Статті в журналах: "Personality competence"

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RUGAIYAH, RUGAIYAH. "STRATEGI MEMPEROLEH SUMBERDAYA MANUSIA PENDIDIKAN YANG BERMUTU." ALQALAM 27, no. 1 (April 30, 2010): 135. http://dx.doi.org/10.32678/alqalam.v27i1.586.

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Improving the quality ef education management begins with the improvement of human resources schools, principals as school managers need to have a high competence. To assume the principal's office is necessary to prepare the candidates who meet the qualifications and competence Goals of this study to obtain strategy to get quality education through ; first competency mapping pricipal candidate, second; competency mapping for the principal candidates in terms of the total competence of the principal, third competency mapping principal candidate from each principal aspects of competence. Surory approach use for this study data analysis with kuantitatif descriptive. Collecting data principal of competency with instmment by paper and pencil Result of this study to Mapping of Competence Principal Candidate, first Mapping competencies for prospective principals principals only 3% of the candidates included in the category of high competence, and 46% of the principal candidates have been category, 51 % belong to low or very low. Second mapping competencies of principal are acquired 63% of the principal candidates have mastered the managerial competence and social competence, for competence and personal entrepreneurship 4 3% of the principal candidates master the competence, the competence for supervision while the only 26% controlled by the principal candidate. Third Mapping competencies for managerial competence, entrepreneurship, personal, supervision and social, there are some competencies have mastery and any competece have not master. Based on mapping results, the implication of this study are : for the competence of managerial skills development priorities through education and training or workshop activities. For entrepreneurial competencies need to be trained to think of creative and innovative capabilities through case studies. For the supervision competencies need to be trained through simulation. For social competence and personality is only required to guide them through regular meetings. Keywords: Strategy, qualified human resources, headmaster competence-managerial personality-supervision-social entrepreneurship.

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Lestari, Yovi Anggi, and Margaretha Purwanti. "The inter-relation among pedagogic, professional, social, and personality competences in nonformal school teachers." Jurnal Kependidikan: Penelitian Inovasi Pembelajaran 2, no. 1 (May 30, 2018): 197–208. http://dx.doi.org/10.21831/jk.v2i1.10207.

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HUBUNGAN KOMPETENSI PEDAGOGIK, PROFESIONAL, SOSIAL, DAN KEPRIBADIAN PADA GURU SEKOLAH NONFORMAL XAbstrakPenelitian ini bertujuan untuk mengetahui kompetensi guru (kompetensi pedagogik, kompetensi profesional, kompetensi sosial, dan kompetensi kepribadian) serta melihat hubungan antarkompetensi pada guru-guru sekolah nonformal X. Penelitian ini dilakukan pada sekolah nonformal yang berfokus pada pendidikan seni yang juga membutuhkan kompetensi guru yang berkualitas seperti pada pendidikan formal. Penelitian ini menggunakan mixed methods dengan instrumen kuesioner, panduan observasi, dan wawancara. Hasil penelitian menunjukkan bahwa pertama, mayoritas guru memiliki kompetensi cukup, namun masih ada yang memiliki kompetensi kurang sehingga menunjukkan bahwa kompetensi guru masih bervariasi. Pada uji korelasi menunjukkan setiap kompetensi memiliki korelasi signifikan dengan kompetensi lainnya. Artinya, setiap kompetensi tidak berdiri sendiri, namun saling melengkapi untuk menghasilkan kompetensi yang berkualitas secara utuh. Kedua, kompetensi pedagogik memiliki korelasi signifikan dengan kompetensi profesional, kompetensi sosial, dan kompetensi kepribadian. Kompetensi profesional juga memiliki korelasi signifikan dengan kompetensi sosial dan kompetensi kepribadian, serta kompetensi sosial yang juga memiliki korelasi signifikan dengan kompetensi kepribadianAbstractThis study was aimed at determining teachers’ pedagogic, professional, social, and personality competences and competency inter-relation of the teachers in the non-formal school X. This study was conducted in non-formal schools that focused on art education that required teachers’ qualified competences as in formal education. The study used the mixed methods with questionnaire instruments, observation, and interview guides. The results show that the majority of the teachers have sufficient competence, and the others have insufficient competence. It shows that the competences of the teachers are still varied. The correlation test results show that each competency has a significant correlation with other competencies. That is, each competency does not stand alone, but complement each other to produce a quality competence intact. The results show that pedagogic competence has a significant correlation with professional, social, and personality competences. Professional competence has a significant correlation with social and personality competences, as well as social competence also has a significant correlation with personality competence

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Isman, Raden Panji Mochamad Ageng, Indu Purnahayu, and Renea Shinta Aminda. "Analisis Pengaruh Disiplin, Kepribadian dan Pelatihan Terhadap Kompetensi (Studi Pada Peserta Pelatihan Di Balai Latihan Kerja Kota Bogor)." Jurnal Manajemen 11, no. 2 (December 1, 2020): 162. http://dx.doi.org/10.32832/jm-uika.v11i2.3242.

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<div><table cellspacing="0" cellpadding="0" align="left"><tbody><tr><td align="left" valign="top"><p>The problem that is used as the object of research is the knowledge competency of the trainees is very low. The attitude competency of the trainees is very low. The skills competency of the trainees is very low. This study aims to: 1) Know the effect of discipline on competence, 2) Know the influence of personality on competence, 3) Know the effect of training on competence, 4) Know the effect of discipline and personality together on competence, 5) Know the effect of discipline and training jointly on competence, 6) Knowing the influence of personality and training together on competence, and 7) Knowing the effect of discipline, personality, and training together on competence. The data collection technique was using a questionnaire given to the participants of the training as 125 respondents. The hypothesis used is simple regression analysis and multiple regression analysis. The results showed that: 1) There was a positive and significant effect of discipline on competence, 2) There was a positive and significant influence on personality on competence, 3) There was a positive and significant effect of training on competence, 4) There was a positive influence and significant discipline and personality together towards competence. 5) There is a positive and significant effect of discipline and joint training on competence, 6) There is a positive and significant influence on personality and training together on competence, and 7) There is a positive and significant influence on discipline, personality, and joint training of competencies.</p></td></tr></tbody></table></div>

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Pristiwaluyo, Triyanto, and Fatimah Ab Hakim. "Pengaruh Kompetensi Kepribadian dan Kompetensi Sosial terhadap Pelaksanaan Supervisi Akademik Pengawas Sekolah Menengah Atas." Jurnal Ad'ministrare 5, no. 2 (January 14, 2019): 63. http://dx.doi.org/10.26858/ja.v5i2.7883.

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This study aims to determine personality competence, social competence and academic supervision of high school supervisors as well as the influence of personality and social competencies on the implementation of academic supervision conducted by high school supervisors. The type of research is ex post facto research. The study population was all permanent teachers with the status of civil servants (PNS) in State High Schools in Luwu Regency. The study sample consisted of 152 teachers obtained by the proportional simple random sampling technique. The data of this study were collected using the personality and social competency instruments of the supervisor and the implementation of academic supervision in the form of questionnaires with a Likert scale model. The data analysis technique used is descriptive analysis and multiple regression analysis. The results of the study indicate that: (1) the competence of personality and social competence of high school supervisors is in the very high and high category, and the implementation of supervisory academic supervision in high schools is in the good category. (2) The supervisory personality and social competencies in high school together have a positive effect on the supervisory academic supervision, and (3) Personality competency and supervisory social competence each have a positive influence on the implementation of supervisory academic supervision in high school.

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Sukenti, Desi, Syahraini Tambak, and Charlina Charlina. "Developing Indonesian language learning assessments: Strengthening the personal competence and Islamic psychosocial of teachers." International Journal of Evaluation and Research in Education (IJERE) 9, no. 4 (December 1, 2020): 1079. http://dx.doi.org/10.11591/ijere.v9i4.20677.

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<span>Research on the assessment of learning has been carried out by many other researchers, but putting Islamic psychosocial and personal competence as a solution has not been found. This study aimed to develop an assessment of Indonesian Language learning for high school teachers by strengthening Islamic psycosocial and personality competencies. Using the ex post facto approach, by distributing questionnaires to 213 Indonesian Language teachers and analyzed using descriptive and regression. This research results in the mastery of teachers about personality competence, Islamic psychosocial, and the assessment of Indonesian Language is the same as medium mastery. Personality competence and Islamic psychosocial as together are very strong in developing the ability to assessment Indonesian Language learning in high school teachers. Islamic psychosocial is predicted to be able to improve the assessment of Indonesian Language high school teacher learning as well as personality competence. This study concludes that personality’s competences and Islamic psychosocial are very significant in developing the assessment of Indonesian Language high school teacher's in learning. This research contribution strengthens the development of the theory of "teacher performance assesment" in the world of education. For the Department of Education to develop policies to improve the assessment of Indonesian Language learning by conducting Islamic psychosocial and personality competency training for all teachers in Indonesia.</span>

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M. Hanif Satria Budi. "MANAJEMEN PENGEMBANGAN KOMPETENSI KEPRIBADIAN DAN LEADERSHIP GURU PENDIDIKAN AGAMA ISLAM." Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam 1, no. 1 (February 27, 2018): 99–119. http://dx.doi.org/10.29062/dirasah.v1i1.53.

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The management of teacher competence development is a fundamental requirement in educational institutions. The aspects that are related to teachers are still a problem and should be addressed. One of them is the personality and leadership competence of Islamic Education (PAI) / Religious teacher, namely professional, pedagogical, and social competence. Personality competence becomes a very important issue because this competence becomes the basis for every teacher in performing the duties, as well as the leadership competence becomes the basis of PAI / Religious teacher in implementing learning and developing Islamic culture in the school This research aims at analyzing the management of teacher personality and leadership competency development more broadly and deeply at SMAN 3 Malang and MAN 1 Ngawi, with coverage: (1) the orientation of personality and teacher leadership development of PAI / Religious teacher, (2) the management of Personality competency development planning and teacher leadership of PAI / Religious teacher, (3) the management of implementation of personality and leadership competence development of teacher of PAI / Religious teacher, and (4) the evaluation and sustainable of personality competence and leadership development of teacher of PAI / Religious teacher. The research was conducted in SMAN 3 Malang and MAN 1 Ngawi and used qualitative approach with multisite types. Data collection was done using interviews, observation, and documentation. Data analysis techniques included data reduction, data presentation, and data verification. To check the data validity of the researcher used data triangulation technique. The informants in this research were principals, vice principals, general teachers, and teacher of PAI / religious The results of this research indicated that: (1) the orientation of the development of teacher personality and leadership competencies at SMAN 3 Malang and MAN 1 Ngawi is based on the sub indicators in each competence; (2) the management of development planning of personality competency and teacher leadership at SMAN 3 Malang and MAN 1 Ngawi is the involvement of school principal, vice chairman, UPM chairman, and head of field. The planning stage is the identification of problems, determining the needs of evelopment program dplanning, program implementation, and evaluation. The last of the planning is done in 3 lines namely short-term, long-term, and incidental planning; (3) the developments of personality competence and teacher leadership at SMAN 3 Malang and MAN 1 Ngawi are 2 stages, there are routine and incidental. The sources of development implementation are from the internal that is done by the school, and externally is done by the government and related ministries. the form of development included training, training, workshops, advanced studies, reading, spiritual religious activities, rewards, and motivation; (4) the evaluation and sustainable of the development of teacher personality and leadership competency at SMAN 3 Malang and MAN 1 Ngawi is done by school principal with the teacher performance evaluation, teacher diary, motivation, and guidance of school principal.

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Ahmad Eko Suryanto and Marko Ayaki Lumbantobing. "SELF PERCEPTION ABOUT THE COMPETENCE OF MECHANICAL ENGINEERING EDUCATION STUDENTS AS PROSPECTIVE TEACHERS." BALANGA: Jurnal Pendidikan Teknologi dan Kejuruan 8, no. 2 (December 21, 2020): 42–48. http://dx.doi.org/10.37304/balanga.v8i2.2023.

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This study aims to describe the competencies possessed by mechanical engineering education students based on self-perception. These competencies are pedagogic competence, personality competence, sosial competence and professional competence. The results showed that students of the Mechanical Engineering Education Study Program (PTM), Palangka Raya University (UPR) had quite good pedagogical competence, good personality competence, good sosial competence and fairly good professional competence.

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Kostenko, Dmytro, and Viktoriia Oliinyk. "INTERCULTURAL COMPETENCE AS A PART OF READYNESS OF FUTURE INFORMATION TECHNOLOGY PROFESSIONALS FOR INTERCULTURAL COMMUNICATION." Collection of Scientific Papers of Uman State Pedagogical University, no. 3 (October 12, 2021): 100–107. http://dx.doi.org/10.31499/2307-4906.3.2021.241732.

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The article is devoted to the study of the formation of intercultural competence of future specialists in the field of “Information Technology”, taking into account current trends in education in the context of globalization and strengthening intercultural ties. Various aspects of intercultural competence are considered. The relevance of the study of the problem of formation of intercultural competence of future specialists in the field of “Information Technology” in connection with the growing level of public demand for such specialists is emphasized. The essence of the debatable concepts “competence” and “competency” is specified. Keywords: intercultural competence; intercultural competency; readiness for intercultural communication; future specialists; competences; information technologies; personality; foreign languages; education.

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Razak, Ahmad, and Novita Maulidya Jalal. "HUBUNGAN ANTARA KECERDASAN EMOSIONAL DENGAN KOMPETENSI KEPRIBADIAN GURU." Jurnal Psikologi TALENTA 4, no. 1 (October 1, 2018): 69. http://dx.doi.org/10.26858/talenta.v4i1.6580.

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This study examines the relationship between emotional intelligence and personality competence. The subjects of this study were 60 teachers of SMAN 1 Sungguminasa using total sampling techniques. Data retrieval used by using The emotional intelligence scale and personality competency scale. The data was then processed using parametric statistics, namely Pearson product moment. The results of the analysis show that there is a relationship between emotional intelligence and personality competence. This shows that there is a positive relationship between emotional intelligence and personality competence. The higher the emotional intelligence, the higher the personality competence.

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Arjita, Utama Andri. "Pengaruh Kompetensi Widyaiswara Terhadap Prestasi Peserta Diklat Pada Matadiklat Etika Publik di Pusdiklat BPS." Scholaria: Jurnal Pendidikan dan Kebudayaan 9, no. 1 (January 23, 2019): 76–81. http://dx.doi.org/10.24246/j.js.2019.v9.i1.p76-81.

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The purpose of the research is to see what variables exist in widyaiswara competencies which influence their performance as training participants. This is a quantitative approach with analytical methods in the form of analytical statistics. The analysis technique is multiple linear regression. The results of the analysis shows that not all variables in widyaiswara competencies affect the training participants' performance. Competence that has a direct influence is the competence of systematic presentation, presentation ability, and answering questions. Personality competency and social competence are not influential on the performance of participants.

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Mohammad Rasikhul Islam. "Competency of Islamic Education Teacher to Improve Student Learning Achievement." EDUTEC : Journal of Education And Technology 1, no. 2 (March 30, 2018): 106–18. http://dx.doi.org/10.29062/edu.v1i2.14.

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The competency of the teacher can contribute or increase learning achievement can be an active example of inofative criminative and have high integration in school. The purpose of this research is to know the role of the PAI master competence in enhancing student learning achievement. This research uses the method of decriptif with a qualitative approach, data collection techniques using observations, interviews and documentation studies. Research subjects are the principals and teachers of PAI. The results of the study showed: (1). Pedagogic competence, (2). Personality Competencies (3). Social competence and (4). Professional competence.

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Gulo, Nur'Ainun. "KOMPETENSI GURU PENDIDIKAN AGAMA ISLAM SD NEGERI DI KECAMATAN BATANG ANGKOLA." ECOBISMA (JURNAL EKONOMI, BISNIS DAN MANAJEMEN) 2, no. 1 (January 24, 2015): 160–79. http://dx.doi.org/10.36987/ecobi.v2i1.1639.

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This research was carried out with the aim to find out the competence of Islamic elementary education teachers in the District of Batang Angkola. Based on Minister of Religion Regulation No. 16 of 2010, wherein it is explained that there are five teacher competencies, namely pedagogical competence, personal competence, social competence, and professional competence and leadership competency because this research is specifically for PAI teachers, so it is added with religious competence. The purpose of this study provides an overview of the competence of PAI teachers.The research method used in this research is descriptive qualitative method, the research used to find out or describe the reality of the events under study or research conducted on independent variables without making comparisons with other variables. Data collection techniques carried out in the form of observation, interviews with all informants who have been determined purposively and document study. Data analysis technique is done by data reduction, presentation and conclusion drawing.Based on the results of the study, it can be concluded that the Competency Profile of PAI Teachers in Public Elementary Schools in Batang Angkola Subdistrict are as follows: (1) Pedagogical competencies are categorized as good, except for indicators of understanding towards learners and the implementation of educative and dialogical learning; (2) Personality competencies are categorized as good, except for the indicators of presenting themselves as individuals who are steady, stable, mature, and become role models; (3) Social competence is categorized as good, with the exception of indicators of ability to communicate, especially with cues and adaptation in places throughout the territory of the Republic of Indonesia which have social and cultural diversity; (4) Professional competence is categorized quite well, where PAI teachers can master the subject matter and have the ability to deliver material widely; (5) Leadership competencies are categorized as good; (6) Religious competence can be categorized as good.Because there are still a number of indicators that are still low or not good in each competency, the recommendations of this study are (1) For the Department of Education in the South Tapanuli Regency to make policies that are in line with the ability of special teachers in the Batang Angkola District area; (2) School principals are expected to improve the quality of PAI teachers; (3) For PAI teachers further enhance their teaching. Keywords: Pedagogic Competence, Personality competence, Social Competence, Professional competence, Leadership competence and Religious competence.

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Mustaqim, Mujahidil. "MENINGKATKAN KOMPETENSI SOSIAL DAN KEPRIBADIAN GURU MELALUI PROGRAM PENGAJIAN DI SEKOLAH, KENAPA TIDAK?" EDUTECH 17, no. 2 (December 19, 2018): 188. http://dx.doi.org/10.17509/e.v17i2.12639.

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Abstract. This article would like to address a number of issues that indicate the need for increased social competence and teacher personality as the spearhead of education managers in the field. However, this enormous role is not matched by a mature debriefing of these two compe-tencies for the preparation of a professional teacher candidate. Of the 163 SKSs studied, only 26 credits were granted to form social competence and personality. Means only 16% of the propor-tion of courses for these two competencies. So on this, it needs an independent but planned effort to improve the social competence and personality of teachers, such as through pengajian pro-grams for teachers in schools. This article is formulated by using the reseacrh library approach. There are two main subjects that are studied first, the analysis of the needs of the study program on improving social competence and teacher personality. Second, the objective formulation and content of the study program on improving the social competence and teacher's personality. Abstract. This article would like to address a number of issues that indicate the need for increased social competence and teacher personality as the spearhead of education managers in the field. However, this enormous role is not matched by a mature debriefing of these two compe-tencies for the preparation of a professional teacher candidate. Of the 163 SKSs studied, only 26 credits were granted to form social competence and personality. Means only 16% of the propor-tion of courses for these two competencies. So on this, it needs an independent but planned effort to improve the social competence and personality of teachers, such as through pengajian pro-grams for teachers in schools. This article is formulated by using the reseacrh library approach. There are two main subjects that are studied first, the analysis of the needs of the study program on improving social competence and teacher personality. Second, the objective formulation and content of the study program on improving the social competence and teacher's personality.

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Ivanov, Andrey, and Vadim Sdobnikov. "Development of Translator Competences as the Main Task of Translator Trainers." Nizhny Novgorod Linguistics University Bulletin, no. 51 (September 30, 2020): 117–31. http://dx.doi.org/10.47388/2072-3490/lunn2020-51-3-117-131.

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The article discusses development of translator competences as the main task of translator trainers. Based on the accepted definition of the notion of “competence” and the modern reali-ty of the profession, the authors propose a model of professional translator competence as the general ability to perform translation/interpreting which includes specific competences: com-municative competence, linguistic competence, textual competence, technological competence, socio-cultural competence, instrumental competence, theoretical competence, and ethical competence. The authors argue that all specific competences are interconnected, and their combination determines the character of the professional personality of a translator / interpreter.

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Ma'arif, Muhammad Anas. "Analisis Konsep Kompetensi Kepribadian Guru PAI menurut Az-Zarnuji." Istawa: Jurnal Pendidikan Islam 2, no. 2 (September 14, 2017): 35. http://dx.doi.org/10.24269/ijpi.v2i2.624.

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PAI teacher personality competence is one of the factors that make the success and failure of educational activities therefore educators must develop their personality competencies in order to become tauladan learners. For that personality competence that existed in the book ta`limul muta`allim work of Imam az-Zarnuji should be realized by educators today such as, seriously, keep ablution and istiqomah night prayer. Thus this study aims to analyze the personality competence of teachers PAI more depth in order to be used as a reference of teachers today.

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Bugalska, Anna. "Personality predispositions and competence." International Journal of Contemporary Management 18, no. 1 (2019): 7–36. http://dx.doi.org/10.4467/24498939ijcm.19.001.10734.

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Annisa, Onni, and Yulia Hapsari. "EFL PRE-SERVICE TEACHERS’ PERCEPTIONS OF AN IDEAL ENGLISH TEACHER." Jurnal Pendidikan Bahasa dan Sastra 20, no. 2 (March 28, 2021): 233–42. http://dx.doi.org/10.17509/bs_jpbsp.v20i2.33063.

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Standards of being a professional teacher in Indonesia have been set by the government in the Teachers Law Number 14, 2005. One of the requirements is having four teacher competences; pedagogical, personality, social and professional competences. Yet, the empirical data show that Indonesian education quality and teacher competence are still below the standards, including English teacher. This concern leads curiosity about pre-service teachers’ awareness of this situation. Therefore, this study was aimed to discover EFL pre-service teachers’ perception on the criteria of an ideal English teacher within the framework of the four teachers’ standard competences, the most important competence and their consideration in choosing it. By using explanatory sequential mixed method, 100 EFL pre-service teachers were involved. The data were gathered through a questionnaire, then followed up by an interview to some participants. As the result, a divergence finding was found. Personality competence obtained the highest mean score on the criteria of an ideal English teacher while pedagogical competence was opted as the most important competence. Further, an interview was done to reveal considerations contributing to the divergence finding. The interviewees agreed with the criteria constructing the personality competence as teachers are role model who must set good example for their students. However, teaching is teachers’ main task where they need to deliver their knowledge to students in order to achieve the learning goals through pedagogical competence. This study concludes that not only pedagogical competence that mater in teaching, but teachers’ personality is also crucial.

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Evseev, A. B. "Psycholinguistic aspect in shaping the secondary linguistic personality of post-graduate students." Alma mater. Vestnik Vysshey Shkoly, no. 11 (November 2021): 80–84. http://dx.doi.org/10.20339/am.11-21.080.

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Presented is the paradigm of professional and linguistic competencies of postgraduate students of a Russian humanities university. The author proves the importance of a competency-based approach in teaching foreign languages to assist post-graduates in their successful adaptation to persistently changing conditions in the labour market. The research substantiates the necessity of shaping a secondary linguistic personality in post-graduate students capable of successful intercultural communication. The article analyzes various interpretations of “competence”, as a notion, postulates the communicative approach in learning foreign languages based on the psycholinguistic aspect. The author suggests new methods of assessment of the linguistic competence maturity in post-graduates at various levels of education.

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Zemengue, J., and T. Mbila. "The competence approach as the basis to form training system for library professionals in the Republic of Cameroon." Bibliosphere, no. 4 (January 11, 2020): 64–77. http://dx.doi.org/10.20913/1815-3186-2018-4-64-77.

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The article deals with the attitude of specialists to the competence approach in higher education, the stages of the “competence” formation concept are shown. The authors share the point of view of specialists, who emphasize the practical orientation of competences, and the competence approach itself is based on the practical orientation of education. After the analysis of publications, the authors come to the conclusion that the training of librarians in the Republic of Cameroon should ensure the formation of the following three groups of competences: 1) academic competencies, including basic knowledge and skills; 2) social and personal competences, including cultural and value orientations connected with the attitude of a person to himself as a personality (personal competence) and related to the person as a subject of interpersonal communication (communicative competence); 3) professional competencies. The authors show the basic technological competences required by Cameroonian library staff and believe that they should be incorporated into special academic disciplines and curricula of the department of documentary information. The authors conclude that academic, socio-personal and professional competences should be the basis not only for the educational standard of higher library education (getting bachelor’s and master’s degrees), which should be developed in Cameroon, but also for the entire system of training of highly qualified library personnel in the country.

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Seryakova, S. B., E. A. Levanova, A. V. Mudrik, T. V. Pushkareva, Y. A. Baskakova, and E. V. Zvonova. "Exploring Social and Pedagogical Competence in Social Services Specialists: Theoretical and Empirical Background." Психологическая наука и образование 23, no. 1 (2018): 106–16. http://dx.doi.org/10.17759/pse.2018230109.

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The paper presents results of a research on personality characteristics that shape the core of professionalism in social services specialists. The research was carried out within the paradigm of the systems approach. We discuss the structure and relationship between the components of social and pedagogical competence within the framework of Russian psychological concept of integral individuality. We emphasize that competency as a potential ability implies the specialist’s readiness for professional activity, and that the integration of several competencies in a multi-level system of his/her personality characteristics appears as the individual’s competence in professional activity. System interrelations between the components are regarded as outcomes of the specialist’s professional development. We describe the conceptual model of social and pedagogical competence and argue that one of the important factors in its development is the individual’s image of the future and the notion of time perspective as a feature of tolerance for uncertainty.

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Ichikawa, Reiko, and Satoshi Mochizuki. "The Relationships between Personality Disorder Traits and Assumed Competence: Comparison among Four Types of Competence." Japanese Journal of Personality 23, no. 2 (2014): 96–100. http://dx.doi.org/10.2132/personality.23.96.

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Festa, Candice C., Carolyn McNamara Barry, Martin F. Sherman, and Rachel L. Grover. "Quality of College Students' Same-Sex Friendships as a Function of Personality and Interpersonal Competence." Psychological Reports 110, no. 1 (February 2012): 283–96. http://dx.doi.org/10.2466/04.09.10.21.pr0.110.1.283-296.

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The aim of the current study was to investigate personality traits and interpersonal competencies as predictors of the quality of same-sex friendships in young adulthood. Undergraduate students ( N = 176), who attended a mid-Atlantic U.S., medium-sized university, completed self-report surveys on their personality, interpersonal competence, and friendship quality. Sex, class status, extraversion, agreeableness, and interpersonal competencies were associated with higher friendship quality, but only the interpersonal competence of self-disclosure significantly predicted friendship quality after controlling for sex, class status, and the five personality factors.

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Asha, Lukman. "Langkah Manajerial Kepala Sekolah dalam Meningkatkan Kompetensi Guru Agama Islam di Madrasah Aliyah Muhammadiyah Curup." FOKUS Jurnal Kajian Keislaman dan Kemasyarakatan 4, no. 2 (December 9, 2019): 117. http://dx.doi.org/10.29240/jf.v4i2.1120.

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Law No. 14 of 2005 concerning Teachers and Lecturers, has inspired the Principal of the Madrasah Aliyah Muhammadiyah School (MAM) Curup. The inspiration was manifested in the managerial step of increasing four main competencies, namely: pedagogical competence, professional competence, personality competence, and social competence. In connection with the managerial step, this paper aims to describe; (1) school principal management in improving teacher competency; (2) the success of the principal's management in improving teacher competency; (3) inhibiting factors and principals management solutions in improving teacher competency. This research is in the form of qualitative, using data collection methods in the form of observation, interviews, and documentation. The results showed that the principal's management strategy in improving teacher competency in MAM Curup, namely: First, School Principal Management in improving Islamic education teacher competencies as follows: (1) Involving teachers in training, training and seminars, (2) Promoting discipline, (3) Motivating teachers, through motivation from school principals, becomes the spirit for teachers to improve improvements in educational innovation as a tangible form of developing competencies, (4) Implementation of Supervision. Secondly, the application of the principal's management in improving teacher competence greatly influences the competency of PAI teachers in MAM Curup, namely that teachers have implemented the five basic competency standards that are best governed by the government. Third, the barriers and solutions of the principal's management in developing the competence of Islamic education teachers in MAM Curup, namely: The role of parents has not been seen in the personal / karaker of each student, then together with the teaching time of the teacher with the training time in increasing teacher competency

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Nechyporuk, Nataliia. "Formation of intercultural competence as a pedagogical problem." ScienceRise: Pedagogical Education, no. 4(43) (July 30, 2021): 36–41. http://dx.doi.org/10.15587/2519-4984.2021.238018.

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As knowledge of English becomes a priority for the development of the Armed Forces of Ukraine, a modern military specialist is faced with a number of requirements, one of which is the formation of professionally oriented intercultural competence. Thus, a cadet, who has a certain conceptual and terminological apparatus in his/her specialization, has the opportunity to test his/her own knowledge and skills, to provide self-analysis of the level of formation of both intercultural and subject competences, as well as to receive an impartial feedback from foreign experts on the readiness for professional activity. The article considers the main notions that reveal the conceptual field of intercultural competence. The concepts of "competence", "competency", "culture", "intercultural competence" are defined and their historical-comparative analysis is carried out. It is found, that the professional training of cadets is carried out as a complex pedagogical influence, which has the purpose of developing a number of competences, among which the priority is currently considered to be intercultural competence. The essence of the concept of "competence" and variations of its interpretation by scientists, as well as differentiation with the concept of "competency", are clarified. The role of the humanities in general and the foreign language in particular in the development of professional competences of military specialists is noted. The generic function of the competence approach, which combines many traditional approaches, is mentioned. Intercultural competence is presented as a system of interconnected elements that position the personality in interaction with society through communication, which, in turn, is a means of adapting to the cultural values of society and acquiring educational competences to form a qualified graduate of a higher military educational institution. The hierarchy of competences is defined, which consists of three levels: general, special and professional, which are represented by integral, general and professional competences, respectively

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Azizah, Siti Noor, Suparwoto Suparwoto, and Zalik Nuryana. "An evaluation toward the post-certification teacher performance in the natural history learning process for the elementary school degree." Psychology, Evaluation, and Technology in Educational Research 2, no. 2 (April 29, 2020): 115. http://dx.doi.org/10.33292/petier.v2i2.16.

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The study aims at describing the teacher performance in the Natural History Learning Process for the Elementary School Degree throughout the Province of Yogyakarta Special Region from the four competencies namely personality competency, professionalism competency, pedagogy competence and social competency based on the self-assessment, the principal assessment, the peer assessment, the student assessment and the observation toward the learning process after the certification. The nature of the study is an evaluative study using the descriptive quantitative approach. The study itself was conducted in both the Public Elementary Schools and the Private Elementary Schools throughout the Province of Yogyakarta Special Regions. The subjects of the study were the teachers who had been teaching Natural History in both schools who had passed the certification test in 2007 and 2008 and who had also been receiving the certification allowance. During the conduct of the study, the data gathering instruments that had been implemented were questionnaire, observation sheet and documentation. On the other hand, the data analysis technique that had been adopted was descriptive statistical analysis with percentage. Then, the results of the study show that the post-certification performance of Natural History teachers have been “Very Good” based on the personality, professionalism, pedagogy and social competency and also based on the results of the self-assessment, the principal assessment and the peer assessment. The details on the results of the post-certification teacher performance in this regard might be elaborated as follows: (1) personality competence 96.70%; (2) professionalism competence 76.40%; (3) pedagogy competence 83.30%; and (4) social competence 88.90%. Furthermore, the results of the student assessment assert that the post-certification of Natural History teachers belongs to the “Very Good” category with the assessment rate of 96.70%. Last but not the least, the results of the observation toward the teacher learning process also belong to the “Very Good” category with the following details: (1) pre-learning activities 93.30%; (2) core activities 93.30%; and (3) closing activities 73.30%.

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Puji, Rully Putri Nirmala, and Ratna Dwi Lestari. "EVALUATING THE LEVEL OF TEACHER PERFOMANCE: PEDAGOGIC, SOCIAL AND PERSONAL COMPETENCY." Jurnal Pendidikan Sejarah Indonesia 4, no. 1 (June 16, 2021): 86. http://dx.doi.org/10.17977/um0330v4i1p86-97.

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This study aims to evaluate the level of competency of history teachers in Jember. Competency indicators are pedagogical competence, social competence and personality competence based on the perspective of students. This research used quantitative analyzed using inference statistics to analyze differences in teacher competence according to gender and teaching experience. The research sample involved 100 students across five schools. Data analysis used SPSS with multivariate statistical tests. This study indicates a significant difference between teacher pedagogical competence based on gender and teacher social competence based on the level of teaching experience. This study reflects that competency development is still needed to improve teacher competence to improve learning quality.

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Чэньси, Ван. "COMPETENCY REQUIREMENTS FOR SUPRANATIONAL ORGANIZATION EMPLOYEES: THE ICEBERG MODEL IMPLEMENTATION." STATE AND MUNICIPAL MANAGEMENT SCHOLAR NOTES 4, no. 4 (December 2021): 253–59. http://dx.doi.org/10.22394/2079-1690-2021-1-4-253-259.

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This article adopts a comparative text analysis method, uses the iceberg model to analyse, encode and compare the differences in competency requirements of different levels in the United Nations. This articles selects two levels (entry-level and senior-level) of United Nations professional employees as the research objects to explore the competency requirements of major positions in supranational organizations. This article finds that the lower the level of positions, the higher the requirements for competency in the above-water dimensions of knowledge, skills, and motivation; meanwhile, the higher the level of positions, the higher the requirements for competency in the three underwater dimensions of social role, selfconcept, and personality traits. Moreover, the characteristics of competency requirements iceberg model corresponds to the 3 core values and 8 Core competencies and 6 management competencies as proposed in the Future Competence by the United Nations, and the iceberg model of supranational organization competency requirements proposed in this article can be used as a supplement to the Future Competence.

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Чэньси, Ван. "COMPETENCY REQUIREMENTS FOR SUPRANATIONAL ORGANIZATION EMPLOYEES: THE ICEBERG MODEL IMPLEMENTATION." STATE AND MUNICIPAL MANAGEMENT SCHOLAR NOTES 4, no. 4 (December 2021): 253–59. http://dx.doi.org/10.22394/2079-1690-2021-1-4-253-259.

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Анотація:

This article adopts a comparative text analysis method, uses the iceberg model to analyse, encode and compare the differences in competency requirements of different levels in the United Nations. This articles selects two levels (entry-level and senior-level) of United Nations professional employees as the research objects to explore the competency requirements of major positions in supranational organizations. This article finds that the lower the level of positions, the higher the requirements for competency in the above-water dimensions of knowledge, skills, and motivation; meanwhile, the higher the level of positions, the higher the requirements for competency in the three underwater dimensions of social role, selfconcept, and personality traits. Moreover, the characteristics of competency requirements iceberg model corresponds to the 3 core values and 8 Core competencies and 6 management competencies as proposed in the Future Competence by the United Nations, and the iceberg model of supranational organization competency requirements proposed in this article can be used as a supplement to the Future Competence.

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Degtyarev, A. V., and D. I. Degtyareva. "On the issue of forming personal competencies of future legal psychologists." Psychology and Law 7, no. 4 (2017): 92–105. http://dx.doi.org/10.17759/psylaw.2017070408.

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The article deals with the problem of personality development of a student-psychologist within the framework of a competence approach. The competence approach, in general terms, is based on the notion that a student must master a certain set of special competencies that include the knowledge, skills, skills and personal qualities necessary for further professional activities. In other words, in the process of training, the future specialist must master a unique set of professional and personal competencies, corresponding to his individual characteristics. However, most often in the educational process, the emphasis is not on developing the necessary personal qualities (competences). Relying on the main provisions of cultural and historical psychology, which most consistently formulated by V.V. Davydov, in particular, that the intellect and emotions should be in internal unity, and that the universal moments of the person's mental development are his education and upbringing, in this work a model is proposed for the development of the personal competencies of a psychologist student, which includes three elements: psychological Border of personality, emotional intelligence and self-relationship.

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Іваницька, Марія. "Translator’s Personality Shaping: Competence Approach." PSYCHOLINGUISTICS 26, no. 2 (November 12, 2019): 135–56. http://dx.doi.org/10.31470/2309-1797-2019-26-2-135-156.

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The aim of the article is to highlight the role of psycholinguistic factors in shaping the linguistic personality of the translator and in developing the translator’s professional competence. The research method is based on the notions of the linguistic personality of the translator (LPT) and comprehensive professional competence of the translator (CPCT). LPT is defined as the sum total of language abilities, skills, and language behaviour of a bilingual individual, determined inter alia, by socio-cultural and psycho-cognitive conditions of formation/development of his or her personality. CPCT is treated as a complex of interrelated subcompetences that includes such components: abilities, knowledge, language behaviour and skills. The procedure of research proceeds from the postulate that LPT becomes apparent in translation decisions, style, language priorities, forms of speech activity, aims and guidelines of the translator. The development possibilities of LPT and CPCT are studied on the basis of such empirical methods: a) observation of novice translators’ work with the non-standard translation commissions that presuppose creativity, research and text-creating competences; b) psycholinguistic analysis of translation decisions; c) identification of the deviations that occur in understanding of the translator’s task. Findings. The paper demonstrates the development possibilities of LPT and CPCT by means of orienting the academic process to the purposeful acquisition of all the subcompetences: from language and cross-cultural ones through translator, research and technological ones even to socio-communicative and personality ones, i.e. by orienting academic aims to the formation of CPCT. It presents the work on a German-Ukrainian translation textbook that is based on the theory of functional translation by Ch. Nord and is directed at fostering those academic aims, which progressively lead to the shaping of CPCT. The paper analyzes the results of the textbook’s approbation on the basis of exercises offered in the textbook. Conclusions. It is proven that the progression of academic aims is an important aspect of translators’ training. These aims presuppose gradual development of all the translator’s subcompetences, personality subcompetence, in particular, and take into consideration all four components of CPCT that are equally relevant for the successful performance of contemporary translators on the labour market.

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Sahrawi Saimima, Saddam, Husein. "ROLE OF THE TEACHER'S DISCUSSION SUBJECTS IN ENHANCING THE COMPETENCE OF ISLAMIC RELIGIOUS EDUCATION TEACHERS." al-Iltizam: Jurnal Pendidikan Agama Islam 4, no. 1 (May 30, 2019): 104. http://dx.doi.org/10.33477/alt.v4i1.818.

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In education the various problems faced by teachers is still often the case, came successive as the development of the times. Ranging from lack of mastery of the material in the learning process, a lack of understanding on curriculum applied, stuttering in operating technology, often active on social media with things which are not educating which led to the loss of authority as a teacher and others. This paper uses qualitative research methods. Reasons to use qualitative research methods because the author wanted to describe the naturally muswarah on the role of teachers of subjects in improving teacher competence. Conclusion in this paper, the role MGMP in improving teacher competence Education of Islam among them as a forum, a. teacher competency through increased competence of pedagogic, social competence, personality, competencies, competency and professional, b. intellectual capacity building of teachers, c. as a discussion forum to find solutions in the face of challenges in the process of learning, d. increased sustainable profession forum.

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Isowa, Soutarou, and Machiko Sannomiya. "Does Sense of Coherence Contain Assumed-Competence?" Japanese Journal of Personality 27, no. 2 (November 1, 2018): 152–54. http://dx.doi.org/10.2132/personality.27.2.4.

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Gaveika, Artūrs. "PERSONALITY DEVELOPMENT, EDUCATION AND COMPETENCE AS BASIC ELEMENTS OF CREATIVITY." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 26, 2016): 48. http://dx.doi.org/10.17770/sie2016vol4.1546.

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The task of modern technologies is not only to reproduce the obtained information, but also to motivate students to new knowledge, competence and creativity in a wider spectrum of a professional sphere. In this article the connection between education, development and competence in creation of a creative individual has been researched. The author comes to the main conclusion that the creative individual is based on the education and personal development throughout their lives through educational competence of teachers, creating individual and professional competences of a modern person as a base for creative personality.

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Safitri, Evi, Yanti Hasbian Setiawati, and Agus Suryana. "Pengaruh Kompetensi Kepribadian Guru terhadap Akhlak Siswa di SMK Cendekian Muslim Nanggung-Bogor." Transformasi Manageria: Journal of Islamic Education Management 1, no. 1 (February 14, 2021): 30–53. http://dx.doi.org/10.47467/manageria.v1i1.270.

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Islamic religious education teachers are often targeted and cornered when many students violate school rules and regulations. But with the personality competence of Islamic religious education teachers, students can imitate the attitudes and actions of their teachers. This research was conducted at SMK Cendikia Muslim Nanggung Bogor. The research population was 832 students while the sample was 40 students, with a stratified random sampling technique. This study applies the correlation method with research instruments using a questionnaire for the personality competence of Islamic religious education teachers and student morals using a questionnaire. The data were analyzed using the product moment correlation technique. The results showed that r count = 0.731, which means that there is an influence of the personality competence of Islamic religious education teachers on student morals. Likewise, the significance test with the t test shows t count 6.603 t table 2.024, this means that the influence of personality competences of Islamic religious education teachers has a significant effect. While the contribution of Islamic religious education teachers to student morals is shown by the coefficient of determination = 53% which means that the personality competence of Islamic religious education teachers makes a large contribution to student morals.

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Solong, Najamuddin Petta, and Luki Husin. "PENERAPAN KOMPETENSI KEPRIBADIAN GURU PAI." TA'DIBUNA: Jurnal Pendidikan Agama Islam 3, no. 2 (December 6, 2020): 57. http://dx.doi.org/10.30659/jpai.3.2.57-74.

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This study aims to analyze the application of the personal competence of Islamic education teachers in Madrasah Aliyah Muhammadiyah Kota Gorontalo shown in three domains of personality competence consisting of three competency aspects, namely: acting in accordance with religious, legal, social, and national cultural norms; show an adult and exemplary person; and work ethic, sense of responsibility and pride in being a teacher. Research on this is reinforced by the results of teacher performance assessments on teacher personality competencies by the principal according to the data obtained in the field. PAI teachers, for example, do not share their experiences with colleagues, including inviting them to observe their teaching methods and provide input, show less good behavior that image madrasah's good name, rarely ask permission and inform earlier, by providing valid reasons and evidence for not attending activities has been planned, completes all administrative and non-learning tasks in a timely manner according to the set standards, contributes less to the development of madrasas and lacks achievements that have a positive impact on the reputation of madrasahs.Keywords: Personal Competence, Islamic Education Teacher

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Firmansyah, Guntur, Mashuri Eko Winarno, Heny Setyawati, and Tri Rustiadi. "Validity and Reliability of Futsal Coach Competency Evaluation Instruments." International Journal of Kinesiology and Sports Science 9, no. 4 (October 30, 2021): 21. http://dx.doi.org/10.7575/aiac.ijkss.v.9n.4p.21.

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Background: The study of the futsal coach competency evaluation instrument was done because there was no any existed instrument used to measure the futsal coach competence. Objective: This research aims to determine the validity and reliability of the futsal coach competency evaluation instrument. Method: the validation and reliability instruments were determined using three quantitative methods in the main phases or steps, which are expertly judged (content validation), theory test (logical validation) and data test (construct validation). The research was done by distributing questionnaires via a google form. Result: The instrument validity data is based on the average score of the research subjects assessment. Media experts scored 90.71%, 89.5% and 93.3% in 3 aspects. While material experts scored 87.69%, 85.38%, and 96.15% in 5 aspects. The KMO and MSA factors analysis test covers four competencies results: personality 0.893, social 0.884, intellectual 0.886 coachings 0.782. The instrument is valid based on the value range of 0.517-0.954. The instrument’s reliability, divided into four competencies, is reliable because the Cronbach alpha score is higher than 0.7. Conclusion: The findings of this study brings a new insight that the coach’s competence needs to be measured using appropriate, valid and reliable instruments. The results in this study are a competency evaluation instrument consisted of 4 competencies (personality, social, intellectual and coaching). This research will certainly provide a positive point to evaluate the competencies owned by futsal coaches.

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Karam, Muayyad Ahmed. "COMPETENT APPROACH AS A FACTOR OF PROFESSIONAL DEVELOPMENT OF STUDENTS OF ARTISTIC SPECIALTIES." Educological discourse, no. 3-4 (2019): 92–99. http://dx.doi.org/10.28925/2312-5829.2019.3-4.9299.

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The study deals with the conceptual approaches to the process of formation of competences of students of artistic specialties. The main goal of the educational process for students of artistic specialties, which consists in the comprehensive development and arming of essentially important competencies, theoretical knowledge and practical skills, the ability to think creatively, to improve practically their own individual abilities is determined. The ideology of artistic education is characterized in terms of a competent approach. The essence of the concepts of «competence», «aesthetic competence», «aesthetic competence of students of artistic specialties» are revealed. The author's definition of the concept of aesthetic competence of students of artistic specialties, which is considered as an integral personality education, characterized by the ability of an individual to perceive, appreciate and realize beautiful is presented. The components of aesthetic competence of students of artistic specialties (aesthetic perception, aesthetic feelings, aesthetic needs, aesthetic tastes, aesthetic ideals) are determined. The features of a competent approach in the context of artistic education are outlined. The description of the main artistic and graphic competences of students of artistic specialties is given, as: integral, special, methodical, design and aesthetic. The list of qualities that a future specialist in the area of artistic education should possess (initiative, commonwealth, learning ability, reaction flexibility and thinking) are presented. The importance of improving the competences already acquired in previous years (subject, social, general cultural, legal, IT competencies, health-saving, competence of self-development, etc.) are emphasized.

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koyuncuoğlu, deniz. "Investigation of the Moderator Role of University Conditions Under the Effect of Personality Traits on Entrepreneurship Competence." Journal of Higher Education and Science 11, no. 1 (April 30, 2021): 138–49. http://dx.doi.org/10.5961/jhes.2021.436.

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This study aimed to investigate the moderator effect of university conditions in the relationship between personality traits and entrepreneurial competence. In this cross-sectional study, the questionnaire method used in quantitative studies was preferred to obtain primary data. The population of the research is the students of Selçuk University in Konya and consists of 3rd and 4th year students studying in 2018-2019 academic year. Personal information form, Entrepreneurial-Innovative University Conditions Scale, Scale of Entrepreneurial Competencies and The Five-Factor Personality Inventory were used as data collection tools. Multiple linear regression analysis was used to analyze the data. The results show that personality traits have a positive effect on entrepreneurial competence. It was found that university conditions did not have a moderator effect in the relationship between personality traits and entrepreneurial competence. Some suggestions were offered considering the results obtained.

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Sukoyo, Sukoyo, and Juhji Juhji. "Interaksi Kompetensi Kepribadian Guru dengan Kepuasan Kerja." Munaddhomah: Jurnal Manajemen Pendidikan Islam 2, no. 2 (October 31, 2021): 95–102. http://dx.doi.org/10.31538/munaddhomah.v2i2.98.

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This article aims to analyze and discribe the interaction of the teacher's personality competence with job satisfaction. This article uses the correlational method. A total of 68 madrasa teachers in South Tangerang were used as respondents. Primary data was obtained through the Google Forms platform, which was distributed within two weeks. At the same time, secondary data was obtained from references related to job satisfaction and personality competence. The instrument used in the study was a questionnaire compiled according to a validated Likert scale. Data analysis using a simple regression test. The results showed that there was an interaction between the teacher's personality competence and job satisfaction. The study of both is discussed further. The recommendation of this study is that teachers can improve personality competencies because it is proven to be related to their job satisfaction in madrasas.

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Madjid, T. Abdul, Didin Hafidhuddin, and Bambang Suryadi. "Hubungan Antara Kompetensi dan Kinerja Guru Madrasah Aliyah Negeri di Kabupaten Bogor." Ta'dibuna: Jurnal Pendidikan Islam 2, no. 2 (August 30, 2013): 89. http://dx.doi.org/10.32832/tadibuna.v2i2.558.

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<p>A teacher must have competence in performing the task and role. Competence of teachers according to the Law of the Republic of Indonesia No.14 Year 2005 covers the pedagogic competence, personal competence, social competence, and professional competence. Competence of teachers will affect whether or not optimal learning activities. The implementation of learning is an indicator of the teachers performance.</p><p>The aim of the study is to determine the following matters: (1) The relationship between teacher competences with teacher performance of state Madrasah Aliyah in Bogor Regency (2) The contribution of teacher competences of state Madrasah Aliyah toward teachers performance in Bogor Regency which include (a) the contribution of teachers 'pedagogical competence toward teachers' performance of state Madrasah Aliyah in Bogor Regency, (b) the Contribution of teachers personality competence toward teachers performance of state Madrasah Aliyah in Bogor Regency, (c) the contribution of teachers social competence toward teachers performance of state Madrasah Aliyah in Bogor Regency, and (d) the contribution of teachers professional competence toward teachers performance of state Madrasah Aliyah in Bogor Regency.</p><p>Research conducted with quantitative approach in the form of "corelasional study", is a method of research used to explain the relationship and the contribution of independent variables with the dependent variable.</p><p>The results of this study include:</p><ol><li>Competences teachers include Pedagogic (X1), Personality Competence (X2), Social Competence (X3), and Professional Competence (X4) collectively have a very strong relationship with the teachers performance (Y).Based on the results of calculation of the correlation coefficient obtained by 0.945, when interpreted in the levels classified as very strong relationship because the value of the correlation coefficient was 0.945 the a scale from 0.800 to 1.00. Variable competence of teachers is closely related to elements of teacher appraisal covering pedagogic competence, personal competence, social competence and professional competence.�provide a very high impact on improving the performance of teachers in schools.</li><li>The existence of pedagogic competence (X1) contribute on the performance of teachers (Y), amounting to 78.7%.�This happens because the 208 teachers of state Madrasah Aliyah in Bogor Regency, the majority (86.54%) have educational background of the Institute of Educational Personnel (LPTK).�The remaining 28 people amounting to 13.46% are Non LPTK backgrounds.�The Akta IV have followed the program as many as 18 teachers.�LPTK educational background and Program Akta IV affect the pedagogical competence of teachers of state Madrasah Aliyah in Bogor Regency.</li><li>The existence personality competencies (X2) contribute on the performance of teachers (Y), amounting to 89.2%.�This is influenced by the noble teacher personality, became models for the students and the community, dignity, responsibility and demonstrate a high personality that can affect the performance of teachers in shaping the students' personalities.</li><li>The existence of social competence (X3) contribute on the performance of teachers (Y), amounting to 88.5% due to the teachers of state Madrasah Aliyah in Bogor Regency addressing the communication of professions communities themselves, either in writing or verbally.�This prove by many teachers involve and active in professional organizations of teachers, such as PGRI, PGDRI, and KKG. They are also heavily involved and active in other organizations and professions such as socio-religious organizations (NU, PUI, Muhammadiah etc.). The good communication among teachers with teachers, teachers with educational staff, teachers with parents, and teachers with students affect the students' good communication.�It is an indicator of the teachers performance in the field of social competence.</li><li>The existence of professional competence (X4) contribute on the performance of teachers (Y), at 81%.�This is due to the level of teachers education is one component of professional competence of teachers. With the high levels of teacher education at S1 as many as 85.58%, and S2 as muny as 11.06% has a very strong influence on the performance of teachers of state Madrasah Aliyah in Bogor Regency</li></ol><p>�</p><p class="keywords">Keywords�component; formatting; style; styling; insert (key words)</p>

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Harahap, Nurliana, Ameilia Zuliyanti Siregar, and Yuliana Kansrini. "Analysis of The State of Educative Workers in Polytechnic of Agricultural (STPP) Lecturers Based on Empirical Data in Sumatera Utara." Jurnal Pertanian Tropik 6, no. 2 (August 1, 2019): 227–37. http://dx.doi.org/10.32734/jpt.v6i2.3158.

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The objectives of the study are determined to analyze the competencies, motivation and implementation of lecturers in improving performance. This research was conducted in 4 STPPs from 6 service education colleges under the Ministry of Agriculture namely Medan STPP, Bogor STPP, STPP Magelang and STPP Malang. The research area was chosen purposively with the consideration that the six locations were universities belonging to the Ministry of Agriculture which had received performance allowances since 2012. The researchers wanted to determine how the level of performance capabilities of government officials (PNS) especially lecturers in producing quality graduates. Lecturer competencies have a significant influence on the performance of lecturers. This indicates that the higher the competence possessed by the lecturer, the higher the performance of the lecturer. Lecturer competency consists of four types of competencies, namely pedagogic competence, social competence, professional competence and personality competencies. Based on purposively methods, the results of research in 4 (four) STPP, social competency is the ability to communicate and interact effectively and efficiently with students, fellow teachers, parents / guardians of students, and the wider community having the highest influence of 34.6%, then competency professional, ability in mastering subject matter widely and deeply, that is equal to 23.2%. Providing performance allowances which is one form of the reward and punishment system and provides a significant influence on the performance of the Lecturer.Motivation has no significant effect on the performance of the Lecturer in Agricultural Extension College (STPP).

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Khmel, Violetta. "DEVELOPMENT OF THE PROFESSIONAL COMPETENCE OF SPECIALISTS IN THE CONTEXT OF PROVIDING QUALITY TRAINING FOR THE REAL ECONOMY." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 2, no. 3 (December 5, 2010): 29–38. http://dx.doi.org/10.48127/spvk-epmq/10.2.29b.

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The Republic of Belarus in series implements an elaborate model of socially oriented market economy. The analysis of the educational level of the Belarusian population revealed that the high rate of state development is provided by specialists with specialized secondary education. The analysis of teaching situation in specialized secondary schools in respect to accountants’ training allowed to discover contradictions in the formulated aims and planned results of vocational education. Although the Republic of Belarus has not joined the Bologna process yet, it does not reject the key approaches of European education used to ensure the organizational and pedagogical conditions of the teaching process. The competency-based approach to choosing of the contents of teaching is not only widely researched, but is being introduced into the educational standards of different specialties. But the system of competences of a graduate proving its competence remains sometimes ill-conceived. The system analysis of concepts of the competency-based approach in Pedagogics and Management let us formulate the essence of competences of a specialist working in the real economy. In this research the professional competence is determined as willingness and ability of specialists to implement their knowledge, skills and experience in the real conditions of professional activity. The peculiarities of forming of professional competence are reflected by the example of accountants’ training. In the context outlined above professional competence of an accountant can be defined as an integrative personality characteristic of a specialist formed on the basis of and in the process of learning theory as well as getting expertise in economics, finance and accounting, acquiring professional skills and experience. It reflects the readiness of a specialist to solve professional problems in the dynamics of their development. The analysis of the peculiarities of accountants’ work that are important in terms of innovative development of economy and the synthesis of theoretical approaches to the concept of professional competence allowed us to substantiate and formulate the methodology of determining the professional component of specialists’ competence. The essence of the methodology lies in the fact that during the development of the model of professional component of a specialist’s competence consisting of a system of competences, the following conditions should be taken into account: • Competencies pertaining to knowledge and skills which pass down from generation to generation, the ability to use them in professional activities as well as professional consciousness. These competences are generalized and systematized in the educational standard of the specialty; • Competencies that define the essence of the process and the results of professional activities described by Human Resource Management and dependant on the current state and development of the society. The proposed algorithm was tested among the students of the specialty 2-25 01 35 Accounting, analysis and control at the level of specialized secondary education in the Republic of Belarus. Key words: professional competence, specialized secondary education, professional activities, competency-based approach.

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Nasution, Hamni Fadlilah. "Urgensi Profesionalisme Guru di Pendidikan Sekolah Dasar." AR-RIAYAH : Jurnal Pendidikan Dasar 1, no. 1 (July 12, 2017): 1. http://dx.doi.org/10.29240/jpd.v1i1.218.

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The low quality of education in Indonesia can also be known from the Human Development Report, which states that the Human Development Index for 2004 Indonesia position is ranked 111th out of 177 countries surveyed. Teachers play an important role in the progress of education quality. Professional teachers are teachers who are able to master and control changes with science and technology insights. Professional teachers are teachers who are able to run the competencies they have. Four components of the competency standards that teachers must possess are: Personality competence, Pedagogic competence, Professional competence and social competence. The development of professionalism of elementary school teachers can also be pursued through a system called educational supervision, certification, with a professional teacher coaching system (SPP-Teacher) and learning tasks. The coaching program is useful to improve the quality of teachers so that a positive impact on the success of education

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Triansyah, Andika. "TINGKAT KEPUASAN SEKOLAH MITRA TERHADAP KINERJA MAHASISWA PPL PRODI PENJASKESREK FKIP UNTAN TAHUN AJARAN 2015-2016." Jurnal Kajian Pembelajaran dan Keilmuan 1, no. 2 (April 19, 2018): 55. http://dx.doi.org/10.26418/jurnalkpk.v1i2.25268.

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Abstract The purpose of this research was to determine the level of satisfaction the performance of the partner schools force students PPL 2012 Penjaskesrek FKIP Untan. The method used in this research was quantitative descriptive method. Engineering samples used in this study using total sampling so the sample amounted to 53 people. The results of the data analysis related to all aspects of the teacher’s competency showed that the level of satisfaction the performance of the partner schools force students PPL Penjaskesrek FKIP Untan odd semester 2015/2016 is in Good category (B). Meanwhile, from the assessment of competencies prospective teachers required, namely: (1) Social Competence is in the Very Good category; (2) Personality Competence is in the Very Good category; (3) Professional Competence is in the Good category; and (4) Pedagogic Competence is in the Good category. Keywords : Level of Satisfaction, Performance, Students PPL

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Novita, Melda, and Prima Yulianti. "Pengaruh Kompetensi Sosial dan Kompetensi Profesional Terhadap Penilaian Kinerja Dosen Universitas Dharma Andalas Padang." Jurnal Ekonomi dan Bisnis Dharma Andalas 22, no. 2 (August 2, 2020): 241–54. http://dx.doi.org/10.47233/jebd.v22i2.137.

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ABSTRACT This study aims to determine the effect of pedagogical competence and personality competence on the performance appraisal of lecturers (Case Study in Management Department Students, Faculty of Economics and Business, Dharma Andalas University). This study uses the independent variable (X), namely Pedagogical Competence (X1), and Personality Competence (X2), and the dependent variable (Y), Lecturer Performance Assessment (Y). The population is all students majoring in management at FEB Dharma Andalas University. The sampling technique was random sampling with a total sample of 252 respondents. The data analysis method used is multiple linear regression analysis. The results obtained from this study indicate that both parsia and simultaneous pedagogical competence variables and personality competencies have a positive and significant effect on Lecturer Performance Assessment.Keywords: pedagogical competence, personality competence, lecturer performance assessment ABSTRAK Penelitian ini bertujuan untuk mengetahui pengaruh kompetensi Sosial dan kompetensi Profesional terhadap penilaian kinerja Dosen Universitas Dharma Andalas. Penelitian ini menggunakan variabel bebas (X) yaitu Kompetensi Sosial (X1), dan Kompetensi Profesional (X2), serta variabel terikat (Y) yaitu Penilaian Kinerja Dosen (Y). Populasi adalah semua mahasiswa jurusan Akuntansi FEB Universitas Dharma Andalas. Teknik pengambilan sampel secara random sampling dengan jumlah sampel sebanyak 210 responden. Metode analisis data yang digunakan adalah analisis regresi linear berganda. Hasil yang didapat dari penelitian ini menunjukkan secara parsia maupun simultan variabel kompetensi Sosial dan kompetensi Profesional berpengaruh positif dan signifikan terhadap Penilaian Kinerja Dosen. Kata Kunci: kompetensi sosial, kompetensi profesional, penilaian kinerja dosen

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Lolo, Yatwawan, and Putu Sudira. "Analysis of Vocational High School Teachers’ Competency Profiles." Jurnal Pendidikan Teknologi dan Kejuruan 25, no. 1 (April 10, 2019): 152–63. http://dx.doi.org/10.21831/jptk.v25i1.20266.

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Educators serving in Vocational High Schools have not met the competency standards. This study aimed to describe: (1) pedagogy, professional, personality, and social competence of teachers in vocational high schools, and (2) the performance of teachers in vocational high schools. This descriptive study was conducted at four vocational high schools in North Morowali that have been nationally accredited. The respondents consisted of 23 principals, vice principals, heads of the study program, and 178 student. The data were collected using documentation and questionnaire. It were further analyzed using descriptive analysis. The results showed that: (1) 66.76% of the teachers have the competence of the teacher's pedagogy with high category, 77.92% of the teachers have the professional competence with high category; 78.66% of the teachers have the personality competence with high category; 79.82% of the teachers have social competence with high category, (2) 75.35% of the teachers have the performance with high category.

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Nurunnisa, Rita. "INCREASING PEDAGOGIC COMPETENCY AND PROFESSIONAL COMPETENCY THROUGH EDUCATION AND TRAINING DEVELOPMENT OF SUSTAINABLEPROFESSION OF DEVELOPMENT (Case Study of Kindergarten Teachers in Bandung)." Empowerment 7, no. 2 (September 30, 2018): 260. http://dx.doi.org/10.22460/empowerment.v7i2p260-265.886.

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ABSTRACTTeacher competence is the teacher's capital in carrying out the main task and its function in educating the students. There are 4 competencies that must be possessed by teachers, namely, pedagogic competence, professional competence, personality competence and social competence. Teachers should have awareness in themselves to continue to learn and develop themselves continuously in an effort to improve services to learners. One of the teacher's efforts in self-development is through education and training. For that, the authors examine the "How education and training Sustainable Development of Keprofesian in improving the pedagogic and professional competence of kindergarten teachers in Bandung?" Where pedagogic competence and professional competence are both mutually integrated and can not be separated. This study aims to describe the process of planning, implementation, assessment and results and the impact of education and training on teacher performance through descriptive and qualitative approaches. The results of this study indicate through education and training program Sustainable Development of Keprofesian in Bandung value Competency Teacher Test average increased significantly and in accordance with the expected minimum achievement criteria. In addition, teachers also feel an increase in knowledge, variations of learning fun to apply to learners and implement sustainable self-development plans.

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Oshio, Atsushi, Takuro Nishino, and Toshihiko Hayamizu. "Implicit and Explicit Self-esteem Discrepancy and Assumed Competence." Japanese Journal of Personality 17, no. 3 (2009): 250–60. http://dx.doi.org/10.2132/personality.17.250.

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Bilyk. "COMPETENCE APPROACH IN THE CONTEXT OF PROFESSIONAL TRAINING OF LABOR PROFESSIONALS." Scientific bulletin of KRHPA, no. 12 (2020): 72–82. http://dx.doi.org/10.37835/2410-2075-2020-12-8.

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In the article the system of professional trainin gof the future specialist of labor protectionindustryisanalyzed. Requirements for compulsoryin tegrated, general and special competencie sinaccor dance with the Higher Education Standard in Specialty 015 "Vocational Education (forourspecial ization)" for the firstbachelor's degree of highe reducation are considered. The variation sofspecial competence swhichcanbe expandedby educational and professional training programs of the future specialist of the specialty "Vocational Education (Labor Protection)" aregiven. The contents of suchconceptsas "competence" and "competence" aredisclosed. The competence characteristics of the levels of assimilation of know ledge of personality of the future specialist of the labor protection industry differents tage sofits preparations are determined. It is proved that thetraining of the futurespecial istinhighere ducation institution requires mastery of a number of knowledge in general technical and special educational disciplines, whichare the basis for the formation of general and special competences, through which the project results of the standard of training of education al and vocational program in this specialty are realized. There fore, any educational material (cognitive task) actsas a carrier of the competency approach in the procedures of interacti on the subject with the object of cognition. Dueto the perfect combination of acquired know ledge and skills acquired during the acquisition of normative and elective parts of the curriculum, the highest levels of professional competence and outlook (skills, beliefs, readiness foraction, habit, authoring skills) are formed. a competent specialist in the labor protection in dustry, which increases the ir competitiveness in the labor market. Key words: occupation alsafety, vocational education, competence, educational and cognitive activity, skills, persuasion, readiness foraction, habit, author’s pedagogical credo.

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Belianin, Valerii P. "The Linguistic Personality and Linguistic Competence." Journal of Russian & East European Psychology 36, no. 3 (May 1998): 78–91. http://dx.doi.org/10.2753/rpo1061-0405360378.

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