The Contribution of Academic Supervision and Teacher Working Group on Teachers’ Pedagogical Competence

2021 ◽  
Vol 7 (1) ◽  
pp. 18
Author(s):  
Sirajuddin Saleh ◽  
Arismunandar Arismunandar ◽  
Anshari Anshari
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Working Group ◽  
Significant Contribution ◽  
Total Population ◽  
School Principals ◽  
Sampling Technique ◽  
School Teachers ◽  
Inferential Statistic ◽  
Pedagogical Competence

The purpose of this study was to determine: 1) an overview of the implementation of academic supervision, the Teacher Working Group (KKG), and teachers’ pedagogic competences; 2) The effect of academic supervision and the Teacher Working Group (KKG) on the pedagogical competence of elementary school teachers in Manggala District, Makassar City. This quantitative study was performed in the form of an associative research. The objects of this study were 309 elementary school teachers at 30 schools in Manggala District, Makassar City. Samples were 50% of the total population (155 people) selected using a proportional random sampling technique. Data were collected from questionnaire, observation, and documentation. The obtained data were then analyzed using descriptive statistics and hypotheses were tested based on inferential statistic test. The results of the study showed that: The effectiveness of academic supervision was regarded moderate, while the Teacher Working Group (KKG) was considered effective. In addition, teachers’ pedagogical competence was categorized moderate category. Furthermore, the academic supervision and the Teacher Working Group showed a positive and significant contribution on the pedagogical competence of elementary school teachers in Manggala Kota District Makassar. Thus, it can be concluded that academic supervision activities carried out by school principals and activities carried out in the Teacher Working Group (KKG) forum improved elementary school teachers’ pedagogical competence.

scholarly journals HUBUNGAN BUDAYA SEKOLAH, KOMUNIKASI, DAN KOMITMEN KERJA TERHADAP KINERJA GURU SEKOLAH DASAR NEGERI

2014 ◽  
Vol 3 (3) ◽  
Author(s):  
Ahmad Suriansyah
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
School Culture ◽  
Elementary School Teachers ◽  
Random Sampling ◽  
Descriptive Analysis ◽  
Sampling Technique ◽  
School Teachers ◽  
And Performance ◽  
The Relationship

Abstrak: Penelitian ini bertujuan untuk mendeskripsikan hubungan: budaya sekolah dengan kinerja guru; komunikasi dengan kinerja guru; budaya sekolah dengan komitmen; komunikasi dengan komitmen, komitmen dengan kinerja guru; budaya sekolah dengan kinerja melalui komitmen; komunikasi dengan kinerja guru melalui komitmen. Sampel penelitian sebanyak 250 orang guru di 100 Sekolah yang dipilih secara stratified proporsional random sampling dari populasi sebesar 2.276 orang guru yang tersebar di 274 SD Negeri di Kota Banjarmasin. Pengumpulan data dilakukan dengan menggunakan instrumen yang telah diuji validitas dan reliabilitasnya. Data penelitian dianalisis secara deskriftip dan analisi jalur. Hasil penelitian menemukan bahwa budaya sekolah memiliki hubungan dengan kinerja, komunikasi memiliki hubungan dengan kinerja, budaya sekolah memiliki hubungan dengan komitmen, komunikasi memiliki hubungan dengan komitmen, komitmen memiliki hubungan dengan kinerja guru, komitmen merupakan perantara hubugan budaya sekolah dengan kinerja guru dan hubungan komunikasi dengan kinerja guru. Kata Kunci: budaya sekolah, komunikasi, komitmen, kinerja THE RELATIONSHIP BETWEEN SCHOOL CULTURE, COMMUNICATION, AND COMMITMENT AND THE STATE ELEMENTARY SCHOOL TEACHERS’ PERFORMANCE Abstract: This study was aimed to describe the relationship between: school culture and tea- chers’ performance; communication and teachers’ commitment; school culture and commitment; communication and commitment; commitment and teachers’ performance; school culture and performance through commitment; communication and teachers’ performance through commitment. The sample consisting of 250 teachers from 100 schools was selected using the stratified proportional random sampling technique from a population of 2,276 teachers teaching in 274 state elementary schools in Banjarmasin Municipality. The data were collected using an instrument which had been validated and which was reliable. The data were analyzed using the descriptive analysis and the path analysis. The findings showed that there was relationship between: school culture and teachers’ performance, communication and performance, school culture and commitment, communication and commitment, commitment and teachers’ performance. Commitment became an intervening variable between school culture and teachers’ performance and between communication and teachers’ performance. Keywords: school culture, communication, commitment, performance

scholarly journals THE IMPLEMENTATION OF 2013 CURRICULUM AT ELEMENTARY SCHOOL

EDUTECH ◽  
2015 ◽  
Vol 14 (1) ◽  
pp. 52
Author(s):  
Rudi Susilana
Keyword(s):  
Elementary School ◽  
Best Practices ◽  
Elementary School Teachers ◽  
Working Group ◽  
Best Practice ◽  
Curriculum Implementation ◽  
School Teachers ◽  
Planning Activity ◽  
Planning Implementation

Abstract. The implementation of the new 2013 Curriculum in schools has been started in July 2013. The implementation of the curriculum is expected to increase the quality of management and process of education at any unit of education that leads to the effort of improving the quality of learning and education. In connection with the application of the new curriculum, this research would like to reveal the problems regarding how elementary school teachers respond to the implementation of 2013 Curriculum in Bandung City with regard to planning, implementation, and assessment of curriculum. It also studied the best practice which can be emulated in terms of planning, implementation and assessment of curriculum conducted by elementary school teachers in Bandung City.The results showed that the response of elementary school teachers on the implementation of 2013 Curriculum in Bandung City was in the positive category. The planning activity was in the category of very positive while the implementation and assessment activities were in the positive category. Some best practices that can be emulated in planning, implementation and assessment conducted by the teachers in implementing the 2013 Curriculum are the activities of sharing, hearing, in-house training and real teaching modeling that were carried out in Teacher Working Group (KKG).Keywords: 2013 Curriculum, teachers’ response, best practice, curriculum implementation Abstrak. Penerapan kurikulum baru, yakni implementasi Kurikulum 2013 di sekolah telah dimulai sejak bulan Juli 2013.  Implementasi Kurikulum tersebut diharapkan mendorong peningkatan kualitas pengelolaan dan proses pendidikan pada setiap satuan pendidikan yang mengarah pada upaya peningkatan mutu pembelajaran dan pendidikan. Dilatarbelakangi oleh adanya penerapan kurikulum tersebut, penelitian ini ingin mengungkap permasalahan yang berkenaan dengan "Bagaimanakah respon guru SD terhadap terhadap implementasi Kurikulum 2013 di Kota Bandung dilihat dari kegiatan perencanaan, pelaksanaan, dan penilaian kurikulum? dan "Best Practice" apa yang dapat dicontoh dalam hal perencanaan, pelaksanaan, dan penilaian kurikulum yang dilakukan oleh guru SD di Kota Bandung? Hasil penelitian menunjukkan bahwa Respon guru SD terhadap terhadap implementasi Kurikulum 2013 di Kota Bandung berada pada kategori positif.  Untuk kegiatan perencanaan berada pada kategori sangat positif, sedangkan untuk kegiatan pelaksanaan dan penilaian kurikulum berada pada kategori positif. Terdapat beberapa  "best practice" yang dapat dicontoh dalam perencanaan, pelaksanaan, dan penilaian  dari guru SD di Kota Bandung terkait dengan implementasi Kurikulum 2013 berupa kegiatan "sharing", "hearing", "in house training", dan "modelling real teaching" yang dilaksanakan di KKG atau KKG gugus. Kata kunci:      Kurikulum 2013, Respon Guru dan Best Practice Implementasi Kurikulum.

scholarly journals PENGARUH WORKPLACE WELL-BEING TERHADAP KINERJA GURU SD

2017 ◽  
Vol 6 (1) ◽  
pp. 18-23
Author(s):  
HERWANTO HERWANTO
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Work Performance ◽  
Teacher Perception ◽  
Teacher Performance ◽  
Sampling Technique ◽  
Data Retrieval ◽  
Well Being ◽  
School Teachers ◽  
Teacher Work

Teacher performance is teacher perception on teacher work performance related to work quality, responsibility, honesty, cooperation and initiative. This study was conducted to obtain empirical evidence of the effect of good work on the performance of elementary school teachers in central Jakarta. This research uses quantitative approach. A sample of 79 certified teachers teaching elementary school in central Jakarta using multiphase sampling technique. How to use data by using questionnaire media for data retrieval. Respondents of this study are teachers of primary school certified in central Jakarta. The variable used is workplace well-being as independent variable, teacher performance as dependent variable. To determine the effect of workplace well-being, based on multiple regression analysis at 33.1% significant level it can be concluded whether the workplace well-being is significant enough to the performance of elementary school teachers.

scholarly journals An Investigation On Pre-Service Elementary School Teachers’ Mathematics Anxiety

2019 ◽  
Vol 10 (1) ◽  
pp. 111-124
Author(s):  
Lina Puspitaning Rahayu ◽  
Ali Mustadi ◽  
Petrus Sarjiman
Keyword(s):  
Elementary School ◽  
Data Analysis ◽  
Elementary School Teachers ◽  
Research Design ◽  
Mathematics Anxiety ◽  
Comparative Research ◽  
School Teachers ◽  
Male And Female ◽  
Pedagogical Competence ◽  
One Way Anova

The aims of this study are to (1) determine the level of mathematics anxiety (MA) of pre-service elementary school teachers, (2) compare the MA among pre-service elementary school teachers in terms of gender, and (3) compare the MA among pre-service elementary school teachers in terms of the semester. This research employed a quantitative approach with comparative research design. In addition, the samples were 498 pre-service elementary school teachers. The instrument used is the Revised-Mathematics Anxiety Survey (R-MANX) developed by Bursal and Paznokas (2006). R-MANX consists of 30 statement of a 5-point Likert scale. The data analysis was processed using one-way ANOVA assisted by SPSS version 23. The findings reveal that the MA of pre-service elementary school teachers is high. Further, it is revealed that there is no significant MA difference between male and female pre-service elementary school teachers. Also, there is no significance of MA difference among pre-service elementary school teachers who are in 2nd semester, 4th semester, and 6th semester. Therefore, the results of this research imply that MA can affect pedagogical competence of a teacher and it could have an impact on the way the teacher manages the class.

scholarly journals Effect of Practices Executed by Monitoring Education Assistants on Elementary School Teachers’ Mental Health

2020 ◽  
Vol 6 (4) ◽  
pp. 1673-1679
Author(s):  
Sumaira Munawar ◽  
Khadija Sittar ◽  
Misbah Malik
Keyword(s):  
Mental Health ◽  
Elementary School ◽  
Data Collection ◽  
Elementary School Teachers ◽  
Professional Growth ◽  
Sampling Technique ◽  
Cluster Sampling ◽  
School Teachers ◽  
Low Performance ◽  
The Government

Teachers’ mental health not only increases their efficiency, professional growth and development but also their effects their personality. Punjab education department established Monitoring education authorities to improve quality of education by monitoring quality indicators.  Monitoring practices of Education Assistants may affect the mental health of teachers on their workplaces which culminate in low performance. The objective of this study was to determine effect of monitoring education authorities’ practices on school teachers’ mental health. 300 elementary school teachers were selected for data collection through cluster sampling technique in District Sheikhpura. Data collection was done through survey questionnaire with 17 statements. Findings revealed that a significant correlation between teachers’ performance and motivational techniques used by their heads. A pilot study was conducted to validate cronbach's alpha 0.86 which statistically significant. Furthermore, following practices of Monitoring education authorities are effecting mental health index .On the bases of these findings that it is recommended that the government might  give training to MEAs  for  improving  their behaviours  during their visits in schools.

scholarly journals Miskonsepsi guru sekolah dasar pada konsep bunyi

2020 ◽  
Vol 4 (2) ◽  
pp. 13
Author(s):  
Anatri Desstya ◽  
Fitri April Yanti ◽  
Anip Dwi Saputro
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Sampling Technique ◽  
School Teachers ◽  
Public And Private ◽  
Concept Understanding ◽  
Analysis Technique ◽  
The Status ◽  
The Subject ◽  
Age Range

Elementary school teachers are one of the sources of student’s misconceptions, so their understanding needs to be identified. However, the process of identifying the understanding of the concept of science is still small and only on certain materia. This study was aimed to investigate elementary school teacher's understanding of sound concepts. This study uses a qualitative approach with descriptive type. The research data are sourced from elementary school teachers' answers to questions about the concept of high and low sounds, in the form of a teacher's justification for the statement of questions presented along with the discussion. The population was all grade 4 elementary school teachers in Surakarta (120 teacher), the sample of 30 teachers from public and private elementary schools, the status accreditation A and B, with a purposive random sampling technique. The sample taken consisted of teachers in the age range of 30 to 60 years, 11 male teachers and 19 female teachers, and 50% were certified educators. Data collection techniques are carried out by providing diagnostic tests of misconceptions on the subject of the concept of high and low sounds. Data analysis technique refers to the category of concept understanding formulated by Tuysuz (2009), which is understanding, misconception, not understanding, and guessing. The results showed that in understanding the concept of high and low sounds 1.11% of teachers understood the concept well, 71.11% of teachers did not understand the concept, 26.67% of teachers experienced misconceptions, and 1.11% of teachers guessed.

scholarly journals Knowledge of kindergarten and elementary school teachers regarding attention deficit hyperactivity disorder at Qassim region

2017 ◽  
Vol 1 (1) ◽  
pp. 8
Author(s):  
Sami A. Almutairi
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Elementary School ◽  
Elementary School Teachers ◽  
Attention Deficit ◽  
Common Mental Disorders ◽  
Sampling Technique ◽  
School Teachers ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Hyperactivity Disorder

Background: Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common mental disorders that manifest among children. Despite the fact that the teacher’s role is essential in the assessment and management of pupils with ADHD and the recommendation of participation of teachers for the success and efficiency of diagnoses and treatment, the vast majority of teachers have neither understanding nor knowledge of ADHD. Objectives: The current study explores the kindergarten and elementary school teachers’ knowledge regarding early detection and      management of ADHD. Methods: Cross sectional survey using stratified random sampling technique was carried out in governmental and private elementary and Kindergarten schools in four cities of Qassim region, Saudi Arabia. Results: The study included 1095 teachers, 711 (59.3%) did not get information about ADHD  during undergraduate studies. Teachers’ overall ADHD knowledge mean was 21.7+5.5 out of 38 marks. Teachers with high qualification degree and kindergarten specialty scored 56.4% and 60.2% respectively. Teachers who attended conferences related to ADHD scored 64.5%, while teachers who read about ADHD or have been ever asked to diagnose/teach an ADHD student had 59.4% and 62.1% respectively. The level of ADHD knowledge perception showed that 76% of teachers were  knowledgeable in relation to overall perception about ADHD. Conclusion: Teachers who have higher qualifications or training in identifying ADHD children scored higher in our study.

scholarly journals The Contribution of Principals’ Leadership Role and Teachers’ Integrity to Elementary School Teachers’ Performance

2021 ◽  
Vol 5 (2) ◽  
pp. 330
Author(s):  
Alice Yeni Verawati Wote ◽  
Wiwin Priscilla Sero
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Principal Leadership ◽  
Teacher Performance ◽  
Sampling Technique ◽  
Leadership Role ◽  
Survey Method ◽  
School Teachers ◽  
Quantitative Descriptive

Teachers have an important contribution in the process of providing quality education. In carrying out their duties, teacher performance is influenced by various factors. This study aims to analyze the contribution of the principal's leadership role and integrity to the performance of elementary school teachers. This research is a quantitative descriptive study using a survey method. The population in this study was elementary school teachers. Sampling using random sampling technique, to obtain a sample of 67 teachers. The data collected in this study used instruments in the form of a principal leadership role questionnaire, a teacher integrity questionnaire, and a teacher performance questionnaire. The data that has been collected is then analyzed using multiple regression analysis techniques. The results showed that the principal's leadership role had a positive and significant effect on the performance of elementary school teachers; teacher integrity has a positive and significant effect on the performance of elementary school teachers; principal's leadership role and teacher integrity simultaneously have a positive and significant effect on the performance of elementary school teachers. This study shows that the good and bad performance of teachers is influenced by the integrity of the teacher and the leadership role of the principal.

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