scholarly journals The Effect of Group Cohesivity, Working Satisfaction, And Team Effectivity Toward Senior High School Teachers’ Working Productivity

2020 ◽  
Vol 2 (6) ◽  
Author(s):  
Nur Hidayah ◽  
Suparno Eko Widodo ◽  
Thamrin Abdullah
Keyword(s):  
High School ◽  
Job Satisfaction ◽  
High School Teachers ◽  
Direct Effect ◽  
Work Productivity ◽  
Senior High School ◽  
Group Cohesiveness ◽  
Analysis Method ◽  
School Teachers ◽  
Variable Analysis

This research aims to determine the effect of group cohesivity, working satisfaction, team effectivity toward senior high school teachers’ working productivity in South Tangerang City.  This research involved 240 senior high teachers taken from the selected targeted population; senior high teachers of South Tangerang City, using a quantitative approach with a path analysis method. The results of the variable analysis indicated that the direct effect of group cohesiveness on work productivity was 0.225, the direct effect of job satisfaction on working productivity was 0.247. Meanwhile, the direct effect of team effectivity on working productivity was 0.239. Thus, to improve teachers’ working productivity, teachers are required to enhance group cohesivity, working satisfaction, and team effectivity.

scholarly journals PENGARUH KOMUNIKASI ORGANISASI (ORGANIZATIONAL COMMUNICATION) DAN KEADILAN DISTRIBUTIF (DISTRIBUTIVE JUSTICE) TERHADAP KINERJA GURU HONORER SMA NEGERI DI KABUPATEN BEKASI

2013 ◽  
Vol 4 (2) ◽  
Author(s):  
Endah Susilowati
Keyword(s):  
High School ◽  
Job Performance ◽  
Distributive Justice ◽  
Organizational Communication ◽  
High School Teachers ◽  
Direct Effect ◽  
Quantitative Research ◽  
Senior High School ◽  
Survey Method ◽  
School Teachers

The objective of research is to obtain information about the effect of organizational communication and distributive justice on job performance on honorer teachers. It was a quantitative research with survey method in senior high school in Bekasi. The research was conducted to all of state senior high school teachers at Bekasi regency by using a survey method with path analysis applied in testing hypothesis. The number 86 teacers as sample was selected by using Slovin formula. The research conclude: (1) there is direct effect of organizational communication on job performance. (2) there is direct effect of distributive justice on job performance, and (3) there is direct effect of organizational communication on distributive justice. Therefore to enhance teacher's job performance can be carried out by organizational communication and distributive justice.  

Developmentally appropriate pedagogies and training needs among Senior High School teachers in the new normal: a comparative study

2021 ◽  
Vol 4 (4) ◽  
pp. 181-185
Author(s):  
Ben Fermin Quitorio Abuda ◽  
Kareen Dionesia R Rivera ◽  
Jestoni C Orque
Keyword(s):  
High School ◽  
High School Teachers ◽  
Teaching Methods ◽  
Developmentally Appropriate ◽  
Academic Competence ◽  
Training Needs ◽  
Senior High School ◽  
School Teachers ◽  
Service Training ◽  
And Training

In-service training programs in any organization enable employees to carry out their responsibilities concerning the organizations' standard and effective delivery. In the pandemic, there is an uprising concern among educators on delivering instruction and their readiness to do so. Hence, a descriptive-comparative approach was conducted to investigate senior high school teachers' readiness on developmentally appropriate pedagogies and their training needs. The data was collected using a researcher-developed electronic-based survey instrument thru Google Form among 35 senior high school teachers in Dolores National High School. The data analyses include mean computation in assessing respondents' level of academic competence, the median for readiness on developmentally appropriate pedagogies and training needs, and non-parametric Mann Whitney U-test and Kruskal Wallis H-test on the significant difference of teacher readiness when compared according to their academic competence indicators. Findings revealed that the majority of the senior high school teachers possessed low academic competence, were exposed to developmentally appropriate pedagogies on teaching methods and modes of assessment and needed immediate training in managing learners with multiple intelligences and learning styles and provided instruction via electronic or distance learning mode. Also, results revealed a significant gap in the respondents' exposure to developmentally appropriate teaching methods compared to their training acquired (p = .002). Hence, the researcher recommends reviewing schools' in-service training and directing them in preparing senior high school teachers to deliver new-normal-based education.

scholarly journals Burnout, Perceived Efficacy, and Job Satisfaction: Perception of the Educational Context in High School Teachers

2019 ◽  
Vol 2019 ◽  
pp. 1-10 ◽  
Author(s):  
María del Mar Molero Jurado ◽  
María del Carmen Pérez-Fuentes ◽  
Leonarda Atria ◽  
Nieves Fátima Oropesa Ruiz ◽  
José Jesús Gázquez Linares
Keyword(s):  
High School ◽  
Job Satisfaction ◽  
High School Teachers ◽  
Teaching Efficacy ◽  
Mediating Effect ◽  
Educational Context ◽  
School Teachers ◽  
Perceived Efficacy ◽  
Personal Efficacy ◽  
Italian Provinces

Burnout is closely related to personal and contextual variables, especially job satisfaction and commitment, and other less studied psychological variables, such as perception of teaching efficacy or educational context. Objective. The general objective of this study was to examine the relationships of burnout with perceived educational context, perceived teaching efficacy (personal and collective), and job satisfaction and commitment. Materials and Methods. A battery of instruments was administered to 500 high school teachers at different schools in several Italian provinces. Results. The cluster analysis found that one-third of high school teachers had high burnout. Evidence was also found associating elevated burnout with low scores in perceived efficacy (personal and collective), low job satisfaction, and low professional commitment. Furthermore, perception of the educational context is less positive when the teachers experience high levels of burnout. Finally, the results showed the mediating effect of perceived personal efficacy on the relationship between burnout and job satisfaction. Conclusions. The results are discussed from the perspective of developing teaching autonomy on improving personal efficacy, decreasing burnout, and increasing job satisfaction in an educational system which reinforces individual and collective competence.

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