Analysis of Factors Influencing Teacher Professionalism in Batam

Abstract

Teacher professionalism has become a critical determinant of educational quality, particularly in urban regions such as Batam, where schools face dynamic challenges in meeting national competency standards. This study aims to analyze the factors that influence teacher professionalism, focusing on pedagogical competence, organizational support, and work motivation. Using a quantitative approach, data were collected through questionnaires distributed to teachers across public and private schools in Batam. A total of 250 valid responses were analyzed using multiple regression to identify the degree of influence of each factor on teacher professionalism. The findings reveal that pedagogical competence contributes significantly to teachers’ professional behavior, while organizational support enhances teachers’ commitment to continuous improvement. Work motivation also plays a crucial role by strengthening teachers’ willingness to update their skills and adapt to instructional demands. Overall, the study highlights the need for integrated policies that promote continuous professional development, supportive school environments, and motivation-enhancing programs. These findings provide practical insights for school leaders and policymakers in strengthening the professionalism of teachers in Batam and similar urban contexts.