Bandung — Workload and job satisfaction have a significant influence on the work motivation of State Civil Apparatus (ASN) teachers at SMA Negeri 13 Bandung. This finding comes from research by Shella Rosmalinda and Aam Rachmat Mulyana from the Faculty of Economics and Business, Jenderal Achmad Yani University. The study involved 39 ASN teachers at SMA Negeri 13 Bandung and found that workload and job satisfaction jointly influence teachers’ work motivation.
Teachers play an important role in improving the quality of education. Their responsibilities extend beyond classroom teaching and can include administrative duties and other school-related activities. When these responsibilities are not managed properly, they can influence teachers’ motivation and their ability to carry out their work effectively.
At SMA Negeri 13 Bandung, ASN teachers are responsible not only for teaching but also for various administrative tasks. An interview with the school’s vice principal, cited in the study, indicated that teachers face a considerable range of additional responsibilities. The researchers therefore examined workload as one factor that may influence teachers’ work motivation.
Job satisfaction was examined alongside workload because teachers’ perceptions of their work can also affect their motivation. Job satisfaction reflects how employees feel about different aspects of their jobs, including their attitudes and overall sense of satisfaction in the workplace. Higher satisfaction can encourage employees to remain motivated in carrying out their responsibilities.
The study used a quantitative approach and involved all 39 ASN teachers at SMA Negeri 13 Bandung as respondents. Data were collected through questionnaires, interviews, and written records. The researchers measured workload, job satisfaction, and work motivation using a 1–5 semantic differential scale. The data were then analyzed using SPSS 23 through validity and reliability testing, classical assumption tests, and multiple linear regression analysis.
The validity and reliability tests showed that the research instruments met the required standards. All questionnaire statements had calculated correlation values greater than the reference value of 0.316. The reliability analysis also produced acceptable Cronbach’s Alpha values, including 0.713 for work motivation, indicating that the measurement instruments were reliable.
The statistical analysis found a positive and significant relationship between workload and teachers’ work motivation. The workload variable produced a t-value of 3.649, exceeding the critical t-value of 1.690, with a significance level of 0.001. The result indicates that workload significantly influenced the work motivation of ASN teachers in the study.
The finding does not simply mean that a heavier workload always makes teachers more motivated. Instead, the researchers emphasize the importance of an appropriate and manageable workload. When work responsibilities and targets are aligned with teachers’ capacity, teachers may be more motivated to complete their duties effectively.
Job satisfaction also had a positive and significant influence on work motivation. The variable produced a t-value of 2.840, higher than the critical value of 1.690, with a significance level of 0.007. This indicates that higher job satisfaction was associated with higher work motivation among the ASN teachers studied.
When workload and job satisfaction were considered together, they also had a significant influence on work motivation. The simultaneous test produced an F-value of 7.305, exceeding the F-table value of 3.259, with a significance level of 0.002. The result confirms that both factors jointly influence the work motivation of ASN teachers at SMA Negeri 13 Bandung.
Among the two variables, workload showed the stronger partial influence. Its t-value of 3.649 was higher than the 2.840 recorded for job satisfaction. The researchers therefore emphasize workload management as an important priority for institutions seeking to strengthen teachers’ work motivation.
However, workload and job satisfaction do not explain all differences in teachers’ work motivation. The adjusted R-squared value was 0.289, meaning that the two variables explained 28.9 percent of the variation in work motivation within the research model. The remaining 71.1 percent was associated with other factors outside the scope of the study.
The findings have practical implications for school management. Schools need to consider whether teachers’ workloads and work targets are appropriate. The study found that the target-achievement indicator was relatively low compared with other workload indicators, suggesting that adjustments to work targets and the volume of assignments may be necessary.
Job satisfaction also requires attention, particularly in relation to organizational structure. The study identified this indicator as relatively lower than other job satisfaction indicators. Better communication among teachers and across departments could therefore contribute to a more supportive working environment.
The researchers also found that recognition was relatively low within the work motivation variable. Schools could strengthen teachers’ motivation by providing greater appreciation for their contributions, either through recognition from colleagues or through formal teacher award programs.
For the education sector, the findings indicate that improving teachers’ performance is not only a matter of teaching competence. Workload management, organizational communication, job satisfaction, and recognition can also contribute to a working environment that supports teacher motivation.
Shella Rosmalinda and Aam Rachmat Mulyana conclude that workload and job satisfaction jointly have a significant influence on the work motivation of ASN teachers at SMA Negeri 13 Bandung. Workload showed a somewhat stronger influence than job satisfaction in the study, making appropriate workload management an important consideration for educational institutions.
Future studies are recommended to use broader theories and additional indicators and to involve different educational institutions. Comparing schools or other educational organizations could provide further insight into whether similar relationships between workload, job satisfaction, and work motivation occur in different educational settings.
Author Profiles
Shella Rosmalinda — Faculty of Economics and Business, Jenderal Achmad Yani University.
Aam Rachmat Mulyana — Faculty of Economics and Business, Jenderal Achmad Yani University.
Research Source
Article Title: The Effect of Workload and Job Satisfaction on the Work Motivation of ASN Teachers at SMA Negeri 13 Bandung
Journal: East Asian Journal of Multidisciplinary Research (EAJMR), Vol. 5 No. 8, 2026, pp. 3399–3408.
DOI: https://doi.org/10.55927/eajmr.v5i8.268
Journal Website: https://journaleajmr.my.id/index.php/eajmr
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