The Effect of Communication Style on Teaching Motivation, Work Ethics, Emotional Intelligence, Reading Proficiency and Knowledge Sharing

Introduction. The reading proficiency of students across countries varies. Better teaching motivation, workplace ethics, Emotional Intelligence promote one to share their knowledge with others. Therefore this study seeks to investigate the role of communication style, the effect of teaching motivation, workplace ethics, emotional intelligence on reading proficiency and knowledge sharing. Materials and Methods. This study engaged 448 teachers/serviced teachers from various levels of secondary schools. Structural Equation Modeling is utilized in this study to analyze the model. The model reached a satisfactory compliance. Results. The results showed that teaching motivation, workplace ethics, emotional intelligence bear on reading proficiency and knowledge sharing positively. The communication style of teachers mediates the model significantly. Discussion and Conclusion.Teachers with better motivation prepare their class better by increasing their knowledge and insight into their field by the intensity of their effort to increase their reading experience and proficiency. Those sticking to work ethic try to increase their integrity, honesty, discipline, fairness and respect, responsibility, and accountability at work to reach better proficiency of reading and behaviors of sharing activities. Teachers’ Emotional Intelligence boosts their quality in reading by reaching a better quality of their ability on their understanding of reading passages and vocabulary knowledge as well as the level of proficiency in reading. Teachers with better communication styles increase their motivation onto the level of reading proficiency. Communication style strengthens the influence of motivation on reading skills.

Motivation as Contributing Factor That Impacts Teaching Excellence in Learning

Motivation is known as a dynamic and complex thing that provides an important role in learning related to success and failure. There are many factors that greatly influence the quality of teaching motivation. The quality of teaching will be important in the learning process in various ways in education. Education is an important part of the learning process. Commitment and sincerity are things that should be considered in shaping learning patterns to achieve improvement and change. One of the factors that can influence the learning process is motivation. Teaching motivation is usually influenced by a lot of knowledge and experience from someone so that the topic or information provided can be conveyed properly. This article will explain the various factors that can improve the quality of teaching motivation that influences education and learning. Keywords: Education, Learning, Teaching Motivation

The influence of relatedness and organizational resources on teaching motivation in continuing higher education

This article will answer the research question if relatedness and organizational resources influence the teaching motivation in continuing higher education, whereby a distinction is made between intrinsic and extrinsic motivation. Self-determination theory is used as the theoretical underpinning. We conducted a survey of 549 continuing higher education university faculty. Regression analysis determined that relatedness was correlated with intrinsic teaching motivation but was not correlated with extrinsic teaching motivation. Meanwhile, organizational resources increase both intrinsic and extrinsic teaching motivation. Professors are more extrinsically motivated than other faculty. The older university faculty tends to be less extrinsically and more intrinsically motivated. Additionally, female university faculty are more intrinsically motivated than male university faculty.

Socio-Demographic Factors and the Level of Teachers’ Motivation in Slovak National Schools in Hungary

Introduction. The research paper seeks to identify the level of motivation of Slovak educators teaching in Hungary in the context of a low level of teachers’ motivation in Central and Eastern Europe. The aim of the paper is to show the relationship between socio-demographic factors (age, gender, type of school) and the degree of teachers’ motivation at Slovak national schools in Hungary. The results of research on motivation in relation to gender, age and type of school are shown to be inconsistent and yield varying findings. Materials and Methods. This paper is based on the data collected in the survey conducted in 10 Hungarian counties between January and April 2019, using a sample of 139 teachers of ethnic schools (monolingual, bilingual and schools teaching the ethnic language as a separate subject). We processed the obtained research results using methods of descriptive statistics and methods of inferential statistics (Pearson correlation coefficient; Mann-Whitney U test; Kruskal-Wallis H test). Results. The results showed that there was no correlation between the teacher’s age and teaching motivation (p > 0.05). No statistically significant differences were found between gender and teaching motivation when using the Mann-Whitney test. Using a non-parametric Kruskal-Wallis test, the existence of significant differences in the level of motivation of teachers working at various types of schools was confirmed. The research showed that teachers of bilingual schools were the most positive in relation to motivation, and the lowest average scores were achieved by teachers in schools where Slovak is taught as a subject. The age and gender of teachers were not significant in relation to the evaluation of the degree of motivation for teaching Slovak. Discussion and Conclusion. The results presented in the article will be beneficial not only for pedagogical researchers, but especially for Slovak teachers in Hungary, as research of this kind was conducted for the first time.

Investigation of Pre-Service Teachers’ Depression Levels, Teaching Motivations and Their Attitudes towards Profession

The research aims to examine the pre-service teachers’ depression levels, teaching motivation and attitudes towards the teaching profession. The research was carried out according to the survey model. The sample of the study was carried out with of 235 pre-service teachers in Education Faculties in Turkey. In the research, Burns Depression Scale, Teaching Motivation Scale, and Attitude Scale towards Teaching Profession were used as the measurements. In addition, a personal information form prepared by the researchers was used to collect some demographic information of pre-service teachers participating in the research. When the findings of the study were examined, it was determined that the pre-service teacher did not show a significant difference in their depression levels, teaching motivations, and attitudes towards the teaching profession according to their gender, place of residence, and socio-economic level. In addition, while there was no significant relationship between depression level and teaching motivation and attitude towards the teaching profession, a positive correlation was found between teaching motivation and the attitude towards the teaching profession. The results show that it is important for pre-service teachers to have a high level of attitude towards the teaching profession to increase their teaching motivation.

Peculiarities of Forming Students' Motivation to Music-Teaching Activity in Higher Education Institutions (HEI)

Motivation is one of the most important factors (along with abilities, knowledge, skills and abilities) that ensures the success of music teaching. Becoming a successful teacher of art disciplines is closely related to the internal needs of his self-realization in professional activities, self-awareness in this state. The pedagogical profession requires from the teacher the formed need for artistic and educational activity, awareness of its importance for the spiritual development of society; high level of ideological, humanitarian and aesthetic culture; developed professional and pedagogical abilities, deep professional knowledge and skills, experience of artistic and creative pedagogical activity. The artistic needs of students arise and develop in the process of music-educational activities, which should be based on their positive emotional attitude to it. It is proved that in the process of educational activity a system of mental actions of reproductive and productive nature is formed, which is self-regulated and self-organized by the individual. Any activity, and in this case educational, is affected by certain incentives that become the driving force of student activity. Such incentives are needs, interests, beliefs, values, ideals, forming the motivation to learn. Along with the abilities, knowledge, and skills that ensure the success of teaching, motivation also includes emotional and value attitudes, sustained interest and inclination of the future teacher to pedagogical work; the need for active influence on the moral and emotional, intellectual and volitional spheres of the student's personality.

Pengaruh pengalaman mengajar dan motivasi mengajar terhadap profesionalisme guru taman kanak-kanak se-kecamatan Way Jepara

Purpose: This study aimed to understand the impact of teaching experience on teacher professionalism, the impact of teaching motivation on teacher professionalism, and the effect of teaching experience and teaching motivation on teaching professionalism. Research methodology: This research used a quantitative approach. The data analysis techniques used were descriptive analysis, prerequisite test; and hypothesis test. Results: The results show; 1) there is a significant influence between teaching experience on teacher professionalism and coefficient of determination teacher experience as much as 33.6% of teacher professionalism, 2) there is a significant influence between teaching motivation on teacher professionalism and determination coefficient of teacher experience as much as 57.9% of teacher professionalism; (3) teaching experience and teaching motivation significantly influence the professionalism of teachers with the influence of simultaneously variable teaching experience and teaching motivation to teacher professionalism as much as 61.7%. Limitations: The data were only collected through interviews. Contribution: The results of this study can be used to evaluate the effectiveness of the implementation of education programs on improving teacher professionalism.

A Study on the Teaching Strength of International Young Chinese Teachers from the Porter Diamond Model

In recent years, as Chinese has spread to the world, the development of Chinese international education has shown a good trend. Teachers' teaching strength as comprehensive ability literacy, is essential for improving the quality of young international Chinese teachers. From the perspective of the Porter Diamond Model, analyzing the teaching strength of young international Chinese teachers from the four key elements: analysis of factor conditions analysis of demand conditions organizational structure and opportunities. Finding that there are three defects in the teaching process of young international Chinese teachers: lack of teaching motivation, Lack of ability in teaching research and application of results, and lack of innovation in teaching. It is believed that the teaching strength of young international Chinese teachers needs to be improved from the combination of teacher learning and reflection teaching, the combination of knowledge-action and curriculum reform, and the combination of teacher training and scientific evaluation.

Profesionalitas Dan Penilaian Kinerja Guru PAI: Studi Pada Guru SMP Di Kabupaten Magelang

Penelitian ini bertujuan untuk menganalisa adanya pengaruh profesionalitas guru Pendidikan Agama Islam (PAI) bersertifikasi dan motivasi mengajar terhadap hasil Penilaian Kinerja Guru (PKG). Populasi dari penelitian ini adalah guru Pendidikan Agama Islam bersertifikasi tingkat Sekolah Menengah Pertama (SMP) di Kabupaten Magelang, yang berjumlah 52 orang. Teknik pengambilan data menggunakan kuesioner. Metode analisis yang digunakan regresi linier ganda. Hasil penelitian ini menunjukkan bahwa: pertama, Guru PAI sertifikasi yang masuk dalam kategori hasil PKG sangat baik berjumlah 52 guru (100%). Kedua, terdapat pengaruh positif dan signifikan profesionalitas GPAI sertifikasi dan motivasi mengajar terhadap hasil PKG, sumbangan relative (SR) masing-masing variabel bebas yaitu, profesionalitas GPAI sertifikasi menyumbang 61,3% dan motivasi mengajar menyumbang sebesar 38,7%. Sumbangan efektif (SE) masing-masing variabel bebas yaitu, profesionalitas GPAI sertifikasi menyumbang 38,6% dan motivasi mengajar menyumbang sebesar 24,4%. Besarnya sumbangan efektif (SE) dari kedua variabel bebas terhadap variabel terikat adalah sebesar 63% sedangkan 37% dipengaruhi oleh variabel lain yang tidak diteliti pada penelitian ini.[This study aims to analyze the effect of the professionalism of certified Islamic Religious Education (PAI) teachers and teaching motivation on the results of the Teacher Performance Assessment (PKG). The population of this study were teachers of Islamic Religious Education certified at the Junior High School (SMP) level in Magelang Regency, totaling 52 people. Data collection techniques using a questionnaire. The analytical method used is multiple linear regression. The results of this study indicate that: first, the certified PAI teachers who fall into the category of very good PKG results are 52 teachers (100%). Second, there is a positive and significant effect of GPAI certification professionalism and teaching motivation on PKG results, the relative contribution (SR) of each independent variable, namely, GPAI certification professionalism contributed 61.3% and teaching motivation contributed 38.7%. The effective contribution (SE) of each independent variable, namely, GPAI certification professionalism contributed 38.6% and teaching motivation contributed 24.4%. The effective contribution (SE) of the two independent variables to the dependent variable is 63%, while 37% is influenced by other variables not examined in this study.]

The Characteristics of Innovative Teachers: The Relationship Between Science Teachers' Views on Student Achievement and Learning and Teaching Motivation

Determining teachers’ views on student success and learning is considered important in terms of increasing the level of students' learning. The motivation people have can affect their attitude toward their job. This becomes even more important in teachers, who have a significant impact on an individual’s life. It is therefore seen as important to determine teachers' teaching motivation. The aim of this study was to determine the relationship between secondary school science teachers' views on student achievement and learning and their own level of teaching motivation. This research used the correlational survey method, a method in quantitative research. The sample group consisted of teachers (124 female and 39 male science teachers) working in Izmir. Two data collection tools were used in the study: the ‘Teacher Motivation Scale’ and the ‘Teachers’ Opinions Scale about Student Achievement and Learning’. Participants’ demographic information was obtained using a ‘Personal Information Form’ designed by the researchers. According to the results of the study there was no difference according to gender variable but there was a significant difference in favor of science teachers who had a Bachelor’s degree between the groups. The study showed that as the age and teachers’ years of service increased, their views on student achievement and learning become more negative. According to the results it is recommended to organize well-planned inservice training to increase the teaching motivation and conduct in-depth research to understand the relationship among teacher beliefs, practice, and school context.