Rethinking Academic Success in Relation to Teacher Competence, Learning Environment, and Motivation: What Are the Implications for a Posthumanist Research Agenda

Asmariyah Asmariyah; Iriwi Louisa S. Sinon; Marianus Yufrinalis; Rasdiana Rasdiana; Sri Wahyuni; Felia Marva; Muliyani Olvah; Syamsul Arifin; Nilam Safitri; Dewi Masruukhah; Moh Muslih; Moh  Ruzin; Ika Wulan Junianti

doi:10.63332/joph.v5i5.2104

Authors

Asmariyah Asmariyah Educational Management, State University of Malang
Iriwi Louisa S. Sinon Educational Management, State University of Malang
Marianus Yufrinalis Educational Technology, State University of Malang
Rasdiana Rasdiana Educational Management, State University of Malang
Sri Wahyuni Educational Management, State University of Malang
Felia Marva Technology and Vocational Education, State University of Yogyakarta
Muliyani Olvah Primary Education, State University of Malang
Syamsul Arifin English Language Education, State University of Malang
Nilam Safitri Biology Education, State University of Malang
Dewi Masruukhah Educational Management, State University of Yogyakarta
Moh Muslih Educational Management, State University of Yogyakarta
Moh Ruzin English Language Education, State University of Malang
Ika Wulan Junianti Mathematic Education, State University of Malang

DOI:

https://doi.org/10.63332/joph.v5i5.2104

Keywords:

Teacher Competence, Intrinsic Motivation, Student Academic Success, Supportive Environment, Posthumanism Perspective, And Structural Model

Abstract

This study examines the relationships between teacher professional competencies (TPC), conducive learning environment (CLE), intrinsic learning motivation (ILM), and academic success (SAS) in International Islamic Boarding Schools through a posthumanist lens. Structural equation modeling of data from 425 11th-grade students revealed that TPC significantly enhances ILM but doesn't directly impact SAS, while CLE directly influences both SAS and ILM. Furthermore, ILM directly affects SAS and mediates between CLE and SAS, but doesn't mediate between TPC and SAS. These findings challenge conventional educational frameworks by suggesting teaching competencies operate as distributed phenomena emerging through human-technology-environment networks rather than direct transmission, while physical spaces function as active pedagogical agents rather than passive containers. Beyond traditional implications for teacher development and supportive environments, the study proposes a posthumanist research agenda exploring how educational processes materialize through entanglements of human and non-human elements within Islamic boarding schools, potentially transforming conceptualizations of teaching and learning in contemporary socio-technical systems. This approach recognizes education as emerging through complex assemblages rather than purely human efforts, offering new directions for research and practice.