scholarly journals PROFESIONALITAS DAN PERSONALITAS GURU KRISTEN: PENGEMBANGAN SUMBER DAYA MANUSIA BERKARAKTER DAN KOMPETEN MENUJU INDONESIA UNGGUL

2020 ◽  
Vol 3 (1) ◽  
pp. 16-26
Author(s):  
Nurasyah Dewi Napitupulu
Keyword(s):  
Learning Outcomes ◽  
Common Sense ◽  
High Performance ◽  
The Self ◽  
Self Concept ◽  
Self Assessment ◽  
Psychological Characteristic ◽  
Self Confidence ◽  
Christian Teachers ◽  
Educational Professional

Many studies assume that the professionalism of teachers is influenced by his personality. Personality is a psychological characteristic that contributes to learning outcomes and academic achievement. However, research that proves this assumption is limited in the domain of Christian teachers as part of teachers inIndonesia. This study aims to analyze the correlation between teachers’ personality and professionalism obtained through questionnaires and interviews. The analysis was carried out on 16 Christian teachers participated who were attending the Postgraduate Program in "Educational Professional Development" instruction. The results of the correlation test using the SPSS Version 21 program showed that Sig. (2-tailed) = 0.042 <0.05. It concluded that there is a positive correlation between the personality and professionalism of Christian teachers. Qualitative analysis is discovered that the teachers' personality is in the criteria of good and very good, as well as their professionality. The lowest percentage of personality is on the positive self-concept indicator (62.9%) with good criteria, whereas professionality is on the self-confidence indicator (64.5%) with good criteria. The results of interviews as the self-assessment be discovered that Christian teachers with high performance are 18.75%; the adjusted teachers are 43.75%; the teachers hopeless are 43.75%, and not giving answering by 25%. It was concluded that assumptions about teachers’ personality and professionalism have a proven correlation for Christian teachers participated. Therefore, to improve professionalism as an Indonesian teachers’ competence, it has to develop the personality of Christian teachers sustainable. The personality of the Christian teachers is an entity of Christ's character and professionalism is the existence of ability, attitude, and skills based on common sense. The researcher argues that toward a superior Indonesia is marked by teachers who excel in professionalism and personality.

scholarly journals Teaching in a Polarized Islamic Society: A Phenomenological Study of the Christian School Teachers in the Gujrat City

2021 ◽  
Vol VI (III) ◽  
pp. 45-52
Author(s):  
Maimoona Anjum ◽  
Yaar Muhammad ◽  
Arjumand Rauf
Keyword(s):  
Phenomenological Study ◽  
Language Teachers ◽  
Structured Interviews ◽  
The People ◽  
Conversion To Islam ◽  
Christian Teachers ◽  
Muslim Majority ◽  
The Government ◽  
Derogatory Language ◽  
Islamic Society

The Islamic Republic of Pakistan is also home to other religious minorities. Since Independence, these minorities have played a significant role in serving the nation through different professions, and teaching is one of them. Yet, there is a growing concern regarding how well and respectfully they are accommodated in a Muslim majority society. This phenomenological research study explores the perspectives of Christian teachers concerning their difficulties in dealing with students and parents of different religions and their support needs. Ten teachers were purposively selected for semi-structured interviews. Content analysis revealed that although most teachers were satisfied with working conditions and the behaviors of students and parents with them, few of them highlighted the issues of forced conversion to Islam and usage of derogatory language. Teachers also suggested that there is a need to change the mindset of the people through education, and the government should provide more opportunities to minorities.

How Christian Teachers Transform Course Aims and Curricula

2019 ◽  
pp. 60-79
Author(s):  
Perry L. Glanzer ◽  
Nathan F. Alleman ◽  
George Marsden
Keyword(s):  
Christian Tradition ◽  
Christian Identity ◽  
Pedagogical Practice ◽  
Christian Teachers

This chapter explores what Christian identity means for pedagogical practice. By examining the connections that teachers make between their Christian identity and their actions in the classroom, this chapter investigates how teachers believe their Christianity influences the why, what, and how of teaching. Overall, teachers in the survey differentiated between two major perspectives on how Christianity changed the ends, content, and methods of their courses, identified as spiritual addition and Christian transformation. Spiritual addition professors understood their Christian identity as inspiring the addition of certain objectives, content, and methods to their classroom. Christian transformation professors drew upon the Christian tradition to reconceptualize major parts of their objectives, content, and methods in more radical ways than the former category of teachers. This chapter illustrates these differences and classifies the specific ends and content that the professors in the study claimed were influenced by their Christian identity.

Psychopathology, Guilt, Perfectionism, and Family of Origin Functioning among Protestant Clergy

1994 ◽  
Vol 22 (1) ◽  
pp. 29-38 ◽  
Author(s):  
Ronald G. Rickner ◽  
Siang-Yang Tan
Keyword(s):  
High Schools ◽  
High School Teachers ◽  
Family Of Origin ◽  
Self Report ◽  
Public High Schools ◽  
Public High School ◽  
Protestant Clergy ◽  
Christian Teachers ◽  
Comparison Groups ◽  
Scriptural Literalism

Levels of psychopathology, guilt, perfectionism, and family of origin functioning among a sample of male, Protestant clergy (N = 168) were compared with those of male teachers from public high schools (N = 43) and Christian high schools (N = 51). Data were collected via self-report instruments. Results revealed no significant differences between groups on psychopathology or perfectionism. However, clergy and Christian teachers had significantly higher guilt scores than public high school teachers, but higher guilt was associated with only the Norm Violation subscale. Clergy perceived their family of origin as significantly less healthy than the comparison groups. Some support was found for the “mother dominant/father absent” theory of vocational choice among pastors. Scriptural literalism among pastors was not significantly related to psychopathology, guilt, perfectionism, or family of origin functioning. Implications of the present findings are discussed.

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