conference on Technology and Educational Science (ICTES 2020)
Copyright © 2021 The Authors. Published by Atlantis Press SARL.
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Teacher’s performance comes from two words such
as “teacher” and “performance”. Performance can be
defined as the result of someone’s work in doing his/her
obligation and authority, which is manifested in a real
way and produces something based on knowledge,
attitudes and motivation. Performance has a very
important role in improving the quality of an institution
or organization. It means that teachers’ performance is
the result of teachers’ work in carrying out their tasks as
educators. It is based on a sense of responsibility and the
work ethics to achieve the goals of the teaching and
learning. According to Dwiyanti et al [7], performance
is the quality and quantity of the work result. If teachers
are able to carry out teaching tasks as expected, it will
affect the increase of students’ learning achievement. It
is because teacher has a very important role in renewing
the education. According to Wardhani and Wijaya [8],
the quality of the learning process is influenced by
teacher's competence. Someone who is never satisfied
with his/her achievement will continue to improve the
performance of his/her work [9]. According to Susanto
[10], there are two factors that give impact to teachers’
performance, namely internal factors and external
factors. Internal factors are factors that come within the
teachers such as personality, skill, working motivation,
experience as a teacher, teachers’ ability to solve
problems or better known as adversity quotient.
Meanwhile, external factors are factors that come from
outside such as salary, facility and infrastructure, work
environment, and leadership.
Adversity quotient is a very important aspect that
someone shall have in solving a problem. People must
have problems in their life and toughness is needed in
dealing with those problem. This toughness is called as
adversity quotient [11]. Adversity quotient is someone’s
ability to face difficulties, determine the right steps to
solve problem, and turn the obstacles into opportunities.
According to Stoltz [12], the adversity quotient can be
used by teachers to increase endurance and tenacity in
teaching and learning process and also face the change in
educational era. A high adversity quotient will help
someone to control his/herself when facing a problem
[13][14]. Adversity quotient is seen as a factor of success
because every individual is required to think critically
and creatively [15]. A teacher must have a strong desire
to face difficulties and be able to overcome those
difficulties. In overcoming the difficulties, it is necessary
to find the right solution by involving the potential
owned. One of them is adversity quotient [16]. Thus,
teachers’ high adversity quotient will influence the way
teachers solve problem by their intelligence and keep
moving forward in order to achieve goals [17].
Besides of adversity quotient, working motivation is
also an intrinsic factor that affects teachers’ performance.
Motivation comes from the word "motive" which means
strength. Here, strength is described as the power
occurred from within that causes individual to take action
or deed based on his/her goals [18]. Working motivation
is an encouragement appeared from within, in the form
of a spirit full of sincerity that arises because of internal
and external stimuli to achieve achievements, goals,
changes in behavior, and desires. Motivation can help
people to improve their personality [19]. Teachers’
creativity is affected by motivation and ability to carry
out their duties as educators [20]. Many people have the
will to do something, but, they are hampered by their
ability. In reverse, there are many people who have the
ability to do something, yet they have no will. It makes
them do not show maximum performance. The more
needs to be fulfilled, the bigger encouragement and effort
will be appeared. It is manifested through a willingness
to achieve goals, creativity, innovation, and
responsibility. It is because motivation can significantly
affect someone’s success [21][22]. Based on the research
conducted by Ningrat et. al. [23], working motivation can
encourage teachers to enhance their performance.
Teachers will be encouraged to be more productive and
not quickly satisfied with the result that has been
obtained. Teachers with high working motivation will
always be responsible with their tasks, starting from
planning, implementation, and evaluation [24].
According to Nanda et. al. [25] people need to have high
work motivation, so that they do not feel burdened by
their job.
Based on the results of observation at elementary
schools in Gugus VII Mengwi, there were several
problems found related to teachers’ performance.
Teachers’ performance could not be said as maximal due
to various factors. One of them was the ability of teachers
in responding to any changes in educational settings.
Teachers faced some challenges in catching up with the
educational changes. Based on the interview with one of
the school principals, it was noted that the teachers often
experienced difficulties in terms of school
administration. Also, some teachers were stated as having
less excitement in carrying out their duties. Teachers who
experience difficulties in the teaching and learning
process can be seen from the inappropriate teaching and
learning process [26]. In this regard, there are many
things that teachers can do to maximize their
performance. Teachers must be able to develop
something new so that learning objectives can be
maximally achieved [27]. To find the right solution for a
problem, teachers must have an adversity quotient and
motivation that comes from within to maximize the
implementation of teachers’ task as educators. Teachers
who have good performance will be able to master and
manage the teaching and learning process properly. They
also will be able to face any changes in educational
settings while remaining self-motivated. Each teacher
has different adversity quotient and work motivation.
Therefore, this study aimed to see the the contribution
amount of adversity quotient and working motivation to
teachers’ performance.
Advances in Social Science, Education and Humanities Research, volume 540
470

Based on the background of this study, the research
objectives that could be formulated were: 1) to figure out
the contribution amount of adversity quotient to teachers’
performance at elementary schools in Gugus VII
Mengwi, academic year 2020/2021, 2) to figure out the
contribution amount of work motivation to teachers’
performance at elementary schools in Gugus VII
Mengwi, academic year 2020/2021, 3) to figure out the
contribution amount of adversity quotient and work
motivation to teachers’ performance at elementary school
in Gugus VII Mengwi, academic year 2020/2021.
2. METHODS
This research belonged to ex-post facto study. Ex-
post facto is a study conducted after an event happened.
It means that the independent variables have occurred
when the researcher observes the dependent variable. In
other words, the attachment between these variables has
occurred naturally [28]. According to Wijania [29], in an
ex-post facto study, researcher does not manipulate the
symptoms that occur because the symptoms naturally
appear in the field. This research was conducted at
elementary schools in Gugus VIII Mengwi, Badung, in
the academic year of 2020/2021. This study contained
dependent variable which was teacher performance (Y)
and independent variables which were adversity quotient
(X1) and work motivation (X2).
The population was taken in accordance with the
context of the study. The population in this study covered
all teachers in Gugus VII Mengwi who were already
noted as civil servant. Gugus VII Mengwi consists of 8
elementary schools such as SD No. 1 Mengwitani, SD
No. 2 Mengwitani, SD No. 3 Mengwitani, SD No. 4
Mengwitani, SD No. 5 Mengwitani, SD No. 1 Kekeran,
SD No. 2 Kekeran dan SD No. 3 Kekeran. Total sampling
technique or also known as population study was used to
determine the sample of this reaserach. Hence, 32
teachers at elementary schools in Gugus VII Mengwi,
whose status were civil servant, were selected to be the
sample of the study.
The data collection method employed in this study
was non-test method. Non-test method was used to assess
the overall personalities of the teachers. It was done by
analyzing the documents related to the teachers’
performance and administrating questionnaire to gather
data about adversity quotient and working motivation.
Likert scale with a score range of 1-4 was utilized as the
measuring scale of the questionnaire. Yet, before the
instruments was used to collect data, several instrument
validity tests such as construct validity test, item validity
test, and reliability test were conducted.
Table 1. Blueprint of Adversity Quotient Questionnaire
Dimension
Indicator
Amount
of Item
Number of Items
+
(-)
Control
1. Be able to condition his/herself in facing difficulties
4
1, 16
4, 7
2. Has enthusiasm in facing and overcoming
difficulties
7
2, 3, 17
29, 31,
36, 39
Origin and
Ownership
1. Be able to find the cause of the difficulties
4
5, 26
10, 18
2. Dare to take responsibility and admits the mistakes
which are made
5
6, 11, 19
20, 37
Reach
1. Be able to limit the range of difficulties in life
5
8, 21, 27
12, 30
2. Keeps moving and does not feel overwhelmed in
facing difficulties
4
9, 13
22, 32
Endurance
1. Be able to endure the difficulties and finds the
appropriate solution
5
24, 35
14, 23, 40
2. Optimist and confident
6
15, 25, 34
28, 33, 38
Table 2. Blueprint of Working Motivation Questionnaire
Dimension
Indicator
Amount of
Item
Number of Items
(+)
(-)
Responsibility
1. Working hard
4
1,6
21,38
2. Responsible
5
2, 7, 39
22,40
3. Achieving the goals
5
23
3
4. Be one with the tasks
3
4, 5
37
Achievement
1. Encouragement for success
5
9, 24, 25
8, 36
2. Feedback
4
10, 34
11, 26
3. Superiority
3
12, 35
27
Self-Development
1. Skill improvement
4
15, 19
13, 29
2. Encouragement to move forward
4
14, 18, 31
30
Independence
1. Independent in working
3
28, 33
16
2. Be open for challenges
3
17, 32
20
Data were analyzed through descriptive statistics
analysis and inferential statistics analysis. Descriptive statistics aims to describe variable or object, in order to
obtain general conclusion [30]. Before the hypothesis test
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471

was carried out using simple linear regression and
multiple linear regression test, pre-requisite analysis was
conducted using normality test, linearity test,
multicollinearity test, and heteroscedasticity test. If the
pre-requisite tests have been fulfilled, the data analysis
will be continued by testing the first and the second
hypothesis with a simple linear regression test.
Meanwhile, the third hypothesis was examined through
multiple linear regression test. The hypothesis is accepted
if Fcount > Ftable at the significance level of 5% (α = 0.05).
In contrary, the hypothesis is rejected if Fcount > Ftable at
the significance level of 5% (α = 0.05).
3. DISCUSSION
The data analyzed in this study were the results of
documents analysis and questionnaire. Teachers’
performance data were gotten through documents
analysis meanwhile the data about adversity quotient and
working motivation were obtained from the result of
questionnaire that were declared as valid and reliable.
The description of the adversity quotient data, working
motivation and teachers’ performance is presented on
Table 3.
Table 3. The Recapitulation of Descriptive Statistics Analysis Result
Descriptive Statistics
Adversity Quotient
Working motivation
Teachers’ performance
Sample
32
32
32
Mean
118.44
120.41
86.22
Median
119
122
85.71
Modus
119
126
85.71
Standard Deviation
10.99
9.13
2.37
Variants
120.77
83.28
5.61
Maximum score
138
136
91,07
Minimum score
93
102
82,14
Based on the result of descriptive statistics analysis,
it shows that the average acquisition score of the
adversity quotient is 118.44. When it is classified in a
five-theoretical scale, the average score is located in the
range of 117 – 144 and categorized as very good. The
average score of working motivation is 120.41. When it
is classified into a five theoretical scale, the score is
located in the range of 117 - 144 and categorized as very
good. The average score of teachers’ performance is
86.22. When it is converted into a five-scale PAP, the
average score located in the range of 80 – 89. It can be
concluded that the teachers’ performance scores at SD
Gugus VII Mengwi are categorized as good.
Before conducting the hypothesis testing through
simple linear regression test and multiple linear
regression test, the pre-requisite analysis was first carried
out using normality test, linearity test, multicollinearity
test and heteroscedasticity test. The normality test was
conducted using Kolmogorof - Smirnov test technique
with the test criteria, if the maximum value is | FT - F S |
≤ value in the Kolmogorof - Smirnov table, then the data
categorized as normally distributed [31]. The adversity
quotient normality test, working motivation and teachers’
performance are presented on Table 4.
Table 4. The Recapitulation of Normality Test
Variable
Maximum score
|FT − FS|
Table score of
Kolmogorov − Smirnov
Explanation
Adversity Quotient
0.100
0.240
Normal Distribution
Working Motivation
0.099
0.240
Normal Distribution
Teachers’ Performance
0.209
0.240
Normal Distribution
Based on the normality test using Kolmogorof -
Smirnov test technique, it is found that the maximum
value of | FT - FS | adversity quotient data is 0.100
<Kolmogorof - Smirnov table value is 0.240, the
maximum value | FT - FS | working motivation data is
0.099 <Kolmogorof - Smirnov table value is 0.240, the
maximum value | FT - FS | teachers’ performance data is
0.209 <Kolmogorif - Smirnov table value is 0.240. So, it
can be concluded that the data adversity quotient,
working motivation and teachers’ performance are
normally distributed. After the normality test was carried
out, the second pre-requisite test, namely linearity test
was done. The linearity test was conducted to determine
the relationship between the dependent variable (bound)
and each independent variable (free). The linearity test of
the adversity quotient and working motivation data on
teachers’ performance assisted by SPSS 22 is presented
on the following table:
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Table 5. The Recapitulation of Linearity test
Variable
Linearity
Explanation
Deviation from Linearity
Explanation
Adversity Quotient on Teachers’ Performance
0.002
Significant
0.657
Linear
Working Motivation on Teachers’ Performance
0.000
Significant
0.278
Linear
According to Candiasa [32], the part that must be
considered in linearity test assisted by SPSS are Linearity
and Deviation from Linearty. If the value of linearity <
significant level, the regression coefficient is valued and
if the deviation from linearity> significant level, then
there is a form of linear regression between the dependent
variables (bound) with each independent variable (free).
Based on the results of the data analysis, the adversity
quotient data on teachers’ performance shows a linearity
value of 0.002 <a significant level of 0.05 and a deviation
from linearity of 0.657> a significant level of 0.05.
Working motivation data on teachers’ performance
shows a linearity value of 0.000 <a significant level of
0.05 and a deviation from linearity of 0.278> a significant
level of 0.05. It can be concluded that each of the
independent variables, namely adversity quotient and
working motivation has a significant regression
coefficient and a linear regression form. After the
linearity test, the third pre-requisite test namely
multicollinearity test was conducted to find out if
multicollinearity happened between the independent
variables in a regression model. It was done by testing the
Variance Inflation Factor (VIF) value or the Tol
(Tolerance) value. The multicollinearity test of adversity
quotient data and working motivation assisted by SPSS
22 is presented in the following table.
Table 6. The Calculation of Multicollinearity Test
Variable
Tolerance
VIF
Explanation
Adversity
Quotient
0.851
1.175
Not multicollinearity
Working
Motivation
0.851
1.175
Not multicollinearity
A good regression analysis implies that there is no
collinearity or multicollinearity among the independent
variables. The test criteria to determine whether
multicollinearity occurs or not is if the Tol value is ≥ 0.10
or the VIF value ≤ 10, reject H0 or multicollinearity does
not occur. Based on the calculation of the linearity test,
the value of Tolerance data adversity quotient and
working motivation is 0.851 ≥ 0.1 and the VIF value of
data adversity quotient and working motivation is 1.175
≤ 10. It can be concluded that there is no multicollinearity
between independent variables. The last pre-requisite test
for data analysis was the heteroscedasticity test. It aimed
to see if there was an inequality of variants from one
observer to another. The heteroscedasticity test of
adversity quotient data and working motivation assisted
by SPSS 22 is showed in the following table.
Table 7. The Recapitulation of Heteroscedasticity Test
Variable
Sig.
Explanation
Adversity
Quotient
Working
Motivation
0,216
0,239
Not heteroscedasticity
Not heteroscedasticity
The requirement of regression model is there is no
symptoms of heteroscedasticity. The heteroscedasticity
test used was the Gljser test with the testing criteria,
namely the Sig. > significant level 0.05. Based on the
calculation of the heteroscedasticity test, the significance
value of the adversity quotient variable = 0.216> 0.05,
while the significance value of the working motivation
variable = 0.239> 0.05. So, it can be concluded that in the
regression model, heteroscedasticity does not occur.
Hypothesis testing was done after the pre-requisite
tests. The simple linear regression analysis technique was
used to test hypotheses 1 and 2 while the multiple linear
regression analysis technique was employed to test the
hypothesis 3. The hypothesis tested was the null
hypothesis (H0). The criteria of test, namely if Fcount
<Ftable at a significance level of 5% (α = 0.05), then H0 is
accepted. Furthermore, if Fcount> Ftable at the 5%
significance level (α = 0.05), then H0 is rejected. The
result of the simple linear regression analysis can be seen
in the following table:
Table 8. The Simple Linear Regression Analysis
Variable
Regression
Equations
Fcount
Ftabel
Coefficient
Determination
Adversity Quotient on Teachers’
Performance
Ŷ = 70.0984 +
0.1361X1
19.90
4.17
26.98%
Working Motivation on Teachers’
Performance
Ŷ = 64.5225 +
0.1802X2
27.92
4.17
36.76%
Based on the results of simple linear regression
analysis for the first hypothesis, regression equation
obtained which is Ŷ = 70.0984 + 0.1361X1 with Fcount =
19.90> Ftable = 4.17 at a significant level of 5%. Then, it
can be concluded that F regression is significant with the
coefficient of determination. Based on the results of data
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analysis, it was obtained R2 = 0.3988 and the
contribution was 26.98%. Thus H0 is rejected and Ha is
accepted. It can be concluded that there is a significant
contribution of the adversity quotient to teachers’
performance at SD Gugus VII Mengwi in the academic
year of 2020/2021. The higher adversity quotient a
teacher has, the higher teacher's performance will be. The
result of simple linear regression analysis for the second
hypothesis generated a regression equation Ŷ = 64.5225
+ 0.1802X2 with Fcount = 27.92> Ftable = 4.17 at a
significant level of 5%. So, it can be concluded that F
regression is significant with the coefficient
determination based on the result of data analysis
obtained R2 = 0.4820 and a contribution of 36.76%.
Thus, H0 is rejected and Ha is accepted. It can be
concluded that there is a significant contribution of
working motivation to teachers’ performance at SD
Gugus VII Mengwi in the academic year of 2020/2021
When the working motivation of a teacher is high, then
the teacher's performance will increase. The result of
multiple linear regression analysis are presented on the
following table:
Table 9. The Multiple Linear Regression Analysis
Variabels
Regression
Equations
Fcount
Ftabel
R
Coefficient
Determination
Adversity Quotient and Working
Motivation on Teachers’ performance
Ŷ = 58.7650+
0.0921X1 + 0.1374X2
25.49
2.33
0.6374
63.74%
Based on the result of multiple linear regression
analysis for the third hypothesis, regression equation
obtained which is Ŷ = 58.7650+ 0.0921X1 + 0.1374X2
with Fcount = 25.49> Ftable = 3.33 at a significant level of
5%. It can be concluded that F regression is significant
with the coefficient of determination, based on the results
of the data analysis, which is R2 = 0.6374 and its
contribution is 63.74%. Thus, H0 is rejected and Ha is
accepted. It can be concluded that there is a significant
contribution of adversity quotient and working
motivation to teachers’ performance at SD Gugus VII
Mengwi in the academic year of 2020/2021. Teachers’
performance is influenced by adversity quotient and
working motivation. Adversity quotient and high
working motivation direct teachers to have and show
good performance in order to improve the quality of
education in Indonesia. Adversity quotient is one of the
determining factors of someone's achievement [33]. It is
in line with the research by Sukardewi et al. [34], which
showed that there was a positive and significant
contribution to the adversity quotient on the performance
of state high school teachers in Amlapura City with the
regression model Y = 1,557X1 + 75,203 with Fcount =
22,472> Ftable = 3.94 and significance. p <0.05, this
indicates that the Fregression> of Ftable, so that the price of
Fregression is significant, the contribution is 19.1%.
Another research by Taman et al. [35] found that
there was a significant contribution between resistance
(AQ) to the professional performance of public high
school teachers in Karangasem District, Karangasem
Regency by providing an effective contribution (SE) of
33.71%. Besides that, Lasman et al. [36] in their study,
stated that the significance probability of the adversity
quotient variable is 0.019 <the significant level indicated
at α 0.05. Thus statistically the adversity quotient variable
has a significant effect on the performance of the
employees in Poltekkes Ministry of Health Palu. It means
that if the teachers’ adversity quotient and working
motivation are high, the teachers will be able to show
good performance as an educator. The teachers will try to
find a solution with the right steps for each problem
faced. In the other hand, if the teachers have low
adversity quotient, the teachers will quickly give up in
facing a problem because they feel like they do not have
the ability to solve it. Working motivation makes a
positive contribution to teachers’ performance.
According to Santiari et al. [37], teachers can work well
if they receive positive support from their superiors, the
school environment, and working motivation from the
teachers themselves.
According to Ardana et al. [38], there was a
significant contribution of working motivation to
teachers’ performance in junior high schools in Marga
District with the percentage of 47.4% and the effective
contribution (SE) of 21.2%. Besides that, Wijania [29]
stated that there was a significant contribution between
working motivation and teachers’ performance in Gugus
Paud Jempiring, Denpasar Utara sub-district. The
relationship between working motivation and teachers’
performance in Gugus Paud Jempiring, Denpasar Utara
sub-district, with a contribution coefficient (rx2y) of
0.460, a determination of 21.20% and an effective
contribution (SE) of 11.60%. According to Sutama et
al[39], there was a significant contribution between
working motivation and elementary school teachers with
a correlation coefficient of 0.325 and an effective
contribution of 12.7%. The teachers who have high
working motivation will have enthusiasm on their
profession as an educator. Meanwhile, a teacher who has
low working motivation will feel lazy. The teachers with
high adversity quotient and working motivation will be
able to manage themselves in various ways. Therefore,
they can improve their performance as an educator in
order to improve the quality of learning. Thus, the
adversity quotient and working motivation have an effect
on teachers’ performance. High encouragement and
Advances in Social Science, Education and Humanities Research, volume 540
474

enthusiasm will be able to make the teacher an exemplary
figure, disciplined and responsible for the assigned task.
Theoretically, this research can be used as the basis for
the development of knowledge, especially the
psychological factors of teachers in relation to the
performance of a teacher for future research.
4. CONCLUSION
Good teachers’ performance is influenced by
adversity quotient and working motivation. It related to
the research that teachers’ performance is influenced by
the adversity quotient and working motivation. Based on
the research from the first linear regression is there is a
significant contribution of adversity quotient and
working motivation to teachers’ performance. The result
of the second linear regression analysis is there is a
significant contribution of working motivation to
performance. The result of multiple linear regression
analysis is there is a significant contribution of adversity
quotient and working motivation to performance. It can
be concluded that, the teachers are expected to increase
adversity quotient and working motivation to improve
teachers’ performance in carrying out their duties as an
educator in order to improve the quality of education. In
addition, the institution is expected to improve the vision
and mission of the school and facilitate the teaching and
learning process by focusing the teachers’ performance
and influencing factors such as adversity quotient and
working motivation. For other researchers, it can be used
as a reference for conducting research with similar
research objects.
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