LAUSR

This article reports on the effects of motivation, management transparency, and compensation on junior high schools teachers’ performance. The current study employed a quantitative design involving 66 teachers serving at 6 public junior high schools in Western Seram regency. Data was collected using a reliable and valid questionnaire. Path analysis was performed to examine the direct or indirect effects of the exogenous variables on the endogenous variables. Findings indicated that compensation did not show any direct effect on teachers’ performance, but through transparency (23%) and motivation (15%). Meanwhile, transparency was reported to impact teachers’ performance directly (35%) and had no direct effect on motivation (23%). The results also suggested an undeviating effect of motivation on teachers’ performance (47%). Therefore, the total effects of compensation, transparency, and motivation on teachers’ performance were 49%, 58%, and 47% respectively.