Journal articles on the topic 'Teacher responsibility'
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Lauermann, Fani. "Teacher responsibility from the teacher's perspective." International Journal of Educational Research 65 (2014): 75–89. http://dx.doi.org/10.1016/j.ijer.2013.09.005.
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Blaskova, Martina, Rudolf BlaÅ¡ko, and KristÃna TrÅ¡ková. "Decision making of university teacher: motivating and inspiring students versus too high criticality and demands of teacher." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 2 (March 27, 2021): 23–36. http://dx.doi.org/10.18844/prosoc.v3i2.1596.
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Profession of a university teacher is extremely difficult and responsible. On the one hand, teachers are faced with a sense of high social responsibility for their work, and on the other hand, they need a high motivation for their work, often associated with a great deal of altruism and a sense of belonging with their colleagues and students. Based on the questionnaire survey, conducted on a sample of 357 students of University of Žilina, students deemed the skills to motivate and inspire students as essential attribute of a great university teacher. On the contrary, excessive criticism and demands of teachers in relation to students (which basically represents the mirror – reflection – of the teacher’s perceived responsibility) is considered by students as inappropriate, undesirable attribute of teacher. Based on analysis, synthesis, comparison and generalization of theoretical knowledge and evaluation of the survey results, the aim of paper is to focus attention on two academic top- attributes of teacher: (a) the effort to instill in students a high responsibility for their own decisions/outcomes; (b) the skills to motivate and inspire students to expected results. To master a harmonized mixture of these two elements represents a difficult decision problem of many university teachers. Therefore, conclusion of the paper gives a simple qualitative model of decision-making that can simplify teacher’s decision-making regarding the efforts to be popular among the students for easy tasks and/versus be respected in motivating-and-inspiring approach based on precise and hard work and interaction of both the student and the teacher.Â
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Marichal, Nidza V. "“I feel the Responsibility”." Theory & Practice in Rural Education 11, no. 2 (November 9, 2021): 67–94. http://dx.doi.org/10.3776/tpre.2021.v11n2p67-94.
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Rural schools in the United States are facing an increase in the number of Emergent Bilinguals (EBs). Teachers in rural communities must facilitate learning for EB students whose linguistic and cultural backgrounds differ from the mainstream. However, rural teachers are less prepared to address EBs’ educational needs, and little is known about the actual teacher knowledge (TK) required to provide effective EB instruction in secondary rural settings. Grounded in teacher knowledge and place-based education frameworks, this qualitative study examined what teachers say they know related to the teaching and learning of EBs in a rural secondary school community. The study addressed two main questions: (1) What personal and professional knowledges do secondary teachers reveal about teaching EBs in rural settings? and (2) What place-based knowledges do secondary teachers reveal about their work with EBs? Primary data from four secondary teachers teaching EBs in a rural school in the southeastern United States consisted of video-recorded interviews and photo elicitation that illuminated teachers’ told narratives of their personal, professional, and place-based experiences via stories. Thematic data analysis followed an iterative approach. Findings from this study demonstrated that the teachers’ personal and place-based knowledges emerged as the most prominent influences in their work. Teachers’ bilingualism, hispanidad, and faith were leveraged to build relationships with their rural secondary EBs. Thus, relationship-building was central to teachers’ knowledge-base of working with EBs. A four-dimensional teacher knowledge model is proposed. Findings may inform teacher education programs and extend the research base on rural secondary EB education
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Thornton, Stephanie. "Child protection: Teacher Responsibility." Five to Eleven 3, no. 11 (June 2004): 18–20. http://dx.doi.org/10.12968/ftoe.2004.3.11.18.
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Marlina, Lina, and Restiana Restiana. "PERANAN KEPALA SEKOLAH DALAM MENGEMBANGKAN SIKAP CIVIC RESPONSIBILITY TERHADAP DISIPLIN GURU." Pro Patria: Jurnal Pendidikan, Kewarganegaraan, Hukum, Sosial, dan Politik 2, no. 1 (March 8, 2019): 1–17. http://dx.doi.org/10.47080/propatria.v2i1.476.
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This research is motivated by teacher discipline problem that is: some teachers are less timely present in school and enter class, teacher leave class while lesson still ongoing teacher just give task record and problem to student so that student is outside class and outside school during class time take place. The purpose of this research is to know the role of principal in developing civic responsibility attitude toward teacher discipline (Descriptive Study at SMA Negeri 1 Padarincang Class XI IPS1) and to know principal technique in developing civic responsibility attitude to monitor teacher discipline (Descriptive Study at SMA Negeri 1 Padarincang Kelas XI IPS1). The method of this research is descriptive with the depiction in fact, the data in the form of language expression and discourse is appropriate and systematic, qualitative research is a research used to examine the condition of the object that Scientific, where Researcher is as a key instrument. The results of this study indicate the role and responsibilities of principals to support teachers in improving teacher competence, supervision techniques performed by the principal is good at providing examples of discipline against teachers. The conclusion of this research the principal reminded teachers of every ceremony on Monday and meetings to salary and idolize the first day of each week, the principal conducts X-XII class visits, checks the teacher's teaching program such as syllabus, RPP, checks the X-XII class agenda and fix the layout of the room in the school. Suggestions in this study teachers are expected to be on time attend school and enter the classroom, the teacher does not leave the class during the lesson so that students are not outside the classroom or outside the school.
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Roofe, Carmel. "Schooling, teachers in Jamaica and social responsibility: rethinking teacher preparation." Social Responsibility Journal 14, no. 4 (October 1, 2018): 816–27. http://dx.doi.org/10.1108/srj-10-2017-0202.
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Purpose In a context where standardized testing and achievement scores have become the hallmark of accountability frameworks, the issue of social responsibility is not given much attention in schools in Jamaica. This has led to a continuous decline of the moral and spiritual dimension of schooling in the country. This is evidenced through an increase in school violence and other disparities among students. This paper aims to explore teachers’ perception of how they are prepared for their role as agents of social responsibility. Design/methodology/approach Through interviews of 16 in-service teachers, this research sought to explore teachers’ perception of how they are prepared for their role as agents of social responsibility. Each participant in the study was interviewed using a structured interview schedule comprising six questions. Data collected were transcribed and analyzed by sorting and identifying codes. Pattern codes were established which were then interpreted to form themes. Three themes emerged which are used to present findings. Findings Findings revealed that teachers had a shared understanding of social responsibility; they felt that they were prepared for this role through ad hoc curriculum encounters, were not adequately prepared for their role and social responsibility required a belief in the idea first before it can be taught. Research limitations/implications The findings from the research are used to present arguments in the paper for emphasis on preparing student teachers to be agents of social responsibility and for a rethinking of teacher preparation curriculum in Jamaica. The paper also presents strategies that can be used to guide the re-thinking of teacher preparation programmes. Practical implications Teacher preparation programmes represent the avenue through which teachers can be prepared to develop their social consciousness, so that they can in turn help students. The results of this paper are means of helping teacher educators understand this. Originality/value This paper is one of the first since the early 1990s to discuss social responsibility as a key component of teacher preparation in Jamaica. It also fills the void of scarcity of research in Jamaica on teacher education on a whole and social responsibility in teacher education in particular.
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Mansur, Sopian, Imam Tholkhah, and Mohamad Jaenudin. "OPTIMALISASI PEMBINAAN KEPALA SEKOLAH DALAM MENINGKATKAN KOMPETENSI GURU DI SMK CITEUREUP." Jurnal Dirosah Islamiyah 1, no. 2 (November 20, 2019): 164–84. http://dx.doi.org/10.47467/jdi.v1i2.82.
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ABSTRACTThe purpose of this study is to find a portrait of optimizing the development of principals, including: Teacher competence; Teacher discipline; and Responsibility of teachers at Vocational High School PGRI Citeureup Bogor. Next is to find out the form of strategy undertaken by the principal in improving teacher competence. This research uses a qualitative descriptive approach through interviews, observation and documentation. The subjects of this study were the principal, teachers and all staff at SMK PGRI Citeureup Bogor. To reflect the results of the study found: a portrait of optimizing the development of school principals in improving teacher competence is very harmonious. All teachers greatly increase competence when seen in implementing the rules, discipline, and responsibility towards their profession as a teacher. As for the form of the principal's strategy in increasing teacher competency in SMK PGRI Citeureup using formal and informal strategies, namely: involving teachers in seminars, training, conducting supervision, promoting discipline and motivating teachers from the principal to motivate teachers to improve improvements in educational innovation as tangible form of developing teacher competence. It is expected that principals can provide encouragement and coaching in teacher performance regarding competence, discipline and teacher responsibility in an effective and efficient manner so as to improve performance both professionally or by teacher competence in schools.Keywords: Optimization, Coaching, School Principals, And Teacher Competencies.
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Maher, Peter. "The Frontiers of Teacher Responsibility." Pastoral Care in Education 3, no. 1 (February 1985): 53–65. http://dx.doi.org/10.1080/02643948509470494.
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Semradova, Ilona, and Sarka Hubackova. "Teacher Responsibility in Distance Education." Procedia - Social and Behavioral Sciences 217 (February 2016): 544–50. http://dx.doi.org/10.1016/j.sbspro.2016.02.042.
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Yun, Cathy, and Lisa Bennett. "Sharing the Responsibility for Teacher Preparation." Educational Renaissance 6, no. 1 (May 2, 2018): 1–9. http://dx.doi.org/10.33499/edren.v6i1.110.
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This case story describes the collaborative development and use of a teaching observation rubric to support and scaffold evidence-based changes in the focal educator preparation program (EPP). The case highlights the power of EPP-district collaborations for improving the teaching and coaching practices for both stakeholders while strengthening trust. Additionally, this case demonstrates how the focal EPP worked with districts to ease preservice-to-inservice transitions for novice teachers, through development of a feedback instrument that spans the transition, thereby decreasing teacher attrition within the first three years on the job.
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Idhar, Idhar. "ETIKA GURU MADRASAH IBTIDAIYAH DALAM PROSES PEMBELAJARAN." Fashluna: Jurnal Pendidikan Dasar dan Keguruan 2, no. 2 (January 1, 2022): 117–31. http://dx.doi.org/10.47625/fashluna.v2i2.336.
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Madrasah Ibtidaiyah teachers are teachers who have the responsibility of teaching in educational institutions that combine general lessons with religious lessons and in order to integrate religious and general lessons of course require professional teachers or their own expertise in carrying out the learning process. That is why the professionalism of a teacher is a reflection of a teacher's ethics, if a teacher is not professional in the learning process it means they reflect bad ethics and if a teacher displays professionally in the learning process it is a sign that they have good ethics in the learning process. Madrasa teacher ethics in learning are reflected in the activities of a teacher, how teachers are kind to students, fellow teachers, parents of students and especially teachers display attitudes and behavior in the learning process. The attitudes and behavior of teachers are reflected in designing the learning process as a sense of responsibility for the profession as teachers, parents, society and religion and being able to involve various components in the learning process and realize learning goals. In fact, there is a reciprocity between what should be and reality because there are still many teachers who are unethical towards students, fellow teachers, parents of the community and even in terms of the learning process there are deviations in the process both related to planning and teaching. in this case a teacher must have expertise and professionalism in practice.
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SCHIMMEL, DAVID, and MATTHEW MILITELLO. "Legal Literacy for Teachers: A Neglected Responsibility." Harvard Educational Review 77, no. 3 (September 1, 2007): 257–84. http://dx.doi.org/10.17763/haer.77.3.842n787555138746.
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In this article, David Schimmel and Matthew Militello document the legal knowledge and training of teachers based on a survey of more than thirteen hundred K– 12 respondents in seventeen states. The findings from this study suggest that most educators (1) are uninformed or misinformed about student and teacher rights; (2) have taken no course in school law; (3) get much of their school law information from other teachers; (4) would change their behavior if they knew more about school law; and (5) want to learn more about these issues. This article outlines the consequences of neglecting educators' lack of legal knowledge. The authors conclude with a series of recommendations on how to promote legal literacy among teachers in both teacher certification and professional development programs.
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Anggraeni, Novita. "Efforts to Improve Teacher Performance: A Theoretical Review." Eduvest - Journal Of Universal Studies 1, no. 7 (July 20, 2021): 596–602. http://dx.doi.org/10.36418/edv.v1i7.98.
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This article describes about improving teacher performance from the point of view of teacher performance. The writing of this article uses descriptive analytical methods by reviewing the literature on teacher performance theory. Based on this study four conclusions were found: (a) Teachers are one component of education that play an important role in the success of education, teachers are expected to be able to play the role of ideal teachers. (b) Improving teacher performance is one way to improve the quality of education. (c) Teacher performance is the teacher's perception of teacher's work performance related to the quality of work, responsibility, honesty, cooperation and work results. (d) Several factors that influence teacher performance include: (1) the principal's leadership role, (2) personal relationships between peers, (3) teacher-controlled competencies, (4) good training and development of Teacher Resources (HR). Teachers have an important role as a determinant of the success of a quality learning process. Therefore, efforts are needed to improve teacher performance to know their roles and functions so that educational goals can be achieved.
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Praptiningsih, P. "PENGEMBANGAN PROFESI GURU SEBAGAI PENINGKATAN KINERJA GURU." Mamba'ul 'Ulum 16, no. 1 (April 20, 2020): 31–39. http://dx.doi.org/10.54090/mu.3.
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This article examines teachers and professional development in the world of education. The teacher is someone who plays an important role in the achievement of educational goals. To achieve this goal, professional teachers are very much needed, therefore the teacher's profession in each teacher must be developed. Professional teacher coach and development including the development of pedagogical competencies, personality competencies, social and professional competencies. Professional teacher development can be carried out at Teacher Professional Education Institutions because of that, becomes an institution that is specifically tasked with conducting teacher professional education and has the authority to become a teacher certification institution, despite teacher education programs and competency areas being taught the teacher is the responsibility of the Non-Teaching Study Program in the PT-LPTK (Teacher Training Institute).
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Riwan, Dr Saud Abbas. "The Role Of The Teacher In Enhancing Social Responsibility At High School Stage." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 227, no. 3 (December 5, 2018): 21–52. http://dx.doi.org/10.36473/ujhss.v227i3.772.
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The current research aimed at identifying The role of the teacher in enhancing social responsibility at the students according to following fields ( concern , understanding and participation ) in accordance with all sample , gender ( male , female ) , besides difference indication regarding the role of the teacher in enhancing social responsibility at the students according to following fields (concern, understanding and participation) basing of gender variable .The researcher adopted a scale to measure the role of the teacher in enhancing social responsibility at the students of high school stage , consisted of ( 34) paragraphs , distributed into three fields (concern - with 10 paragraphs for measurement , understanding- 12 paragraphs for measurement and participation – with 12 paragraphs for measurement .This scale was applied to a sample of the teachers , amount of (100) teachers from both genders in halves .After statistic processing of obtained data from the sample , we reached to the following results:
Weak teacher role in enhancing social responsibility at the students of high school stage in fields of ( concern , understanding and participation ) .
There is differences with statistic indication in enhancing social responsibility at the students of high school stage according to gender variable as the difference was for the favor of females teachers
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Juriah, Juriah. "MENINGKATKAN RASA TANGGUNG JAWAB SISWA PADA PELAJARAN PKN DI SMA N 1 PELEPAT ILIR." PAKAR Pendidikan 14, no. 2 (July 7, 2016): 13–23. http://dx.doi.org/10.24036/pakar.v14i2.69.
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Learning is the important component in order to increase human energy resource. In learning progress, all of element have responsibilty to help each other, so that student can develop all potential that they have. This research is focused on growing student responsibility feeling at PKn subject. Learning progress is done with integrating between individual assignment and explanation of teacher. Individual assignment is given to student in order to give responsibility feeling, whereas explanation of teacher as purpose to foster their confidence, also to increase responsibility feeling. From the research can be concluded that occuring enhancement number of responsibility student to solve every single assignment that is given to them.
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Ferzania, Ferzania, and Murniyetti Murniyetti. "Metode Pembentukan Karakter Tanggung Jawab Santri di Taman Pendidikan Al-Qur’an Surau Balenggek Sikabu Bukit Lubuk Alung." FONDATIA 6, no. 4 (December 1, 2022): 1056–70. http://dx.doi.org/10.36088/fondatia.v6i4.2349.
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One method that can assist students in achieving learning goals is that a method is needed to make it easier for someone to carry out, this study aims to find out how the teacher's method, inhibiting and supporting factors and the teacher's efforts in shaping the character of the responsibility of students at TPA Surau Balenggek Sikabu Bukit Lubuk Alung, Padang Pariaman Regency. This study uses qualitative research methods with the type of field research. Sources of data were taken from several informants through in-depth interviews selected using purposive sampling technique. To obtain the results of interviews, this study used interview guidelines as a research instrument. Data collection techniques used are observation, interviews and documentation. While the data analysis technique that the author uses is the process of data reduction, data presentation (Data Display) and verification/drawing conclusions. Overall the results of this study show; The first method is the teacher's method in shaping the character of the responsibility of students at TPA Surau Balenggek Sikabu Bukit Lubuk Alung, Padang Pariaman Regency, including: a) the exemplary method, the teacher acts as a role model for students in the form of words, actions, words and things that are material and spiritual. b) The habituation method, the teacher familiarizes the students to always give assignments to the students in the form of rote memorization then deposited with the teacher and recorded, and assessed. c) Advice Method, the teacher gives advice by repeating what has been advised. Second, inhibiting and supporting factors consisting of Information and Technology Media in the form of HP, Internal factors (internal) the emergence of a sense of laziness in students, lack of attention from parents, lack of support and motivation from students' parents and environmental factors where students live such as play environment in the daily life of students, while the supporting factors are teachers and parents. Third, the teacher's efforts in shaping the character of the responsibility of students are to provide motivation and advice, the teacher gives encouragement and advises about the duties and importance of the character of responsibility, and the teacher must be patient. Collaborating with parents, teachers collaborate directly with students' parents regarding assignments and the learning process. Checking assignments and giving sanctions, teachers checking students' assignments and giving punishments for students who don't make assignments and don't follow religious programs.
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Pecivova, Veronika. "Subjective Responsibility of Primary Teacher Education Students in Pedagogical Preparation Context." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 8 (January 6, 2018): 47–51. http://dx.doi.org/10.18844/prosoc.v4i8.2975.
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Teacher subjective responsibility for pupils is a crucial part of teacher identity. The purpose of this paper is to expose subjective responsibility of primary teacher education students in the context of pedagogical preparation. It presents and analyses results of existing research on subjective responsibility of primary teacher education students in the Czech Republic. The researchers applied questionnaire method; and the results revealed a descending tendency in teacher subjective responsibility for pupils among the respondents. The study describes theoretical approaches to teacher subjective responsibility, perceptions of the concept of pupil’s success and the main principles of reflective teacher education. Finally, the study sets a goal for further mixed methods research, which is to examine mutual interaction between teacher subjective responsibility for pupils of teacher education students, their motivation for choosing primary teacher career and their view of pedagogical preparation. Keywords: Teacher subjective responsibility, teacher student concept of pupils’ success, motivation for teacher profession, reflective teacher education, developing student for teacher profession.
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Nurfaidah, Sitti. "Three Attitudes of a Reflective Teacher." Research and Innovation in Language Learning 1, no. 1 (April 18, 2018): 39. http://dx.doi.org/10.33603/rill.v1i1.1084.
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Reflective teaching practice in second/foreign language teaching education has been the focus of empirical studies attention since early 1990s. Despite the importance of the implementation of reflective teaching practice in the classrooms, there is still limited research on English language teaching in Indonesian context relative to the attitude of reflective teachers as revealed in their reflection. This study examined three attitudes of reflective teachers as proposed by Dewey, i.e. open-mindedness, wholeheartedness, and responsibility. They are considered as part of the keys in identifying the reflectivity state of the teacher. Data from two EFL preservice teachers’ reflection through reflective teaching journals and interview were analyzed using thematic analysis technique to identify emerging themes and to extract narratives of experience. The findings reveal that both of the preservice teachers reflected the three attitudes in their reflection indicating their development in preparing themselves into more professional teacher. This study’s implication on language teacher education program is also discussed. Keywords: reflection, reflective teacher, open-mindedness, wholeheartedness, responsibility
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Fastier, Murray. "Curriculum change, challenges and teacher responsibility." New Zealand Geographer 72, no. 1 (March 16, 2016): 51–56. http://dx.doi.org/10.1111/nzg.12108.
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Forster, Eloise M. "Teacher Leadership: Professional Right and Responsibility." Action in Teacher Education 19, no. 3 (October 1997): 82–94. http://dx.doi.org/10.1080/01626620.1997.10462881.
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Astakhova, V. I. "More about civil responsibility of teacher." Ukrainian Society 2005, no. 1 (April 11, 2005): 10–14. http://dx.doi.org/10.15407/socium2005.01.010.
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Martinek, Thomas J., Fernando Santos, César Sá, and Linda Saraiva. "Teaching Personal and Social Responsibility (TPSR) in Teacher Education: Reflections and Future Direction." Journal of Education and Culture Studies 5, no. 2 (March 12, 2021): p32. http://dx.doi.org/10.22158/jecs.v5n2p32.
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The purpose of this article is to provide insights about the implementation of Teaching Personal and Social Responsibility-focused teacher training and shed light on practical and theoretical implications. Our reflections highlight that any professional preparation program that is committed to preparing teachers will choose the best way to promote learning. We have in mind that careful consideration for community involvement, having authentic commitment to Teaching Personal and Social Responsibility, being well informed about best practices and getting the teacher education student to “step outside the box” may be all important elements for success. Future challenges include delivering and assessing the impact of Teaching Personal and Social Responsibility-focused teacher training programs.
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Turnadi, Tri. "PENERAPAN MODEL SUPERVISI AKADEMIK UNTUK MENINGKATKAN TANGGUNG JAWAB DAN KINERJA GURU DALAM PEMEBELAJARAN ( Studi pada guru penjaskes di SMAN 2 Lahat )." Diadik: Jurnal Ilmiah Teknologi Pendidikan 10, no. 2 (October 7, 2021): 25–35. http://dx.doi.org/10.33369/diadik.v10i2.18263.
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This study aims to describe the application of the supervision model to improve the responsibility and performance of teachers in learning. This research uses the school action research method and quasi exprement. The subject of this study is the physical eduction teacher of SMAN 2 Lahat who teacher in class X, XI and XII, with 36 student class in the 2019/2020 schoool year. Data collection methods in this study use teacher observasion sheets in carrying out the learning process. Analysis of research data using descriptive statistics tha is the mean (mean) of the results of the academic suoervision model to improve the responsibility and performance of teachers in learning in improving understanding, and professionalism of teachers in the implementation of learning process.
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Cai, Yonghong, Li Wang, Yan Bi, and Runjia Tang. "How Can the Professional Community Influence Teachers’ Work Engagement? The Mediating Role of Teacher Self-Efficacy." Sustainability 14, no. 16 (August 13, 2022): 10029. http://dx.doi.org/10.3390/su141610029.
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The sustainable development of education requires the continuous engagement of teachers, and the professional community has long been considered an important facilitator of teacher engagement. However, teachers’ professional community has often been analyzed as a unified construct, and thus the question of how teacher engagement is enhanced remains unanswered. Based on the conservation of resources theory, in this study, we investigated how teacher work engagement was affected by the crossover of job resources between the professional community (including shared norms, collective responsibility, collaboration, and reflective dialogue) and teachers (self-efficacy). The sample included 1123 primary and secondary school teachers in China. Covariance structural modeling was used to test our hypotheses. Shared norms and collective responsibility played a fundamental role and positively predicted collaboration, which in turn enhanced reflective dialogue. Teacher self-efficacy partially mediated the effect of the four dimensions of the professional community on teachers’ work engagement. The findings of this study indicate that the professional community offers valuable organizational and social resources that can be used by teachers to enhance their personal resources, such as self-efficacy, and thus become more engaged in their work. Shared norms and collective responsibility serve to shape a growth-oriented school culture that stimulates teachers’ willingness to collaborate and improves their confidence in teaching, and thus should be stressed by school leaders when introducing changes.
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Kristiansen, Aslaug. "On Teachers’ Interpretations of Responsibility in a Norwegian Language Training Programme." Nordic Studies in Education 42, no. 2 (May 18, 2022): 143–57. http://dx.doi.org/10.23865/nse.v42.3246.
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This study aims to investigate how teachers carry out their professional responsibility in daily teaching. It is conducted at a school that offers language training programs for adult immigrants and refugees. The data is based on participant observation in classrooms and interviews with the teachers. The findings indicate that a clear consciousness of the role of a teacher seems to be a “governing principle” for the practice of professional responsibility, whether the role concerns being accountable regarding the teacher’s contract with the greater society or moral considerations in the daily student and teacher interaction.
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Isfatiana, Rifka, Wachid Pratomo, Chairiyah Chairiyah, and Nadziroh Nadziroh. "IMPLEMENTASI NILAI KARAKTER TANGGUNG JAWAB DAN MANDIRI MELALUI PEMBELAJARAN TEMATIK MUATAN PPKN KELAS III SDN JANTEN KULON PROGO." Trihayu: Jurnal Pendidikan Ke-SD-an 8, no. 3 (May 27, 2022): 1402–8. http://dx.doi.org/10.30738/trihayu.v8i3.12247.
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In the current era, the progress of a nation is inseparable from character building. Because good character is very important to be owned by all students. This study aims to determine the implementation, supporting factors, constraints, and solutions in implementing the value of the character of responsibility and independence through thematic learning of the third grade Civics Education content at SDN Janten Kulon Progo. This research method uses descriptive qualitative data sources, namely the principal, third grade teacher, and third grade student. Data collection techniques are observation, interviews, and documentation. The analysis technique is by collecting data, reducing data, presenting data, and drawing conclusions. The results of this study indicate that (1) the teacher teaches the value of the character of responsibility and independence by giving direct examples in the context of daily life related to the value of these characters (2) There are still some students in grade III who have not formed an attitude of responsibility and independent, such as not collecting assignments on time, doing assignments from the teacher by cheating on their friends (3) Teachers and the school always provide examples of responsible and independent attitudes every time learning takes place (4) There are many supporting factors and obstacles faced in implementing values the character of responsibility and independence in third grade students of SD Negeri Janten Kulon Progo (5) There are several solutions to overcome obstacles in implementing the value of the character of responsibility and independence in grade III students of SD Negeri Janten Kulon Progo.
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Targamadze, Vilija, Vaiva Juskiene, and Mariam Manjgaladze. "TEACHER TRAINING: EDUCATIONAL ACTIVITIES FOR PRE-SERVICE TEACHERS." INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION VI, no. 2 (December 29, 2018): 37–48. http://dx.doi.org/10.22333/ijme.2018.12005.
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Teacher training has always been a challenge as teachers are prepared for work in the future, with a focus on developing the competencies required for a future person. Therefore, it is expedient to identify the competencies that he or she needs to develop. It is likely that those will be new directions of competence: creating new value, reconciling tensions and dilemmas, taking responsibility. In order to implement these or other competencies and literacies, it is necessary to model the study programmes of teacher training and educational activities used by teacher educators in pursuit of these goals. It is the suitability of educational activities used for the training of educators, working with the new generation, that is analysed in this article. In 2018, an empirical research was carried out on the suitability of the types of educational activities, as distinguished by D. Leclercq and M. Pournay (2005), used by the teacher educator in the preparation of pre-service teachers, with respect to the opinion of educational science researchers – experts. The research included nine researchers selected according to particular criteria, who were from three countries, namely Georgia, Latvia and Lithuania. There were three researchers from three different countries who assessed the suitability of educational activities by answering in writing to the questions submitted in the questionnaire. According to the experts, all types of educational activities may actually be suitable as long as they are targeted and properly designed to achieve the intended learning goals.
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Fagell, Phyllis L. "Career Confidential: Do teachers have a right to information about troubled students?" Phi Delta Kappan 100, no. 5 (January 22, 2019): 76–78. http://dx.doi.org/10.1177/0031721719827558.
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A teacher wonders if counselors have a responsibility to share information about students. A teacher wants to know how to cope with a parent’s public complaints. A principal appears to favor certain teachers in social media interactions.
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Andriani, Khafifah. "INTERNALISASI NILAI TANGGUNG JAWAB PADA SISWA SMA NEGERI 1 AJIBARANG." SOSIO EDUKASI Jurnal Studi Masyarakat dan Pendidikan 5, no. 1 (December 29, 2021): 18–25. http://dx.doi.org/10.29408/sosedu.v5i1.2470.
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This study aims to describe the attitude of responsibility for students of SMA Negeri 1 Ajibarang, forms of responsibility, and the factors that influence responsible behaviour. Researchers used descriptive research methods with a phenomenological approach. Based on the results of research and discussion, it shows that: 1) responsibility is a duty and obligation that must be carried out by students while in school, and most of the students of SMA Negeri 1 Ajibarang can fulfil their responsibilities well. 2) the form of student responsibility at school includes the responsibility to God (performing midday prayers at school), oneself (arriving on time, attending lessons in an orderly manner, always doing the tasks assigned by the teacher, carrying out daily pickets), and fellow citizens school (greeting, greeting when meeting the teacher, asking permission from the teacher if there is a need during class). 3) Influencing factors include teachers who become role models, school facilities, habituation to do assignments during open hours, and habituation through 30 minutes activities with SMAN 1 Ajibarang.
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Lightbown, Patsy M. "What's an ESL Teacher Good For?" TESL Canada Journal 3 (August 26, 1986): 01. http://dx.doi.org/10.18806/tesl.v3i0.990.
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While ESL teachers often must play many roles, their fundamental task is to help learners progress in their ability to use English. In this paper, the ESL teacher's role as a language teacher is explored and five specific areas of responsibility are elaborated: (I) Providing comprehensible input; (2) Preparing learners to cope with non-classroom language; (3) Providing references and resource materials and guidance as to their use; (4) Providing focused instruction in particular areas of language or language use; (5) Providing corrective feedback under certain conditions.
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Petrík, Štefan, and Zlata Vašašová. "Relationship Between Interaction Style-Built Teacher Authority and Classroom Climate Dimensions." New Educational Review 68, no. 2 (2022): 107–18. http://dx.doi.org/10.15804/tner.22.68.2.08.
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The contribution focuses on the issue of teacher authority and classroom climate. Our research aimed to determine a relationship between teacher authority built on the teacher’s interaction style and dimensions constituting the classroom climate. The research involved n = 411 students who assessed the interaction style of their teachers (n = 23). The Questionnaire on Teacher Interaction (QTI) and Classroom Environment Scale (CES) were employed. Analysis of empirical data showed a statistically significant positive relationship between the interaction style-built teacher authority and classroom climate dimensions. The statistically significant positive relationship was between the interaction style dimensions: helpful, understanding, student responsibility and the classroom climate dimensions: involvement, task orientation, organisation and order, and rule clarity. A statistically negative relationship was found between the interaction style dimensions: uncertain, dissatisfied, admonishing and the classroom climate dimensions: teacher support, organisation and order, and rule clarity. According to our findings, authoritative teachers, perceived by students as good organisers, helpful, understanding, and giving responsibility, can create a positive climate in classrooms.
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Chen, Ang, and Catherine D. Ennis. "Teaching Value Laden Curricula in Physical Education." Journal of Teaching in Physical Education 15, no. 3 (April 1996): 338–54. http://dx.doi.org/10.1123/jtpe.15.3.338.
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Research on physical educators’ value orientations has identified five orientations: disciplinary mastery, learning process, self-actualization, social responsibility, and ecological integration. An interpretive research design was used to compare the extent to which 2 physical education teachers’ content differed because of their value orientations. Findings revealed that the 2 teachers established curriculum goals and emphasized aspects of the physical education content that were associated with their individual value orientations. Dan, a learning-process-oriented teacher, stressed teaching students learning skills by breaking down movement skills into simple elements. John, a social-responsibility-oriented teacher, emphasized teaching social responsibility through physical activities. Both teachers viewed learning physical activities as a means to develop students’ analytic or social skills. However, philosophical differences were found in how curricular goals and content were determined. The findings suggest that clarifying teachers’ value orientations should be considered an appropriate initial step in curriculum innovation and change.
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Hernandez, Shoshannah. "Exploring Secondary Teachers’ Willingness to Differentiate Instruction for ELLs." INTESOL Journal 18, no. 1 (July 6, 2021): 75–112. http://dx.doi.org/10.18060/25181.
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The growing English language learner (ELL) population is expanding in the United States from concentrated, urban areas to smaller, rural school districts in which mainstream content teachers provide most instruction for these students (DelliCarpini & Alonso, 2014). Most mainstream content teachers at the secondary level, however, have had little or no training in teaching ELLs and do not currently provide the differentiated instruction necessary for ELLs to be successful (Musanti & Pence, 2010; Rubinstein-Avila & Lee, 2014). Previous research has explored teacher attitudes toward ELLs in mainstream classes and the teacher beliefs related to teacher identity, teacher responsibility, and self-efficacy which all emerge as relevant to teaching ELLs. However, there is no prior research on the association these three factors potentially have with teachers’ willingness to differentiate their instruction for ELLs in mainstream classrooms.
This study explored these three factors of identity, responsibility, and self-efficacy as well as EL training, their relationship to each other, and their potential correlation with a teacher’s willingness to differentiate (WTD) instruction for ELLs in a mainstream classroom. Results indicate that identity and responsibility correlate most with a willingness to differentiate, but self-efficacy, along with several other emergent factors, are also relevant.
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Berry, Ann B. "Understanding Shared Responsibility Between Special and General Education Teachers in the Rural Classroom." Rural Special Education Quarterly 40, no. 2 (June 2021): 95–105. http://dx.doi.org/10.1177/87568705211015681.
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A shared sense of responsibility for the education of students with disabilities can have positive effects on both teachers and students. When special education (SE) and general education (GE) teachers work together, this collaborative relationship is a positive variable in teacher satisfaction and retention. Furthermore, teacher collaboration and an inclusive delivery of SE services in the GE classroom can foster increased student achievement, motivation, self-esteem, and social growth. In this study, the researcher conducted individually administered surveys with 35 teachers in two rural districts to further explore the variable of a shared sense of responsibility: what tasks, how, and where responsibilities were shared. Following the presentation of the survey results is a description of the professional development that was provided to teachers in collaboration and co-teaching. Barriers and benefits to increasing teacher collaboration and co-teaching are discussed, including outcomes for students in one co-taught classroom over a 2-year period.
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Warren, Elizabeth, Tom J. Cooper, and Annette Baturo. "Indigenous Students and Mathematics: Teachers’ Perceptions of the Role of Teacher Aides." Australian Journal of Indigenous Education 33 (2004): 37–46. http://dx.doi.org/10.1017/s1326011100600856.
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AbstractThis study examined teachers’ perceptions of the role of teacher aides in mathematics classrooms in rural and remote Indigenous communities. Twelve teachers from three schools in rural and remote Queensland participated in the study. The results from the first year of the project indicated that there were differences in how these teachers worked with their teacher aides, particularly the specific roles assigned to them in the mathematics classroom, with non-Indigenous teacher aides being given greater responsibilities for student learning and Indigenous teacher aides for behavioural management. As a result of teacher aide in-service on mathematics learning, teachers’ perception of the Indigenous teacher aides changed, resulting in each being given greater responsibility for student learning.
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Suslova, Nelly V. "On the Professional Responsibility of a Teacher-Musician." Musical Art and Education 8, no. 3 (2020): 129–48. http://dx.doi.org/10.31862//2309-1428-2020-8-3-129-148.
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The article deals with various aspects of the professional responsibility of a music teacher at school. On the example of the author’s scientific and pedagogical interaction with Professor E. B. Abdullin, the issues of continuity of traditions of national music education, standards of professional competencies of a teacher-musician, the relationship of research and practical work in the framework of music and pedagogical activities are considered. The historical retrospective highlights some episodes that characterize the creative path by E. B. Abdullin in the context of the development of the system of national music and music-pedagogical education. The article considers the situation related to the development of the concept of teaching the educational field “Art” in a 12-year school, provides a brief analysis of the current problems of state regulation of General education in General, and the subject area “Art” in particular. These examples raise questions of mutual responsibility of the music teacher and the teaching staff to students and society. The article also provides some data on the results of scientific research. The conclusions are formulated on the basis of a psychological and pedagogical study of the possibilities of implementing an individual approach in the classroom system, conducted in 2003–2006 on the basis of General education school No. 1732 in the city of Moscow with an in-depth study of music. The problems identified during the study of the possibilities and forms of application of game techniques and methods by music teachers in the educational process are noted.
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Janzen, Melanie D. "Theaporiaof undecidability and the responsibility of teacher." Teaching Education 24, no. 4 (December 2013): 381–94. http://dx.doi.org/10.1080/10476210.2012.716035.
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Williams, Robert, and Monica Wallace. "Teacher vs student responsibility for course outcomes." Journal of Applied Research in Higher Education 12, no. 4 (December 20, 2019): 743–52. http://dx.doi.org/10.1108/jarhe-04-2019-0092.
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Purpose The purpose of this paper is primarily to identify factors that accounted for the differences in course evaluation and course performance in two sections of the same course taught by the same instructor. Potential contributors to these differences included critical thinking, grade point average (GPA) and homework time in the course. Secondarily, the authors also examined whether season of the year and academic status of students (1st year through 3rd year) might have contributed to differences in course ratings and exam performance. The data in the study included some strictly quantitative variables and some qualitative judgments subsequently converted to quantitative measures. Design/methodology/approach The outcome variables included student objective exam scores and course ratings on the University’s eight-item rating form. Variables that may have contributed to performance and course evaluation differences between the two groups included student effort in the course, GPA and critical thinking. Findings The higher-performing section obtained significantly higher scores on course exams than the lower-preforming group and also rated the course significantly higher (average of 4.15 across the evaluation items) than the lower performing section (3.64 average in item ratings). The two performance groups did not differ on critical thinking and GPA, but did differ significantly in hours spent per week outside of class in studying for the course. Originality/value Although many studies have examined the predictive validity of course ratings, instructors are typically held responsible for both high and low student ratings. This particular action study suggests that it may be student effort rather than instructor behavior that has the stronger impact on both student performance and course evaluations.
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Ellis, Nancy H., and Regis G. Bernhardt. "Prescription for Teacher Satisfaction: Recognition and Responsibility." Clearing House: A Journal of Educational Strategies, Issues and Ideas 65, no. 3 (February 1992): 179–82. http://dx.doi.org/10.1080/00098655.1992.10114196.
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Galuh, Iman Rais Juliawan, and Agus Iwan Mulyanto. "TEACHER DEVELOPMENT INTENSITY AND RESPONSIBILITY WITH PERFORMANCE IN SENIOR HIGH SCHOOL." JURNAL ILMIAH ILMU ADMINISTRASI 11, no. 1 (July 1, 2021): 55–62. http://dx.doi.org/10.33592/jiia.v11i1.1422.
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Teacher performance affects the intensity relationship between teacher job satisfaction, organizational culture, teacher responsibility, and the intensity of coaching and teacher welfare from the principal. The aim is to see the intensity of coaching and responsibility with the productivity of teacher performance. The research method used in this study is the Crocoational Survey which is associative of the relationship between two or more variables. The data used is quantitative data, namely numerical data in statistical counts that are collected through a research questionnaire from a number of respondents. Validity test such as (a). Classical Assumption Test (b). Hypothesis Test (c). Multiple Linear Regression (d). Correlation Coefficient Test (e). Determination Coefficient Test Conclusion: There is a positive and significant relationship between the coaching intensity variable and teacher performance, and a significant positive relationship between the responsibility variable and the teacher performance variable, as well as a positive and significant relationship between the coaching intensity variable and the responsibility variable with the teacher performance variable.
Keywords : Intensity Relationship, Teacher Development, Responsibility, Performance
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Arsyad Muhammad Sajjad and Muhammad Widda Djuhan. "Penerapan Strategi Joyfull Learning Dalam Penanaman Sikap Tanggung Jawab Siswa (Studi Kasus Pembelajaran IPS di SMP Negeri 1 Mlarak)." JIIPSI: Jurnal Ilmiah Ilmu Pengetahuan Sosial Indonesia 1, no. 2 (July 31, 2021): 106–16. http://dx.doi.org/10.21154/jiipsi.v1i2.252.
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This research was motivated by the low responsibility of students due to the assignments given by the teacher at SMP Negeri 1 Mlarak. Therefore it is necessary to implement learning strategies that are simple and fun for students so that they can instill an attitude of student responsibility. The purpose of this study was to determine the increase in student responsibility attitudes through five steps in the Joyful Learning strategy. This qualitative research carried out three techniques in data collection with interview, observation and documentation techniques. The subjects of this study were social studies teachers and students at SMP Negeri 1 Mlarak. The instruments used were interview sheets, observation and documentation of student responsibility attitudes. The results showed that the joyful learning strategy in cultivating students' responsibility towards assignments had increased, namely first, completing assignments well and on time. Second, enthusiastic and eager to accept the assignment given by the teacher.
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Ismail, Maskuri, and Khairul Anwar. "KEBIJAKAN DAN STRATEGI PENINGKATAN KOMPETENSI GURU SERTA RELEVANSINYA TERHADAP MUTU LULUSAN YANG ISLAMI." Edupedia : Jurnal Studi Pendidikan dan Pedagogi Islam 5, no. 2 (March 15, 2021): 15–25. http://dx.doi.org/10.35316/edupedia.v5i2.1177.
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teacher as the first position in reaching educational vision and mission, because of that teacher has an important role to upgrade their quality. Besides that, teacher has to enhance their competence. So has many implementer policies of national education system released to support teacher's competence enhancement. Donations, education facilities, training allocated for teachers by country be an opportunity to make innovative and creative work. Teacher be approved by the nation not only limited at legal formal, but also by providing financial right as appreciation for great earnings. By the several teacher's competencies, including holistic, integrative, religious, so that institutional education will produce qualified graduates, competitive, independence, and responsibility to solve educational problems, like moral decadention. To make easier for teacher competency improvement strategies, so school as one of the institutional education has to do better planning through the process of analysis. The totality of school or madrasah management can produce good and correct quality education.
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Park, Joo-Ho, In Heok Lee, and North Cooc. "The Role of School-Level Mechanisms: How Principal Support, Professional Learning Communities, Collective Responsibility, and Group-Level Teacher Expectations Affect Student Achievement." Educational Administration Quarterly 55, no. 5 (December 31, 2018): 742–80. http://dx.doi.org/10.1177/0013161x18821355.
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Purpose: The purpose of this study was to examine how principal support, professional learning communities, collective responsibility, and group-level teacher expectations affect 11th-grade student math achievement. Research Methods: Data for this study were from the High School Longitudinal Study of 2009, administered by the U.S. Department of Education, National Center for Education Statistics. This study used a multilevel structural equation model to examine how principal support, professional learning communities, collective responsibility, and teacher expectations at the group level affect school math achievement. Findings: The study identified a model of school-level factors affecting students: Principal support positively influenced both professional learning communities and collective responsibility, which in turn, affected student math achievement via group-level teacher expectations; on the other hand, the impact of principal support on group-level teacher expectation and the direct associations of both professional learning communities and collective responsibility with student achievement were not statically significant. Implications: Focusing on how a school-level mechanism influences student achievement provides a better understanding of sustaining high school performance through school reform initiatives (e.g., principal leadership training, building professional learning communities, or interventions to improve group-level teachers’ expectations). To improve student achievement, the current study emphasizes why principals should give more attention to exerting supportive and egalitarian leadership that can contribute to a school’s positive climate and lead to changing teachers’ instructional behaviors and attitudes, rather than focusing on directive or restrictive leadership and managing behaviors.
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Dimitrov, Teodor. "Music Teacher Competencies as a Responsibility of Music Pedagogy Education." Pedagogical Almanac 30, no. 1 (June 29, 2022): 45–54. http://dx.doi.org/10.54664/qbuh3277.
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The subject of this study is the professional competence of music teachers, as well as the complex relation between the musical competencies acquired in different musical disciplines during musical and pedagogical education on the one hand, and the specific manner of their complex functioning in music lessons on the other hand, considering the goals and tasks of this subject in general education. The aim of the study is to consider the necessary competencies of the music teacher for the accomplishment of practical learning outcomes, as well as to compare them with some aspects of the training in professional music pedagogy that is subject-oriented. An extensive database and regulations were surveyed, analysed, and then compared to the peculiarities of teaching as part of general education. In the course of this study, we came to the conclusion that the goal of the professionally studied music disciplines and the purpose of music education in Bulgarian schools are generally different. At school, the competencies of the teacher should not be adapted. They should function in a different way and with a different purpose. The current study proposes two models that would be effective for future teacher training. The first one suggests that, during the training of future teachers, integrativity should be intentionally demanded between the subjects studied. The second model considers the possibility of introducing elective music disciplines that would comply with the competencies set out in the training curriculum in music.
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Permatasari, Futika, and Yopi Arianto. "Urgensi Kompetensi Kepribadian Guru Sebagai Upaya Pengembangan Karakter Siswa." IDEA: Jurnal Psikologi 6, no. 1 (April 20, 2022): 76–82. http://dx.doi.org/10.32492/idea.v6i1.748.
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Teachers are one of the determinants of educational success and play a major role in achieving educational goals. In addition to the great responsibility of teachers to educate students through the transfer of knowledge, teachers are required to master various kinds of competencies to support the continuity of learning activities. Personality competence is one of the competencies that must be possessed by teachers because as role models for students in learning activities, teachers must present themselves as a teacher profile with a steady and stable personality. The teacher's personality competence is a competence that has a significant influence on the development of student character in accordance with the values and norms that apply in religion and society. Problems related to learning motivation, social behavior, discipline, and student achievement are also influenced by the teacher's personality. Therefore, the teacher's personality competence needs more attention to be developed as an effort to improve the quality of education.
Keywords: Competence, Personality, Teacher, Student Character
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Besley, Tina. "Theorizing Teacher Responsibility in an Age of Neoliberal Accountability." Beijing International Review of Education 1, no. 1 (March 22, 2019): 179–95. http://dx.doi.org/10.1163/25902547-00101013.
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This article explores concepts of teacher responsibility, accountability, being in loco parentis, and responsibilization as many advanced capitalist societies have dropped policies and practices that were set up in the mid 19th century after the Great Depression in the welfare state under Keynesian economics. Since the early 1980s most of these states have adopted neoliberal policies and market rationality for all aspects of social policy including education. Under neoliberalism, the subject theorised by Homo economicus, is one that is theorised as a rational autonomous individual, with its responsibilized behavior underpinning much of how not only teachers but students now are compleed to behace and perform. These have resulted in major shifts in attitudes to professionalism of teachers, in responsibilising individuals and so have impacted on subjectivity as the state has pulled back from all manner of social provision and has responsibilized the individual to be a consumer-citizen, a prudential and entrepreneurial self even in terms of education. The upshot is increasing use of audits, checklists and accountability regimes for teachers who are becoming increasingly a de-professionalised in a low-trust managerialist environment with students as consumers.
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Falkenberg, Thomas. "The Role of Reflection in Addressing the Social Responsibility Mandate of Teacher Education." Phronesis 2, no. 1 (May 15, 2013): 52–66. http://dx.doi.org/10.7202/1015639ar.
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This article makes the case that a teacher’s personal qualities should be considered to be of great importance to being a teacher and that pre- and inservice teacher education has a social responsibility mandate. Developing personal qualities in teacher education is an important way in which teacher education can address its social responsibility mandate and, conversely, this mandate can provide the perspective from which the value of teacher’s personal qualities for teaching can be judged. Finally, the article discusses the role of reflective thinking and reflective practice in addressing the social responsibility mandate of teacher education and identifies characteristics of reflective practices that seem particularly suitable for developing a teacher’s personal qualities relevant for addressing the social responsibility mandate of teacher education.
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Xu, Lanqing. "The Transformation From Leadership Behavior to Leadership Thinking." Journal of Education and Development 6, no. 4 (August 6, 2022): 44. http://dx.doi.org/10.20849/jed.v6i4.1287.
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Foreign research on teacher leadership has experienced three waves, from the personal behavior of teacher leaders to teaching ability and then to a position or a way of thinking. The behavior theory of teacher leadership mainly focuses on the formal position of teacher leaders, and sees the specific tasks of teacher leaders. The theory of teacher leadership mainly points to the classroom teaching leadership of teachers. Both see teacher leadership as an individual effort. On the other hand, the thinking mode of teacher leadership regards teacher leadership as a process of changing schools, a way and strategy to change organizational culture structure, and a collective effort. The research on teacher leadership has potential value for school improvement, which requires further clarifying the purpose of improving teacher leadership. The root of teacher leadership is to cultivate teachers’ sense of responsibility, promote the growth and development of teacher leadership from an appreciation perspective, and cultivate teachers’ appreciation eyes and appreciation ability.
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Heri Kiswanto. "Tanggung Jawab Guru Pendidikan Agama Kristen Dalam Melaksanakan Profesinya Sebagai Pendidik." Harati: Jurnal Pendidikan Kristen 2, no. 2 (October 27, 2022): 199–210. http://dx.doi.org/10.54170/harati.v2i2.122.
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Teaching is a unique profession because there are so many competencies that must be possessed in carrying out its duties to prepare future generations. The ideal teacher, not just a teacher who meets technical requirements: such as smart, clever, or an expert in the field of science they have; but more importantly, the teacher must be able to position himself as an agent of change. For this reason, Christian Religious Education Teachers must have roles and responsibilities personally, socially, intellectually, morally and spiritually. First, independent personal responsibility, namely being able to understand himself, manage himself, control himself and respect and develop himself. Second, social responsibility is realized through the competence of teachers from the social environment and having effective interactive abilities. Third, intellectual (professional) responsibility is realized through the mastery of various sets of knowledge and skills needed to support their duties. Fourth, spiritual and moral responsibility is realized through the appearance of teachers as religious beings whose behavior does not always deviate from religious and moral norms. This article provides an understanding of the responsibilities of Christian Religious Education teachers that must be carried out in carrying out their duties. With the aim that what is done by a Christian Religious Education Teacher can be accounted for before God and within the educational institution itself. This article uses descriptive qualitative research with a literature and biblical text approach and focuses on the discussion of the Teacher's Responsibilities to his Profession Keywords: responsibility; teacher; christian education.
Guru adalah merupakan profesi yang unik karena begitu banyaknya kompetensi yang harus dimiliki dalam melaksanakan tugasnya mempersiapkan generasi yang akan datang. Guru yang ideal, bukan sekedar guru yang memenuhi syarat-syarat teknik: seperti pintar, pandai, atau pakar di bidang ilmu yang dimiliki; melainkan yang jauh lebih penting dari itu semua, guru harus mampu menempatkan dirinya sebagai agen perubahan “agent of change.” Untuk itu Guru Pendidikan Agama Kristen harus memiliki peran dan tanggung jawab secara pribadi, sosial, intelektual, moral dan spiritual. Pertama, tanggung jawab pribadi yang mandiri yaitu mampu memahami dirinya, mengelola dirinya, menngendalikan dirinya dan menghargai serta mengembangkan dirinya. Kedua, tanggung jawab sosial diwujudkan melalui kompetensi guru dari lingkungan sosial serta memiliki kemampuan interaktif yang efektif. Ketiga, tanggung jawab intelektual (profesional) diwujudkan melalui penguasaan berbagai perangkat pengetahuan dan keterampilan yang diperlukan untuk penunjang tugasnya. Keempat, tanggung jawab spiritual dan moral diwujudkan melalui penampilan guru sebagai makhluk beragama yang perilakunya senantiasa tidak menyimpang dari norma agama dan moral. Artikel ini memberikan pemahaman terkait tanggung jawab-tanggung jawab guru Pendidikan Agama Kristen yang harus dikerjakan dalam menjalankan tugasnya. Dengan tujuan agar apa yang dikerjakan oleh sorang Guru Pendidikan Agama Kristen bisa dipertanggung jawabkan dihadapan Tuhan dan didalam lembaga pendidikan itu sendiri. Artikel ini mengunakan penelitian kualitatif deskriptif dengan pendekatan pustaka dan teks Alkitab dan berfokus pada pembahasan tentang Tanggung Jawab Guru Terhadap Profesinya.