scholarly journals MENINGKATKAN PROFESIONALISME GURU MENGAJAR MELALUI PENERAPAN PENILAIAN KINERJA GURU DI SMP NEGERI 5 SINGINGI KABUPATEN KUANTAN SINGINGI

2018 ◽  
Vol 2 (4) ◽  
pp. 497
Author(s):  
Andriyuan Andriyuan
Keyword(s):  
High School ◽  
Performance Appraisal ◽  
Junior High School ◽  
Junior High ◽  
Teacher Performance ◽  
School Facilities ◽  
School Principal ◽  
High School Principal ◽  
Professional Educators ◽  
Theories Of Science

The teacher is a professional educator so that has the task, function, and important role in educating the life of anation. The requirements to be referred to as professional educators, among others, have skills based onconcepts and theories of science, based on philosophical, psychological, and sociological. A teacher must alsohave adequate competence, while the competence includes professional, pedagogical, social, and personalcompetence. In this School Action Research, attempts were made in an effort to Improve Professionalism TeachTeachers were Raised Through Application of Teacher Performance Appraisal at State Junior High School 5Singingi Kuantan Singingi Regency. This research understands qualitative approach because it is moreappropriate to identify teacher performance appraisal in improving teacher teaching professionalism. Theresults of this research The Efforts of the First High School Principal of the 5 Singingi Affirm the improvementof professionalism of teachers that have been done through: 1) Guidance to teachers in preparing lessonplans.2) Monitoring teachers in implementing learning.3) Monitoring the course of educational activities .d.Checking the state and integrity of State Junior High School facilities as a supporter of student achievement .. 4)Evaluating through briefings and meetings of educational programs in an effort to improve the professionalismof teaching teachers in class.

My word!

2017 ◽  
Author(s):  
Peggy D. Bennett
Keyword(s):  
High School ◽  
Junior High School ◽  
General Public ◽  
Junior High ◽  
Family Values ◽  
School Principal ◽  
High School Principal ◽  
Strong Reaction ◽  
Shock Effect ◽  
Good For

Name- calling and use of offensive words appear to be increas­ingly acceptable in our communities and in our entertain­ment venues. Offensive words have no place in schools. Yet how do we know what is offensive, especially across diversities of age, family values, and ethnicity? We can become immune to com­monly used expletives, even when teachers hold themselves to a higher standard than the general public. The intent in questioning some words and sayings here is two­fold: to make us aware of our sometimes automatic responses and to encourage attention to and reconsideration of words and phrases we may be using in schools. • Inflammatory words may be so commonly overused that they lose their shock effect: “loser,” “jerk,” “bully,” “predator,” “troublemaker,” “dumb,” “harasser,” “racist.” Nonetheless, name- calling is risky, hurtful, and confrontational. • Slogans and sayings that at one time were novel and clever can be overused and lose their potency. When phrases become too repetitive and too predictable, students can be repelled by them rather than attentive to them. One example was a junior high school principal who, during every school assem­bly, would step to the microphone and drone, “We’re waiting on you!” The too- predictable admonition was rarely, if ever, effective. Other examples could be “Crisscross applesauce” when we want students to sit cross- legged on the floor, “I’m the teacher, you’re the listener,” and “No pain, no gain.” • Offensive words can sometimes be defused by probing a bit about what a student or teacher means: “What does that word mean?” “Can you tell me why you’re using that word?” “That word produces a strong reaction in me.” It is natural and valuable to react to language. We can hardly pre­vent it. It is our primary and primal avenue for communication. Yet it is good for us as teachers to pay attention. It is smart to reflect on the meaning and the impacts of the words we say and hear. It is wise to be informed and purposeful with our vocabu­lary in schools.

scholarly journals The Correlation between The Principle Innovation and Work Motivation toward Mathematics Teacher Performance at Junior High School

2020 ◽  
Vol 1 (2) ◽  
pp. 48-60
Author(s):  
Yenny Handayani ◽  
Rohiat Rohiat ◽  
Sumarsih Sumarsih
Keyword(s):  
High School ◽  
Junior High School ◽  
Mathematics Teacher ◽  
Junior High ◽  
Work Motivation ◽  
Teacher Performance ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Statistical Correlation ◽  
School Principal

The research aims to analyze the correlation between principal innovation and motivation toward the performance of mathematics teachers at State Junior High School in Bengkulu City. This research was correlation research with a quantitative approach. The sampling technique was proportionate random sampling. The sample in this study was a mathematics teacher at Junior High School in Bengkulu city, totaling 53 people. Data collection instruments were used in the form of a questionnaire with data analysis techniques using the statistical correlation test. The results showed that: (1) There was a positive correlation between school principal innovation and teacher performance in mathematics learning, it was 0.590 (2) There was a positive relationship between motivation and teacher performance in mathematics learning, it was 0.606. it was a strong and positive criterion. (3) There was a joint correlation between school principal innovation and work motivation toward teacher performance at State Junior High School in Bengkulu City.

scholarly journals An Association with the Participative Leadership Style Influence on Job Satisfaction and Affective Commitment and Continuous Head Junior High School in the City of Medan

2016 ◽  
Vol 4 (1) ◽  
pp. 101
Author(s):  
Humuntal Banjarnahor
Keyword(s):  
High School ◽  
Job Satisfaction ◽  
Leadership Style ◽  
Junior High School ◽  
Affective Commitment ◽  
Junior High ◽  
School Principal ◽  
High School Principal ◽  
Participative Leadership ◽  
Participatory Leadership

<p><em>Commitment to the organization and job satisfaction was an indicator of the success principals in leading the school as an organization. Being good as an educator (affective commitment), accepting the norms and rules of the school (commitment normative) and willing to work hard for school (continuous commitments) are formed of loyalty of a principal. Good or not on a value of teaching and learning in school is influenced by the ability of the principal to manage each component of the school<br />(who’s behind the school). The facts show that the commitment of a principal still tends to be low and the leadership has not been demonstrated into an achievement of a goal to improve the quality of the education itself. The other thing about the process of the recruitment of some teachers who had been given for additional duties as a principal has not been done well.</em></p><p><em>The goal of research: to investigate the relation on a participative leadership style (X1) and job </em><em>satisfaction (X2) and the influence againsts the affective commitment (X3) and continuous (X4) of the </em><em>principal in Medan. The analysis data technique was the analysis of regression and ways analysis. The </em><em>samples research were 164 principals were selected randomly by using a random number of 348 heads </em><em>of Junior high school in Medan. The instrument of data had taken consists of 14 items instruments X1, </em><em>15-point X2, 16 items X3, and 16 grains of instrument X4 that meet the criteria, i.e., rij&gt;0.30. The </em><em>reliabilty Coefisient of each are: 0.83; 0.76; 0.77; and 0.82.</em></p><p><em>The description of an analysis turns out the average and standard deviation: 1=2,81; S1=0.91; </em><em>2=2.94; S2=0.89; 3=2.90; S3=0.80; 4=2.87; S4=0.76. Kolmogorove-Smirnove test turns all four </em><em>normally distributed variable data. By taking it through the curve fit method and anova, the linear </em><em>relations between variables and a row of data are independent. Hypothesis of test results turned out to </em><em>be a participatory leadership and job satisfaction partially directly affect the significantly restricted ap affective commitment and continuous. As a concurrent job satisfaction does not function positively </em><em>mediating on a participative leadership influenced on the affective and continuous commitment to</em><br /><em>junior high school principal in city of Medan. The Total direct influence participatory leadership of the </em><em>affective and continuous commitment to junior high school principal city of Medan, respectively was </em><em>11.69%, 11.15%. The implications of the research, leadership style worthy of being part of the policy as</em><br /><em>teacher who was assigned as a recruitment for some teachers who was given things as principal, but it </em><em>want to be called this way with the job satisfaction in Junior high school principal in Medan.</em></p>

scholarly journals PERAN KEPALA SEKOLAH DALAM MEMBANGUN BUDAYA ORGANISASI DI SMP NEGERI PULAU LEBAR MUSI RAWAS UTARA

2020 ◽  
Vol 14 (1) ◽  
pp. 36-45
Author(s):  
Siti Sutarsih
Keyword(s):  
High School ◽  
Organizational Culture ◽  
Junior High School ◽  
Role Models ◽  
Junior High ◽  
Work Group ◽  
Teacher Performance ◽  
School Principal ◽  
School Activities ◽  
High Level

The purpose of this study was to analyze what efforts were made by school principals in fostering organizational culture and teacher performance in learning. This research is a qualitative research with data collection techniques, through observation, interviews and documentation. This research was carried out in Pulau Lebar State Junior High School. The analysis technique used in this study uses descriptive analytic techniques. The results showed (1) Organizational culture in Pulau Lebar State Junior High School in several school activities, family atmosphere, and role models given by the school principal; (2) The principal's efforts in fostering cultural organizations are carried out in two ways, namely the way the principal is shown with the role and responsibility as a leader, and through self-development activities for students. (3) Principal's techniques for improving teacher performance in high-level learning, private meetings, teacher council meetings, work group meetings, and teacher training and coaching.

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