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Nellitawati, Nellitawati. "The influence of teacher pedagogical competence of teachers’ work morale." Journal of Counseling and Educational Technology 3, no. 1 (March 20, 2020): 29. http://dx.doi.org/10.32698/0931.
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This study aims to analyze the influence of teacher pedagogical competence on teacher’s work morale. Using a quantitative approach through the correlational method. The research sample of 86 teachers. Data collection uses two instruments, the teacher’s pedagogical competency questionnaire, and the teacher’s work moral questionnaire. Data analysis techniques used One-Sample Kolmogorov-Smirnov for normality tests and simple regression techniques for linearity tests. The results showed that increasing teacher pedagogical competence influenced increasing teacher morale. It can be concluded that the teacher's pedagogical competence needs to be improved so that the teacher's work morale also increases so that educational goals can be realized.
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Liston, Daniel P. "Teachers’ Work and Teacher Education." Review of Education 12, no. 2 (March 1986): 93–98. http://dx.doi.org/10.1080/0098559860120203.
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Telaumbanua, Azman, Achyar Zein, and Azizah Hanum. "The Effect of Organizational Culture and Work Motivation on Madrasah Aliyah Teacher's Work Discipline." Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme 4, no. 1 (February 26, 2022): 163–71. http://dx.doi.org/10.37680/scaffolding.v4i1.1245.
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It is the goal of this research to determine the influence of organizational culture on the work ethics of Madrasah Aliyah teachers in Gunung Sitoli City., the impact of work motivation on the work discipline of Madrasah Aliyah teachers in Gunung Sitoli City, and the impact of organizational culture and work motivation on the work discipline of Madrasah Aliyah teachers in Gunung Sitoli City. The registrant-respondent statistics of 60 teachers are used in this study. A questionnaire was used to collect information. Simple and multiple regression techniques, as well as partial correlation, were used to analyze the data. According to the research findings, organizational culture has a positive and significant influence on teacher work discipline. There is a 28.7% effective influence on the work discipline of Madrasah Aliyah's teachers in Gunung Sitoli City if the organizational culture is higher and more positive. As a result, 28.7% of the variation in the organizational culture variable is correlated with an improvement in teacher work discipline; this is a positive and significant relationship. In other words, the more positive and motivating a teacher's work motivation is, the more effective the teacher's work discipline is. Work motivation can be predicted with a 32 percent accuracy in terms of improving teacher work discipline, and there is a joint positive and significant influence between organizational culture and work motivation.
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Debora, Debora. "THE EFFECT OF SELF-LEARNING ON WORK CULTURE." Educational Administration Research and Review 1, no. 1 (November 29, 2019): 31–40. http://dx.doi.org/10.17509/earr.v1i1.21410.
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The teacher is very crucial in a school with his/her competence. Especially, the teacher of tasks and roles can not be replaced even in today’s technological era. Thus, the teacher must have a good self-learning that supports the competence and capacity as a teacher. Work culture can affect how a person's work. This work of people can not be separated from his/her capacity and competence. good working culture and ugly not be separated from one's self-learning.In this study was to investigate the effect of Self-Learning teacher's on Work Culture. The data were collected through participant observation using questionnaire with five options following Likert’s Scale 1-5. The participants were 74 of teachers from 7 different vocational schools in Palangka Raya city. Using testing path analysis test to indicated the effect of Self-Learning Teachers’ on Work Culture. Therefore, the self-learning teacher’s to be important to increase student skills in her/his competence and mental of character that would affect on work culture.
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Amini, Amini, Marliani Marliani, Elfrianto Elfrianto, and Isthifa Kemal. "Work Motivation and Work Discipline on Teachers’ Performance in State Vocational Schools." AL-ISHLAH: Jurnal Pendidikan 14, no. 2 (June 16, 2022): 2271–80. http://dx.doi.org/10.35445/alishlah.v14i2.1467.
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This study aims to determine the effect of work motivation and work discipline on the performance of State Vocational High School teachers throughout Central Tapanuli Regency. This study aims to determine the effect of motivation on the performance of State Vocational High School teachers throughout Central Tapanuli Regency. This study aims to determine the effect of discipline on the performance of State Vocational High School teachers in the Central Tapanuli Regency. To determine the effect of motivation and work discipline together on the performance of State Vocational High School teachers throughout Central Tapanuli Regency. The population in this study were all teachers of State Vocational Schools in Central Tapanuli Regency, North Sumatra Province as many as 99 people. From the results of the study, it can be seen that the results are For that can the coefficient of determination, work motivation variable influence (X1) to the variable teacher performance in SMK Se-Central Tapanulii(Y) R Square is 95.5%. This means that the work motivation variable (X1) has an influence on variable teacher performance at State Vocational Schools throughout Central Tapanuli Regency (Y) of 95.5%. While was discussion results study influence the discipline of work with the teacher's performance can see of the calculation results explain that the influence between the variable work discipline (X2) on teacher performance (Y) with the value of is significant 0.000.05. While was can know the value of the coefficient of determination (contributions) the impact of work discipline variables (X2) to teacher performance (Y) R Square of 89.1%. work discipline means that the variables (X2) on teacher performance (Y) for 89.1%. And simultaneous testing influences work motivation, work discipline to variable teacher performance The SMK Se-Central Tapanuli is can know that value coefficient determination work motivation variable (X1), work discipline (X2) it simultaneously (together) variable teacher performance (Y) seen in column R square that for 96.1% means work motivation (X1), work discipline (X2) as together have influence to variables the performance of teachers-Centralin SMK in Tapanuli for 96.1%.
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Hwang, Hyuk, and Hyuk-Jun Moon. "Differences in Teacher Variables and Teacher's Efficacy according to the Professional Development and Work Environment Cluster Type Perceived by Infant Care Teacher." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 24 (December 31, 2022): 993–1009. http://dx.doi.org/10.22251/jlcci.2022.22.24.993.
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Objectives The purpose of this study was to investigate the difference of Child Care Teachers' Variable and teacher's efficacy by analyzing Professional Development and Work Environment Perceived by infant care teachers with cluster analysis.
Methods The participants in the study were 351 childcare teachers in Seoul, Gyeonggi, Daejeon, and Busan province, cluster analysis using the sub-scales of professional development and work environmen was conducted. Then, the differences in Individual Variables of Day-Care Teachers were analyzed among sub-groups by using Chi-square analysis. also, the differences in Teacher's Efficacy were analyzed among sub-groups by using one-way ANOVA.
Results First, there were four clusters according to infant care teacher’s professional development and work environment. Cluster 1 was named ‘Professional development and working environment low-group’, Cluster 2 was named ‘Working environment Centered group’, Cluster 3 was named ‘Professional development Centered group’, and Cluster 4 was named ‘Professional development and working environment high-group’. Second, as a result of examining the difference of Child Care Teacher Variable according to the type of professional development and work environment of infant care teachers, the Type of Child Care Center and age showed a significant difference according to the type of professional development and work environment. Third, as a result of examining the difference of teacher's efficacy according to the type of professional development and work environment of infant care teachers, the General efficacy, Personal Efficacy, teacher's efficacy showed a significant difference according to the type of professional development and work environment of infant care teacher.
Conclusions The results of this study is meaningful in identifying characteristics of the professional development and the working environment of infant care teachers, and providing information that can suggest ways to actively influence teacher efficacy.
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Herman, Christina Haarala. "Group Work that Works: Peer-Assisted Learning in Large Ensemble Classrooms." Music Educators Journal 109, no. 1 (September 2022): 52–59. http://dx.doi.org/10.1177/00274321221115417.
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Music educators often find themselves in the midst of a nearly impossible juggling act that includes preparing students for countless performances while also fostering the development of a wide range of musical skills; however, time and resource constraints frequently inhibit the teacher’s ability to provide individual attention to every student. Implementing peer-assisted learning activities in an existing curriculum can alleviate some of the demand for direct teacher intervention by empowering students to help guide each other through the learning process. This structure can look different from traditional ensemble instruction, leaving teachers with questions about classroom management. The following guidelines and sample unit plans were designed to provide support for teachers as they incorporate collaborative learning in an effective and manageable way.
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Gitlin, Andrew, and R. W. Connell. "Teachers' Work." Contemporary Sociology 15, no. 4 (July 1986): 632. http://dx.doi.org/10.2307/2069330.
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Ungerleider, Charles S., and R. W. Connell. "Teachers' Work." Canadian Journal of Education / Revue canadienne de l'éducation 12, no. 2 (1987): 356. http://dx.doi.org/10.2307/1494913.
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Campbell, W. J. "Teachers' work." Teaching and Teacher Education 3, no. 2 (January 1987): 160–62. http://dx.doi.org/10.1016/0742-051x(87)90017-5.
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Sinaulan, Ramlani Lina. "EFFECT OF SCHOOL CLIMATE, WORK STRESS AND WORK MOTIVATION ON THE PERFORMANCE OF TEACHER." GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling 6, no. 2 (December 31, 2016): 146. http://dx.doi.org/10.24127/gdn.v6i2.605.
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Performance is a form of behavior of a person or organization with achievement orientation. The study results are known (a) the school climate affect performance of teachers, b) there is influence of work stress on teacher performance, (c) work motivation effect on teacher performance, d) school climate influence on job motivation of teachers, and (e) work stress effect on work motivation of teachers. Suggestions studies (a) improving teacher performance should the top priority schools in school management efforts. This condition given that performance of teachers are the main pillars that determine the success of the school in improving quality of students. Therefore, performance of the teacher must always be good and necessary to update the knowledge of teachers on the latest information in education as benchmarks increase teacher performance, (b) job motivation of teachers needs to improved, among others, with reward and punishment impartial towards the success achieved by the teacher as well as the violations committed so that it becomes part of an effort to motivate teachers to work.
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Wulandari, Dewi, Endar Nugroho, Mutia Nurul Alifa, Pramesthi Khairunnisa Aulia, and Via Aryani. "The Influence of Work Motivation on Teacher's Pedagogical Competence." Tarbawi: Jurnal Keilmuan Manajemen Pendidikan 8, no. 02 (November 16, 2022): 264–70. http://dx.doi.org/10.32678/tarbawi.v8i02.6694.
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A teacher's pedagogical competence is the ability to manage students' learning processes by the applicable foundation. The problem in this study is teacher motivation and pedagogical competence in Limited Face-to-Face Learning activities during the Covid-19 pandemic. This study employs quantitative methods and research instruments such as questionnaires and interviews. This study's sample comprised 46 public junior high school teachers from the Pancoran district in South Jakarta. The sampling technique was carried out using a proportional random sampling technique. According to the study's findings, there is an influence of teachers' work motivation on teachers' pedagogical competence. The teacher's work motivation variable has a 27.0% influence on the teacher's pedagogical competence. Thus, teachers are expected to constantly increase work motivation by maximizing their pedagogic competencies, mainly as face-to-face learning prevails, as before the pandemic. Students' enthusiasm for learning will also rise, resulting in a linear increase in student achievement.
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Kirtman, Lisa. "Restructuring Teachers' Work." education policy analysis archives 10 (May 8, 2002): 25. http://dx.doi.org/10.14507/epaa.v10n25.2002.
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Despite repeated attempts to reform schools, teachers' work has remained surprisingly stable. The purpose of this study was to investigate implementation of a state-funded restructuring initiative that intended broad changes in teachers' professional roles. Sponsors of the founding legislation reasoned that changes in teachers' roles would contribute to higher student achievement. This study examined the question of whether and how this program of comprehensive whole-school change promoted changes in teachers' roles in school governance, collegial relations, and the classroom. Further, the study traced the relationship of these changes to one another, and weighed the likelihood that they had the capacity to affect core educational practices. Theoretically, this study is situated in the available literature on teachers' collegial relations; participation in shared decision making; and classroom roles, relationships and practice. Three elementary schools served as the sites for intensive qualitative data collection completed over a two-year period. The schools differed in geographic location (two urban, one rural), but all enrolled a racially, ethnically and linguistically diverse population of students, and more than half of the students in each school qualified for free or reduced price lunch. The study resulted in multiple types and sources of data on teachers' professional roles, including: observations in classrooms, collegial interactions, and governance situations; interviews with teachers (including teacher leaders), parents, administrators, and students; and documents pertaining to the restructuring plans and process. Findings show that changes in the three areas were achieved unevenly in the three schools. All three schools introduced changes in classroom practice and roles, ranging from the adoption of multi-age classrooms to more modest innovations in curriculum or instruction. In only one case were changes in professional roles outside the classroom organized to support and sustain classroom changes. Two of the three schools introduced changes in staff organization (teacher teams) and leadership (governance committees), but under-estimated the professional development and other supports that would in turn support changes in classroom practice. Altogether, it appears unlikely that the observed changes in professional roles were sufficiently well established and connected to affect core educational practice in the long run.
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Herman, Maman, Siti Andiriah, and Asep Budi Tauhid. "The Effect of Principal’s Managerial Competence and Teacher Work Culture on Teacher Competence at Junior High Schools in Cilacap." AL-ISHLAH: Jurnal Pendidikan 14, no. 3 (July 8, 2022): 2737–56. http://dx.doi.org/10.35445/alishlah.v14i3.1472.
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This study aimed to determine: 1) the effect of the principal's managerial ability on teacher competence; 2) The influence of teacher work culture on teacher competence; 3) The influence of the principal's managerial ability and teacher's work culture on teacher competence. This research was descriptive with a quantitative approach. The data were collected by distributing questionnaires to 71 respondents—statistical data processing using SPSS 17.0. The study results that: 1) The managerial ability of principals at Junior High Schools in Central Cilacap Subdistrict was generally in the answer always with quite high criteria. The hypothesis test results indicate that the principal's managerial ability positively affects teacher competence. It means that the higher the managerial ability of the principal, the greater the teacher’s competence; 2) The work culture of teachers in junior high schools in the Central Cilacap sub-district, in general, is in the frequent answers with quite high criteria. The hypothesis test results show that the teacher's work culture positively affects teacher competence. One means that the higher the teacher's work culture, the higher the teacher's competence; 3) The competence of teachers in junior high schools in Central Cilacap Subistrict is generally in the answer always with quite high criteria. The results of hypothesis testing indicate that the principal's managerial ability and teacher work culture positively affect teacher competence. It means that the higher the principal's managerial ability and the higher the teacher's work culture, the higher its competence.
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Indramawan, Adi Satria. "Self-Efficacy, Meaning of Work as Vocation, and Work Engagement of High School Teachers in Surabaya." ANIMA Indonesian Psychological Journal 31, no. 1 (October 25, 2015): 30–53. http://dx.doi.org/10.24123/aipj.v31i1.562.
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A teacher with self-efficacy is more able to accomplish any task from the management so that he is engaged to his work, and a teacher who regards his work as a calling has the proper motivation to work better. The aim of this study was to find whether there is a correlation between teacher’s self-efficacy and work engangement and whether there is a correlation between the meaning of work as a calling and work engagement of private high school teachers in Surabaya. The subjects (N = 87) were teachers from three private schools in Surabaya. The data was collected through close-ended statements scales with five options of answer that were later analyzed through a nonparametric correlation test with SPSS 19.00. The result showed a correlation between teachers’ self-efficacy and work engagement (r = .08; p < .05) and a correlation between the meaning of work as a calling and work engagement (r = .612; p < .05). Based on the result, it could be concluded that teachers’ self efficacy and meaning of work as a calling could not be treated as one unit, but each correlated independently with their work engagement.
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Hart, Ann Weaver, and Michael J. Murphy. "New Teachers React to Redesigned Teacher Work." American Journal of Education 98, no. 3 (May 1990): 224–50. http://dx.doi.org/10.1086/443957.
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Mayrowetz, David, and Mark A. Smylie. "Work Redesign that Works for Teachers." Teachers College Record: The Voice of Scholarship in Education 106, no. 13 (April 2004): 274–302. http://dx.doi.org/10.1177/016146810410601308.
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MAYROWETZ, DAVID, and MARK A. SMYLIE. "Work Redesign that Works for Teachers." Yearbook of the National Society for the Study of Education 103, no. 1 (April 4, 2005): 274–302. http://dx.doi.org/10.1111/j.1744-7984.2004.tb00037.x.
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Shanti Auliana, Achmad Sani Supriyanto, and Sri Harini. "UNDERSTANDING TEACHER PERFORMANCE THROUGH LEADERSHIP ROLE, WORK ENVIRONMENT, AND WORK MOTIVATION." MANAGERIA: Jurnal Manajemen Pendidikan Islam 6, no. 2 (November 1, 2021): 155–68. http://dx.doi.org/10.14421/manageria.2021.62-10.
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Teachers have an essential role in determining the success of education. Teacher performance is of particular concern in the world of education. This study examines the influence of madrasah principal leadership, work environment, and work motivation on teacher performance. The research approach uses a quantitative approach with a correlational type. The population in this study were Madrasah Tsanawiyah Negeri teachers throughout Pidie Jaya Regency, Aceh Province. The sampling technique is purposive sampling. The data collection is a questionnaire measured by a Likert Scale. The validity test was calculated by comparing the r-table at a significant level of 0.05 with degrees of freedom (n-2). The reliability test was carried out using Cronbach Alpha. Data analysis used Partial Least Square to analyze the outer Model, Inner Model, and Bootstrapping. The results showed that the leadership of the madrasah principal had a significant positive effect on work motivation, the work environment has a significant positive impact on teacher work motivation, and the principal’s leadership also has a significant positive impact on teacher performance. The teacher’s work environment has a negative and insignificant effect on teacher performance, while work motivation has a positive and minor impact on teacher performance. Another finding is that there is no indirect effect between the principal’s leadership on teacher performance through work motivation. There is no indirect effect of the work environment on teacher performance through work motivation. Excellent leadership role, well-environment and high work motivation will optimize the teacher performance.
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Setiyaningsih, Theresia Titik. "Influence of school leadership, discipline, and work motivation toward high school teacher performance." Harmoni Sosial: Jurnal Pendidikan IPS 7, no. 1 (April 2, 2020): 65. http://dx.doi.org/10.21831/hsjpi.v7i1.13423.
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The research aims to reveal the effect of 1.) Principal leadership; 2.) Teacher’s work discipline; 3.) Teacher’s work motivation; 4.) Principal leadership; 5.) Teacher’s work discipline; and 6.) Teacher’s work motivation simultaneously on the performance of the teachers of state senior high schools in Kulonprogo Regency. The research was ex-post facto research with the quantitative approach. The sampling technique used was a proportional stratified random sampling of the population of 385 teachers in the Kulonprogo Regency. Moreover, the sampling as much as 196 teachers are in Kulonprogo Regency. The validation is done through expert judgment and confirmatory factor analysis (CFA). The reliability was measured using Cronbach’s Alpha (α). The data analysis used the Chi-Square statistical technique. The results are as follows: 1.) The principal leadership affects the performance of the teachers; 2.) The teacher’s work discipline; 3.) The work motivation affects their performance; 4.) The principal leadership, teacher’s work discipline; and 5.) Teacher’s work motivation simultaneously on the performance of the teachers. The useful contribution of each variable is as follows: 1.) Principal leadership is 44,5%; 2.) Teacher’s work discipline is 66,6%; and 3.) teacher’s work motivation is 64,3%. It means that principal leadership, teacher’s work discipline, and teacher’s work motivation affect teacher performance partially and simultaneously.
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Suharina, Suharina, Nur Ahyani, and Mulyadi Mulyadi. "The Influence of Principal’s Leadership and Work Motivation on Teacher’s Performance." Journal of Social Work and Science Education 3, no. 3 (December 1, 2022): 258–68. http://dx.doi.org/10.52690/jswse.v3i3.326.
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This study aimed at determining the principal's leadership and work motivation on teacher’s performance both partially and simultaneously. The study was done in SD Negeri Banyuasin I, with 93 teachers as sample. The results obtained indicate that principal's leadership and work motivation on teacher’s performance both partially and simultaneously have significant influence. The research concludes that the principal must focus on his leadership and work motivation of teacher to improve teacher’s performance. This study encourages school principals and teachers to focus on their leadership and work motivation to have good teacher’s performance.
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NURLAILAH, Nurlailah. "RELATIONSHIP BETWEEN WORK MOTIVATION AND WORK ENVIRONMENT WITH WORK DISCIPLINE OF STATE FIRST MIDDLE SCHOOL TEACHER." JKP | Jurnal Kepemimpinan Pendidikan 4, no. 2 (January 7, 2022): 632–43. http://dx.doi.org/10.22236/jkpuhamka.v4i2.8212.
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The aims of the study were to determine: 1) The relationship between work motivation and teacher work discipline, 2) the relationship between the work environment and teacher work discipline, 3) the relationship between work motivation and work environment together with the work discipline of junior high school teachers in the state junior high schools in Indonesia. Palmerah District, West Jakarta. This research was conducted using a survey method. The affordable population was 134 teachers and the research sample was taken by 100 public junior high school teachers in Palmerah District, West Jakarta. To obtain the validity of the questionnaire items, the product moment correlation was used with the results: from 33 items of Teacher Work Discipline, 30 items were declared valid; of 34 items of Work Motivation, 31 items are declared valid; and from 36 items of Work Environment, 34 items are declared valid.
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Sarkol, Yohana, Happy Fitria, and Missriani Missriani. "The influence of leadership and motivation work to discipline work teachers in high school." JPGI (Jurnal Penelitian Guru Indonesia) 6, no. 3 (September 5, 2021): 656. http://dx.doi.org/10.29210/021104jpgi0005.
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This study aims to 1 to test the leadership of 1 ) teachers work discipline , 2 ) influence motivation teachers tenure to teachers work discipline , and 3 ) influence leadership and motivation of teachers work in togher teachers work discipline. This study using quantitative methods derived from sources both primary and secondary. Population and a working and motivation of teachers work discipline .The study is done in high school patra independent 01 Palembang .The collection of data using the survey with samples from 36 teachers. The data that has been collected analyzed using descriptive analysis and analysis of multiple regression. The result showed that : (1) is significant influence among schools to head leadership style discipline teacher in high school patra independent 01 Palembang; (2) any impact of the significant work to discipline the teacher in high school patra independent 01 palembang; (3) Significant influence is of a style of leadership
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Hart, Ann Weaver. "Work Feature Values of Today's and Tomorrow's Teachers: Work Redesign as an Incentive and School Improvement Policy." Educational Evaluation and Policy Analysis 16, no. 4 (December 1994): 458–73. http://dx.doi.org/10.3102/01623737016004458.
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Although school reform policies often aim to recruit and retain talented and high-achieving teachers, little systematic investigation of the impacts of work redesign on teachers' turnover decisions exists. The impacts of varied teacher work and career redesign incentives, therefore, remain uncertain, particularly as they affect the best teachers. This article presents the policy implications of studies of teachers' responses to features of work redesign as they relate to future career choice decisions, teacher labor market, and teacher supply in specific target areas.
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Ismail, Aini Wizana, Shahrizal Badlishah, and Kamal Ab Hamid. "RELATIONSHIP BETWEEN WORK STRESS AND TEACHER WORK PERFORMANCE." International Journal of Education, Psychology and Counseling 6, no. 42 (September 15, 2021): 432–39. http://dx.doi.org/10.35631/ijepc.642034.
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The role of teachers is arguably the most important in professional groups for our country in the future. So it becomes very important to identify the factors that influence the performance of teachers due to the increasing importance of the role of performing and quality teachers today. Therefore, this study aims to identify the relationship between work stress and teacher work performance. The population for this study consists of National Secondary School (SMK) teachers in the education sector in the northern region of Peninsular Malaysia. states of Kedah and Perlis. This study uses a quantitative approach with a questionnaire method to obtain data. Based on the survey method, followed by cluster sampling method and simple randomization, a total of 500 questionnaires were distributed to randomly selected respondents. Of the 500 questionnaires that were distributed, a total of 421 questionnaires were returned representing a response rate of 84.2 percent. However, only 406 identified questionnaires can be used. While the process to analyze the data is using Statistical Packages for Social Science (SPSS) Version 24. The results of the analysis found that work stress has a significant positive relationship with teacher work performance. The findings of the study are beneficial to theoretical and practical implications. An understanding of the findings of the study enables the Ministry of Education Malaysia to design and implement more effective self-development programs for teachers. Some suggestions for further study are also presented.
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Ansel, Maria Finsensia, and Yohana Nono BS. "Pengaruh Komtmen Guru dan Motivasi Kerja terhadap Profesionalisme Guru Sekolah Dasar Katolik di Kota Ende." Journal on Education 5, no. 3 (February 3, 2023): 7156–67. http://dx.doi.org/10.31004/joe.v5i3.1505.
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The teacher is the spearhead of the process of implementing education in schools. Teachers are required to be professional in carrying out their duties and responsibilities in the learning process. This study aims to determine the effect of teacher commitment and work motivation on the professionalism of Catholic elementary school teachers in the city of Ende. This research method is quantitative research with data collection techniques using questionnaires or questionnaires in the form of questionnaires about teacher commitment, work motivation, and teacher professionalism. Respondents in this study were teachers at a Catholic elementary school in the city of Ende. The number of samples in this study were 52 people. The results showed that teacher commitment and work motivation had a significant effect on teacher professionalism where a significance value of 0.000 <0.05 and an R square value of 0.405 means that the influence of teacher commitment and work motivation on teacher professionalism is 40.5%. In conclusion, the higher the teacher's commitment and work motivation, the higher the teacher's professionalism and conversely the lower the teacher's commitment and work motivation, the lower the teacher's professionalism.
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Yusnidar, Yusnidar, Azhar Azhar, and Sumarno Sumarno. "The Influence of the Work Environment and Work Discipline on Elementary Teachers’ Performance." JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) 4, no. 2 (August 19, 2021): 201. http://dx.doi.org/10.33578/jtlee.v4i2.7886.
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This study aims to analyse the effect of the work environment and work discipline on the elementary teachers’ performance. The source of data in this study was elementary teachers from Dumai, Riau province, Indonesia. The data of this study were obtained from the distribution of questionnaires to 166 elementary teachers who were selected using random sampling technique. Data analysis used multiple regression analysis. The results showed that individually and collectively work environment and work discipline had an effect on elementary teachers’ performance. A comfortable work environment and a high level of work discipline will improve teacher performance. Thus, it can be concluded that the variables of work environment and work discipline on teacher performance have a positive influence.
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Ufaira, Rifda Alda, Aulia Nur Imanda, Lalu Reza Gunawan, Soeprapto Soeprapto, and Wiwin Hendriani. "Description of Work Engagement in Primary School Honorary Teachers." Psikoislamedia : Jurnal Psikologi 5, no. 2 (February 16, 2021): 168. http://dx.doi.org/10.22373/psikoislamedia.v5i2.7096.
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The purpose of this study is to figure out of work engagement on temporary teacher. The method used in this study is qualitative with case study approach. This study conduct in Elementary School Gunung Maddah IV Sampang-Madura, East Java Province. The participants were choosen after former interview to the Headmaster to gain initial description about the temporary teacher’s condition in his school. Finally was choosen 2 from 6 temporary teachers as participants in this study. The narratives of two teacher were used to describe work engagement on temporary teacher. The participants narrated the vigor, dedication, and absorption as the key elements in conduct their work engagement.
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Euis Dwi Rosaeni, Ellin Herlina, and Weti Kurniawati. "THE EFFECT OF MOTIVATION, WORK DISCIPLINE AND WORK ENVIRONMENT ON THE WORK ACHIEVEMENT OF TEACHERS OF STATE VOCATIONAL SCHOOL." International Journal of Management, Economic, Business and Accounting 1, no. 3 (September 30, 2022): 59–70. http://dx.doi.org/10.58468/ijmeba.v1i3.35.
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Purpose of the study — This study aims to determine and analyze the effect of Motivation, Work Discipline and Work Environment on the Work Achievement of Teachers at SMK Negeri 1 Cirebon, either partially or simultaneouslyResearch method— This study uses a quantitative approach. Quantitative approach, survey method, this type of research is causal associative research with data analysis technique using Multiple Linear Regression analysis. The population in this study were teachers of the State 1 Cirebon Vocational High School (SMK), Cirebon City as many as 105 people, a sample of 60 peopleResult— The results of this study indicate: 1) Motivation partially has a positive and significant effect on the work performance of teachers at SMK Negeri 1 Cirebon. The magnitude of the positive influence of motivation on work performance is 61.6%. 2) Work discipline partially has a positive and significant effect on the work performance of teachers at SMK Negeri 1 Cirebon. The magnitude of the influence of Work Discipline on Teacher Work Achievement is 25.5%. 3) The work environment partially has a positive and significant effect on the work performance of teachers at SMK Negeri 1 Cirebon. The magnitude of the influence of the work environment on teacher work performance is 21.8%. 4) Motivation, work discipline and work environment together have a positive and significant effect on the work performance of teachers at SMK Negeri 1 Cirebon. The magnitude of the influence of motivation, work discipline, work environment simultaneously on teacher work performance is 94.8%.Conclusion— The study found that motivation, work discipline, and work environment all have a positive and significant effect on the work performance of teachers. The combined influence of these factors is 94.8%. Practical Implications: The study suggests that increasing motivation, promoting work discipline, and improving the work environment can lead to improved work performance for teachers. Social Implications: The study highlights the importance of providing positive working conditions for teachers, which can have a positive impact on the education of students. Improving the work performance of teachers can lead to better education outcomes for students in the long run.
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Loughran, John, and Geert Kelchtermans. "Teachers' work lives." Teachers and Teaching 12, no. 2 (April 2006): 107–9. http://dx.doi.org/10.1080/13450600500467217.
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Na'im, Mohamad, and Vionita Firdausy. "The Influence of Work environment and Fulfillment of Occupational Needs on The Performance of Geography Teachers at Public Senior High School in Lumajang Regency." Basic and Applied Education Research Journal 3, no. 1 (May 25, 2022): 28–40. http://dx.doi.org/10.11594/baerj.03.01.03.
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The objectives of this study are to analyze the effect of the work environment on the performance of Geography teachers at the state senior high schools in Lumajang Regency, investigate the effect of the fulfillment of occupational needs on the performance of Geography teachers, and analyze the influence of the work environment and the fulfillment of occupational needs on the performance of Geography Teachers. This research deployed quantitative research, coupled with correlational analysis to examine the cause-effect relationship between the dependent and independent variables. Research results point out that the teacher's work environment affects their performance by 30.25%. The fulfillment of occupational needs poses an effect on teachers’ performance by 26.41%. This means that greater fulfillment of occupational needs results in increased teacher performance. Finally, the work environment and the fulfillment of occupational needs concurrently pose a positive effect on the teacher’s performance. The coefficient of simultaneous determination (R2) is 46.9%.
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Alam, Syah Khalif. "Efforts to increase the group of teacher competency through the teacher work groups in central bakung cimahi." P2M STKIP Siliwangi 5, no. 2 (November 30, 2018): 106. http://dx.doi.org/10.22460/p2m.v5i2p106-113.1061.
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EFFORTS TO INCREASE THE TEACHER'S GROUP TEACHER COMPETENCY THROUGH THE TEACHER WORK GROUPS IN CENTRAL BAKUNG CIMAHI Syah Khalif Alamradityaalief@gmail.comIKIP Siliwangi AbstractThis study aims to determine the implementation process and the results of teacher competency development in the group of teachers of the kindergarten cluster Bakung Cimahi Tengah. The formulation of the problem in this research is whether the teacher working group can improve the competence of kindergarten teacher group in Central Cimahi? And how the implementation process, the results of coaching, advantages, and disadvantages after the guidance of pedagogic competence of teachers in the cluster group of teachers Cilahi Tengah. The approach used in this research is qualitative approach with descriptive research method. The population in this research is in Cimahi Tengah lily group consisting of 29 teachers from 7 kindergarten schools. Based on the results of research that during the process of implementation of the working group of teachers still do not understand its role as a subject of learning. While the result of guidance pedagogic competence of teachers successfully implemented, the teacher showed an active, enthusiastic, and happy attitude during the learning took place. It can be concluded that improving the competence of teachers through teacher workgroups can experience a significant increase as when supervisors provide direction and guidance look more active and confident, and improve the competence of teachers through teacher work groups more effectively and better, teachers are more understanding and can doing activities well. Key Words: Teacher Competence, Early Childhood Education, Teacher Working Groups
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Mambu, Joseph Ernest. "UNRAVELING RELATIVELY UNCLEAR STORIES: A NARRATIVE ANALYSIS OF STUDENT-TEACHERS’ IDENTITY WORK." Indonesian Journal of Applied Linguistics 6, no. 2 (January 23, 2017): 172. http://dx.doi.org/10.17509/ijal.v6i2.4842.
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Motivated by the need for more empirical evidence of Indonesian-based novice teachers’ identity, this paper aims to uncover nonnative English-speaking student-teachers’ identity work in their relatively unclear narratives of teaching practicum experiences. (Narrative) discourse analytical perspectives were used to examine two student-teachers’ narratives that were elicited in individual interviews. An analysis of one female student-teacher’s narrative suggests that digressive plotting—at first glance—and the use of some cryptic, and sometimes idiosyncratic, expressions can be re-constructed by a discourse analyst such that the overall structure and message of the speaker’s narrative is streamlined. A relatively unclear narrative was also produced by a male student-teacher. Different from the female student-teacher’s detailed narrative with digressive plotting, the male student-teacher’s plotting was underdeveloped. However, both student-teachers exercised their agency, though in different degrees, when framing their personal stories. This paper concludes with the notion that the narrative analysis makes more visible student-teachers’ identity work in which they, with their sense of agency, overcame (inter)personal tensions or struggles narrated in stories which are not necessarily clear.
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Hatton, Elizabeth J. "Teachers’ Work as Bricolage: implications for teacher education." British Journal of Sociology of Education 9, no. 3 (September 1988): 337–57. http://dx.doi.org/10.1080/0142569880090306.
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Yeager, David S., Jamie M. Carroll, Jenny Buontempo, Andrei Cimpian, Spencer Woody, Robert Crosnoe, Chandra Muller, et al. "Teacher Mindsets Help Explain Where a Growth-Mindset Intervention Does and Doesn’t Work." Psychological Science 33, no. 1 (December 22, 2021): 18–32. http://dx.doi.org/10.1177/09567976211028984.
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A growth-mindset intervention teaches the belief that intellectual abilities can be developed. Where does the intervention work best? Prior research examined school-level moderators using data from the National Study of Learning Mindsets (NSLM), which delivered a short growth-mindset intervention during the first year of high school. In the present research, we used data from the NSLM to examine moderation by teachers’ mindsets and answer a new question: Can students independently implement their growth mindsets in virtually any classroom culture, or must students’ growth mindsets be supported by their teacher’s own growth mindsets (i.e., the mindset-plus-supportive-context hypothesis)? The present analysis (9,167 student records matched with 223 math teachers) supported the latter hypothesis. This result stood up to potentially confounding teacher factors and to a conservative Bayesian analysis. Thus, sustaining growth-mindset effects may require contextual supports that allow the proffered beliefs to take root and flourish.
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Virgana, Virgana, and Soeparlan Kasyadi. "Teachers’ performance effectiveness: Analysis of leadership style, work environment and trust." Cypriot Journal of Educational Sciences 17, no. 10 (October 31, 2022): 3712–28. http://dx.doi.org/10.18844/cjes.v17i10.7047.
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Teacher performance is a fundamental element in the learning process, this study aims to analyse the influence of exogenous on endogenous variables, with work confidence being an intermediate variable. This study used path analysis as a research design; the total research participants are 360 high school teachers; data validation was carried out using Rasch analysis software model with Winteps version 4.4.7 to obtain standardised research instruments. Data validation was carried out with Smart-Partial Least Square version 3, stating that all data at R > 0.70 are valid and have high reliability. The results of the analysis show a positive influence of leadership style and work environment on trust, leadership style, work environment and confidence in the performance of teachers. In addition, there is also an indirect influence of leadership style on the teacher's performance by faith and the work environment on the teacher's performance by trust. In addition, data analysis generates trust as an intervention variable that effectively affects teacher performance. The results of the research require a follow-up of how the working environment can be improved to improve the quality of education at the macro level. Keywords: Leadership style, teachers’ performance, trust, work environment.
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Chaykina, Zhanna, Mariia Mukhina, Marina Gruzdeva, Olga Cherney, and Olga Golubeva. "Personal and professional development of additional education teacher in the course of methodological work." SHS Web of Conferences 98 (2021): 04014. http://dx.doi.org/10.1051/shsconf/20219804014.
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The contemporary development strategy of Russian education puts forward several requirements for the system of additional education for children and teachers engaged in this field. The teacher must have the ability to self-development and self-improvement, be engaged in creative and innovative activities. The authors note that in the current conditions, the teacher must choose the only correct trajectory of professional advancement that will lead to the achievement of the desired results. The individual trajectory of personal and professional development of a teacher can be represented as a trajectory of professional self-development and self-improvement of a teacher of additional education in the course of teacher’s methodological work. The purpose of the current research is to develop, theoretically substantiate, and experimentally test the program for implementing an individual trajectory of personal and professional development of additional education teacher in the course of teacher’s methodological work. Implementation of individual trajectories of personal and professional development of additional education teachers in the educational organization involves the development of a specific action plan of the heads of departments, educational and methodological service of the institution, as well as very additional education teachers. The tasks of the educational and methodical service of an educational organization in this process are aimed at encouraging teachers, attracting them to innovative activities, various types of methodological work, and providing pedagogical and methodological support. The use of individual trajectory of personal and professional development in the course of organizing methodological work in the educational organization of additional education contributes to an increase in the professional competence of teachers as well as the development of their interest in this process.
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Paulus, Kristo, and Marhamah Marhamah. "The Relationship between Personality and Managerial Ability of School Principals with Work Motivation of Elementary School Teachers." Journal of Educational and Social Research 10, no. 4 (July 10, 2020): 94. http://dx.doi.org/10.36941/jesr-2020-0068.
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This study focuses on examining the relationship between the Principal's Personality and Managerial Ability and the Motivation of Primary School Teacher Work in East Jakarta District. The study was conducted at Elementary School Teachers in the Matraman District, East Jakarta, Academic Year 2018/2019. The research methodology used is the survey methodology with correlational techniques. The population in this study were all elementary school teachers in Matraman District, with a sample of 60 teachers from each village. Sampling with cluster random sampling. Data about the principal's personality, managerial abilities, and work motivation of teachers were collected with instruments in the form of a Likert scale. The results of the study: (1) there is a positive relationship between the principal's personality and the teacher's work motivation, (2) there is a positive relationship between the principal's managerial ability and the teacher's work motivation, (3) there is a positive relationship between the principal's personality and the principal's managerial ability together with the teacher's work motivation. The conclusion that teacher work motivation can be improved by maximizing: (1) the principal's personality, and (2) the managerial ability of the principal.
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Ican, Ican, Yasir Arafat, and Destiniar Destiniar. "The Influence of Principal Leadership and Work Commitment on Professionalism of Primary School Teachers." Edunesia : Jurnal Ilmiah Pendidikan 2, no. 2 (February 8, 2021): 333–41. http://dx.doi.org/10.51276/edu.v2i2.130.
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This study aims to determine the influence of principal leadership and work commitment to the professionalism of primary school teachers. The formulation of the problem in this study, namely (1) how is the influence of the principal leadership on teacher professionalism?, (2) how is the influence of work commitment on teacher professionalism?, (3) how is the influence between principal leadership and teacher work commitment to teacher professionalism. This study uses a quantitative approach with an ex post facto design. This research is looking for systematic empirical data and in this study the researcher can’t directly control the independent variables because the events have occurred and according to their nature can’t be manipulated. This study places the influence of principal leadership and teacher work commitment to the professionalism of primary school teachers in Cokroaminoto cluster, Semidang Aji District, OKU Regency. The results of the descriptive analysis show that the performance of the Cokroaminoto cluster primary school teachers in good category of 65.5%, that’s, the mean or average score is 61.4155 which in 52–63 interval. The results of the descriptive analysis show that the professionalism of teachers in the professional category of teachers in carrying out their duties is 77.5%. However, there are still teachers whose professionalism is in the quite professional category at 12.0% and even there are still teachers who are less professional in carrying out their duties by 2.8%, this is reflected in the indicator that teachers do not master the methods and evaluation of learning outcomes. Based on the results of multiple regression analysis, the regression equation line Y = 18.668 + 0.260X1 + 0.472X2 is obtained. These results indicate that this positive sign is in accordance with the theory and can be interpreted that the principal leadership and teacher professionalism are good, so the teacher's performance will be good too.
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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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Bredmar, Anna-Carin. "Developing Sensitive Sense and Sensible Sensibility in Pedagogical Work: Professional development through reflection on emotional experiences." Phenomenology & Practice 14, no. 1 (June 2, 2020): 57–72. http://dx.doi.org/10.29173/pandpr29398.
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The increased influence of neoliberalism in education has allowed the trend of evidence-based teaching to dominate professional development in many Western countries. Despite increased and persistent neoliberal measures in education, education critics argue that neoliberal reforms have a naive view of teaching. This narrowed neoliberal view both ignores the complexities involved in the everyday interaction between teacher and student and constrains the teacher’s judgement thereby limiting their contribution in the educational process. Many educators will note the significance of reflection in learning as essential and often emotional. However, the emotional experiences embedded in teacher reflections are often ignored, even discounted, in the discussion of teachers’ professional development. Investigating this phenomenon of emotions in teacher reflections, analysed by drawing on lifeworld theory, revealed how emotional experiences can be a resource in teachers’ professional development. To acknowledge teachers’ emotional experiences means recognizing that the teacher’s subjective and lived body is involved in the reflective and learning process of becoming professional.
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Supriadi, Andri, Badrud Tamam, and Nurbaeti Nurbaeti. "Principal Academic Supervision and Work Motivation and its Effect on Teacher Teaching Performance." Edum Journal 4, no. 2 (December 25, 2021): 54–68. http://dx.doi.org/10.31943/edumjournal.v4i2.103.
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Abstract-This is focused on the problem of the performance of teachers teaching caused by the lack of effective supervision of principal academic and Teacher work motivation. The purpose of this study is to measure the influence of principal academic supervision and teacher work motivation on teacher teaching performance. Research method: descriptive analysis, quantitative approach, analysis technique using product moment correlation, determination and regression using correlational and regression techniques. Data collection of questionnaire. The population of this study are teachers, while the unit of analysis using sampling is done by using cluster random sampling technique. The result of data analysis found that the principal academic supervision on teachers' teaching performance was positively correlated. Teacher's motivation to teacher's performance is positively correlated. Similarly, principal academic supervision and teacher work motivation on teacher teaching performance simultaneously have a strong positive correlation. In the regression equation in this study marked positive, this indicates a positive influence, meaning that if there is a change of one unit of academic supervision supervisor and teacher work motivation, it will be followed by changes in teacher teaching performance. In conclusion, there is a significant influence of principal academic supervision and teacher work motivation on teacher teaching performance. From the results of these studies, the authors suggest: increasing teacher work motivation can be done through clinical supervision by conducting class visits, individual talks and group discussions to discuss problems faced by the teacher. Providing regular guidance to conduct self-evaluation in providing lessons to students. Verbal rewarding for supervised teacher achievement.
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Zubrzycka-Maciąg, Teresa. "Implementation of solution-focused approach in teacher’s educational work." Problemy Opiekuńczo-Wychowawcze 604, no. 9 (November 30, 2021): 38–48. http://dx.doi.org/10.5604/01.3001.0015.5790.
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For many teachers working at school means solving problems of a various nature. These problems are often associated with teaching difficulties, and even more often with educational issues caused by students. When focussing on problems, teachers experience a sense of work overload, disappointment and stress, or a sense of helplessness and lack of empowerment. The paper presents an alternative, novel approach to teacher’s work. Instead of an in depth examination of problems, the solution-focussed approach redirects the teacher’s greater attention to searching for exceptions from existing problems and developing aspects which enable students to function effectively at school, to student’s achievements and resources. The article presents the theoretical assumptions of solution-based education and its possible use by the teacher in work with the student and the whole class.
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Suarni, Suarni. "The Influence of Principal Leadership and Teacher Work Culture on the Work Loyalty of Elementary School Teachers." Journal of Educational Sciences 6, no. 1 (January 24, 2022): 158. http://dx.doi.org/10.31258/jes.6.1.p.158-167.
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This study aims to determine the effect of principal's leadership on teacher work loyalty, the influence of teacher work culture on teacher work loyalty, and find out whether there is an effect of principal leadership and teacher work culture together on teacher work loyalty. The research method used a survey with a quantitative descriptive approach. The research population was included all of elementary school teachers in Cluster IV, Bukit Kapur sub-district, Dumai City was 117 teachers, with a total sample of 91 teachers. The sampling technique used Simple Random Sampling. Data collection techniques were carried out using a questionnaire. The results of the study indicated that there was a direct positive influence of principal's leadership on teacher work loyalty. There was a direct positive influence of teacher work culture on teacher work loyalty and there was an influence of principal's leadership and teacher work culture on teacher work loyalty together.
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RUSMIYATI, Rusmiyati. "THE INFLUENCE OF HEAD MASTER’S CHARISMATIC LEADERSHIP AND TEACHER’S PERSONALITY TO TEACHER WORK ETHOS." JKP | Jurnal Kepemimpinan Pendidikan 2, no. 1 (June 11, 2019): 165–79. http://dx.doi.org/10.22236/jkpuhamka.v2i1.3806.
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The purpose of this research was to find out the principal’s charismatic leadership influence and teacher’s personality on the teacher ethos in private Islamic integrated Junior High School Cimanggis, Depok. Validated and reliable questionnaires (using Pearson Product Moment and Cronbach Formula) were distributed to 126 sampled teachers out of population 184 teachers. Data were analyzed using path analysis (alpha .05). The study showed that there is direct and positive influences of: (1) the principal’s charismatic leadership on teacher work ethos indicated by path coefficient .128; (2) teacher personality on work ethos indicated by path coefficient .208 and (3) the principal’s charismatic leadership on teacher personality indicated by path coefficient .250.
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Hermanoadi, Ahmad Thohirin, A Faizin, Suyitno, and Anna Mussanatul Azizah. "The Effect of Principal Communication Skills And Teacher Professionalism On Teacher Work Productivity At Tlogobodosari II Elementary School And Andonosari I State Elementary School Pasuruan Regency." Procedia of Social Sciences and Humanities 3 (June 2, 2022): 318–25. http://dx.doi.org/10.21070/pssh.v3i.188.
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As a school leader, the principal must be able to lead, direct and supervise teachers, and carry out school activities that require good communication skills. Good and effective communication will be able to build cooperation between school principals and teachers; school principals can provide guidance to teachers; can direct and develop teacher performance so that teachers can improve their abilities and skills in teaching so that teachers are expected to increase their work productivity. Another factor that can affect teacher work productivity comes from within, namely teacher professionalism. With the existence of professional teachers, it is expected that teacher work productivity will also increase.
This study aims to determine the effect of the principal's communication skills on the work productivity of teachers at SD Negeri Tlogobodosari II and SD Negeri Andonosari I; and knowing the influence of teacher professionalism on work productivity at SD Negeri Tlogobodosari II and SD Negeri Andonosari I. This type of research is a quantitative research where a questionnaire is given to all teachers who work at SD Negeri Tlogobodosari II and SD Negeri Andonosari I.
The results showed that there was an influence of the principal's communication skills on the work productivity of teachers at SD Negeri Tlogobodosari II and SD Negeri Andonosari I which was carried out by means of criticism and suggestions; holding training/seminars; and motivation as indicated by the communication results of 91.00% and 89.75%, respectively, and the teacher's work productivity of 92.25% and 91.50%, respectively. In addition, there is also an influence of teacher professionalism on teacher work productivity at SD Negeri Tlogobodosari II and SD Negeri Andonosari I because if a teacher is a professional teacher then the teacher will have the ability, education, and skills in teaching so that it will increase teacher work productivity marked with the results of the distribution of teacher professionalism questionnaires of 89.75% and 89.00%, respective.
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Era, Yohanes Kristoforus, Rudy Wahyono, and H. Fajar Supanto. "Analysis of the Effect of Principal Leadership, Teacher Professionalism, and Work Motivation on High School Teachers’ Performance in Ende Regency." East African Scholars Journal of Economics, Business and Management 5, no. 10 (November 16, 2022): 337–42. http://dx.doi.org/10.36349/easjebm.2022.v05i10.010.
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This study aims to determine the analysis of the influence of principals' leadership, teacher professionalism, and work motivation on the performance of high school teachers throughout Ende Regency. This study uses quantitative methods. Determination of the sample using the Proportional Random Sampling technique so that the research sample obtained is 246 respondents. Data collection techniques used are questionnaires and interviews. The data analysis method used is ordinary least square linear regression using the SPSS program. The results of the study prove that the results of this study support the results of research which concludes that teacher professionalism has a significant positive effect on teacher performance. The results of this study also support the results of research which states that the better the professionalism of teachers, the more it affects teacher performance positively and significantly. Thus, and vice versa, the worse the professionalism of teachers, the lower the performance of high school teachers throughout Ende Regency. The principal pays attention to the teacher's performance, namely to be more professional and work motivation to the teacher's performance.
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Zoller, Katalin, and Katinka Bacskai. "Teacher Work and Job Satisfaction among Romanian Lower Secondary Teachers." Central European Journal of Educational Research 2, no. 2 (July 13, 2020): 93–100. http://dx.doi.org/10.37441/cejer/2020/2/2/7918.
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The purpose of this paper is to provide an empirical based understanding of the Romanian context of teacher work, which provides an opportunity to identify characteristics considered to affect teaching activities and gives a basis for planning and conducting other research on teachers working conditions. The paper is based on authors' research which is a secondary analysis of Teaching and Learning International Survey (TALIS) 2013 database. The database contains the survey responses of teachers of lower secondary education (ISCED 2) and the principals of their schools. During the investigation cross/tables, cluster analysis, linear and logistical analyses were used. Based on our research results, we can see that the factors attributed both to the individuals and to the elements of pedagogical culture show a strong correlation with the characteristics of the teaching and the satisfaction with the teaching. Considering the factors attributed to the individuals, professional development and the total career time is the most influential factor of job satisfaction and teacher’s self-efficacy. Among the variables included in the school culture dimension, the effectiveness of teacher work, the disciplined atmosphere, the values of student/teacher relationships and the positive effects of teacher-teacher relationships indicated satisfaction and self-efficacy.
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Rostiawati, Tetei, Amalia Sapriati, and Tita Rosita. "Pengaruh Gaya Kepemimpinan Transformasional dan Sarana Prasarana terhadap Budaya Kerja Guru Sekolah Dasar Gugus 4 Parungsari di Kecamatan Sajira Kabupaten Lebak." Indonesian Journal of Educational Counseling 5, no. 2 (July 30, 2021): 75–82. http://dx.doi.org/10.30653/001.202152.182.
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THE EFFECT OF TRANSFORMATIONAL LEADERSHIP STYLE AND INFRASTRUCTURE ON THE WORK CULTURE OF TEACHERS IN ELEMENTARY SCHOOL OF GROUP 4 PARUNGSARI IN SAJIRA SUB-DISTRICT, LEBAK REGENCY. Work culture in schools is closely related to leadership style and facilities and infrastructure. In this case, the low work culture of elementary school teachers is also commonly found in elementary school teachers in Cluster 4 Parungsari, Sajira District, Lebak Regency. Based on data from the Sajira District education office, it was recorded that 52 teachers or 50% (104 teachers from 12 elementary schools) found a low work culture as indicated by the number of teachers who came late to school, the learning process in the classroom did not match the time allocation, and the teacher's lack of creativity in creating innovative learning. This is quite interesting to be studied and analyzed further. The purpose of this study is to analyze the influence of transformational leadership style and infrastructure on the work culture of teachers. This research is quantitative research with Explanatory Survey method. The sample used was 100 elementary school teachers in the Parungsari Village, Group 4, Sajira District, Lebak Regency. Data was collected using a questionnaire/questionnaire. The research results obtained are: 1) There is an influence of Transformational Leadership Style on Teacher Work Culture; 2) There is an influence of Facilities and Infrastructure on the Teacher's Work Culture; 3) There is an influence of Transformational Leadership Style and Infrastructure on Teacher Work Culture.
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Syukri, Ahmad, Nuzuar Nuzuar, and Idi Warsah. "Peran Kepala Madrasah dalam Meningkatkan Etos Kerja Guru." Journal of Administration and Educational Management (Alignment) 2, no. 1 (June 30, 2019): 48–60. http://dx.doi.org/10.31539/alignment.v2i1.725.
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The purpose of this study was to determine the role of the principal in improving teacher performance. Research uses a field research approach (field research). The results of the study, the headmaster always supervises or supervises by going around the classroom to see the teacher. In addition to supervising the teaching of the madrasah head teacher also plays a role in the process of monitoring or evaluating the work of all staff in the madrasah including the teacher, the madrasa head tries to influence teachers and employees to encourage enthusiasm for work and commitment to the task objectives. The conclusion of this research is the madrasa head plays an active role in efforts to improve the work ethic of teachers, namely by establishing harmonious relationships with fellow teachers (teachers), providing welfare to teachers who accommodate, control and evaluate teachers in carrying out their tasks so that they can change mindsets in building the character of the teacher, so that the teachers helped build the madrasas to be the foremost in accordance with their vision and mission.
Keywords: The Principal's Role, Teacher's Work Ethic