Exploring Motivational Differences Teacher and Non-Teacher in Pursuing Master in ELE : Study Of Relative Autonomy Index (RAI)
DOI:
https://doi.org/10.58879/ijcep.v5i3.103Keywords:
Relative Autonomy Index (RAI), Motivation, Teacher, Non-Teacher, English Language EducationAbstract
The expansion of Master’s programs in English Language Education (ELE) in Indonesia has created highly heterogeneous cohorts, combining active Teacher students driven by professional requirements and Non-Teacher students seeking academic specialization. While the quality of academic motivation is a critical predictor of persistence, existing Indonesian literature rarely compares the distinct motivational profiles of these two groups. This study aimed to systematically investigate the differences in motivation between Teacher and Non-Teacher ELE master’s students by analyzing the Relative Autonomy Index (RAI). Using a quantitative descriptive design, the study surveyed 84 students (38 Teachers and 46 Non-Teachers) across various Indonesian universities. Data, collected via an adapted Academic Motivation Scale, were used to compute the RAI, which measures the net influence of autonomous versus controlled motivational drives. The findings revealed a sharp divergence in motivational quality: Non-Teacher students (RAI: +2.16) exhibit a strong dominance of Autonomous Motivation, rooted in intrinsic interest and personal value, aligning with exploration-driven goals. In stark contrast, Teacher students (RAI: -0.49) are driven by Controlled Motivation, suggesting their academic pursuit is primarily instrumental, tethered to external regulations like institutional obligations, certification requirements, or career promotion. This study fills a critical gap by providing empirical evidence that professional background fundamentally shapes the quality of postgraduate motivation, underscoring the need for tailored academic support and program policies in heterogeneous ELE environments.
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