Integrating Pedagogical Competence and Intrinsic Motivation in Building Inclusive Teaching Readiness among Madrasah Ibtida’iyah Teachers
Abstract
This study analyzes the influence of pedagogical competence on the readiness of Madrasah Ibtidaiyah (MI) teachers to implement inclusive education, with intrinsic motivation serving as a mediating variable. Data were collected from 195 MI teachers through multistage sampling and analyzed using path analysis and the Sobel test. The research instruments were validated for reliability and construct validity through Confirmatory Factor Analysis (CFA). The results indicate that pedagogical competence significantly affects teacher readiness (β = 0.324; p < 0.001) as well as intrinsic motivation (β = 0.579; p < 0.001), while intrinsic motivation also significantly influences teacher readiness (β = 0.351; p < 0.001) and is confirmed to mediate this relationship with a coefficient of 0.262 (p < 0.05). Collectively, pedagogical competence and intrinsic motivation explain 91% of the variance in teacher readiness (R² = 0.91). The novelty of this study lies in examining a competence motivation model within the context of Madrasah Ibtidaiyah, an Islamic educational setting characterized by dual curricula and religious values distinct from prior studies that predominantly focused on general public schools. Theoretically, this study strengthens the explanatory power of Self-Determination Theory by demonstrating the psychological mechanism linking competence to readiness. Practically, the findings highlight the urgency of developing professional training for madrasah teachers that integrates the enhancement of inclusive pedagogical competence with the cultivation of intrinsic motivation.
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