Peran Kompetensi Kepribadian Guru Terhadap Motivasi Belajar Anak Usia 5-6 Tahun Di PAUD

Abstract

Early Childhood Education (ECE) is a crucial phase in shaping children’s character and learning motivation, where teachers play a central role in the learning environment. This study aims to analyze the role of teachers’ personality competence in influencing the learning motivation of children aged 5–6 years in early childhood education settings. The research employed a qualitative library research method, utilizing data from scientific articles, accredited national journals, and relevant studies published within the last five years. Data were analyzed through data reduction, thematic categorization, and critical interpretation of previous research findings related to teacher personality competence and children’s learning motivation. The findings indicate that teachers’ personality competencies—such as patience, empathy, emotional stability, role modeling, and interpersonal communication skills—significantly contribute to enhancing children’s learning motivation. Teachers with positive personality traits are able to create a safe, enjoyable, and supportive learning atmosphere that fosters both intrinsic and extrinsic motivation in young children. Conversely, inadequate personality competence may reduce children’s interest, focus, and active participation in learning activities. The practical implications of this study emphasize the importance of continuous development of early childhood teachers’ personality competence through training, self-reflection, and professional guidance to improve learning quality and strengthen children’s learning motivation