How does work motivation and emotional intelligence affect teacher competence in remote areas? A systematic review of the literature

Teachers' competence in improving education quality is essential, especially in remote areas like Tojo Una-Una, Central Sulawesi. There are some unique challenges for teachers in that region: low access to educational resources and low professional support. Both work motivation and emotional intelligence have been identified as influencing competencies among teachers, but not much research is still exploring this context of remote areas. The present study will discuss the existing literature that evaluated work motivation and emotional intelligence's impact on teacher competencies in remote areas concerning identifying factors that could optimise such competencies in challenging geographical conditions. This study adopts an SLR strategy so that pertinent literature is sourced, examined, and synthesised to construct a broad and meaningful perception. The selection process includes scanning the title, abstract, and published work in a reputable journal. The research results indicate that work motivation and emotional intelligence significantly impact teacher competence, specifically in the hinterlands. Significant work motivation and robust emotional intelligence produce an even higher synergistic effect than the two dimensions working individually. In conclusion, developing teacher training programs in remote areas should improve work motivation and emotional intelligence, contributing to a better quality of education in the region.