PENGARUH KEDISIPLINAN DAN EFIKASI GURU TERHADAP KINERJA GURU DIMODERASI SUPERVISI KEPALA SEKOLAH DI SMA KABUPATEN JEPARA

The purpose of the study was to examine the effect of teacher discipline and efficacy on teacher performance moderated by the supervision of the principal at SMA Kabupaten Jepara. The population of high school teachers is approximately 709 more with accidental sampling. The sample is homogeneous as many as 95 teachers. The method used in data collection is using a questionnaire. The data collection technique was through the distribution of questionnaires with a Likert scale of 1 to 5. The method of data analysis was to describe the characteristics of the respondents including gender, age, education, class, and years of service. While the model analysis uses absolute difference moderation, namely the analysis of moderating variables by regressing the absolute difference. In the results 1) Discipline has a positive and significant effect on teacher performance 2) Teacher efficacy has a positive and significant effect on teacher performance, 3) Principal supervision does not moderate the effect of discipline on teacher performance, and 4) Principal supervision does not moderate teacher efficacy on teacher performance. . Thus, similar research is still needed with different populations and samples. ABSTRAKTujuan penelitian adalah untuk menguji pengaruh kedisiplinan dan efikasi guru terhadap kinerja guru dimoderasi supervisi kepala sekolah di SMA Kabupaten Jepara. Populasi guru SMA kira-kira 709 lebih dengan pengambilan sampel accidental sampling. Sampel bersifat homogin sebanyak 95 guru. Metode yang digunakan dalam pengumpulan data adalah menggunakan kuesener. Teknik pengumpulan data melalui penyebaran angket kuesener dengan skala likert 1 sampai 5. Metode analisis data dengan mendeskriptifkan kharakteristik responden meliputi jenis kelamin, usia, pendidikan, golongan, dan masa kerja. Sementara analisis modelnya menggunakan moderasi selisih mutlak yakni analisis variabel moderasi dengan meregresikan selisih mutlak. Pada hasil 1) Kedisiplinan berpengaruh positif dan signifikan terhadap kinerja guru 2) Efikasi guru berpengaruh positif dan signifikan terhadap kinerja guru, 3) Supervisi kepala sekolah tidak memoderasi pengaruh kedisiplinan terhadap kinerja guru ,dan 4) Supervisi kepala sekolah tidak memoderasi efikasi guru terhadap kinerja guru. Dengan demikian masih diperlukan penelitian sejenis dengan populasi dan sampel berbeda.

The influence of a course in inclusive education on changing pre-service teachers’ readiness to work with students with SEN

Understanding teachers’ perspective towards inclusive education is seen as a decisive factor in making schools more inclusive. Given the increasing need to prepare pre-service teachers to face inclusion in the classroom as soon as they enter the teaching career, we consider appropriate to assess to which extend can a training course have an impact on the level of pre-service teachers to teach in inclusive classrooms. In this respect, final year students from Education Science degree that finalized a study course on the topic of inclusive education were invited to participate into this research by filling in a questionnaire based on the teacher efficacy for inclusive practices (TEIP) scale. Results show that even after taking a relatively short training course, it can bring about some statistically significant changes in pre-service teachers’ knowledge, attitudes and confidence level towards inclusion. Pre-service teachers that have participated to this study are generally in favor of going through training courses to acquire a special set of skills to thereby be able to work in an inclusive learning environment.

Collective teacher efficacy beliefs: testing measurement invariance using alignment optimization among four cultures

PurposeCollective teacher efficacy (CTE) is a promising construct for understanding how schools can foster student achievement. Although much of the early research on CTE took place in North America, researchers from other parts of the world are now delving into this topic. The current study explores whether these powerful collective beliefs function similarly across diverse cultural and linguistic groups: Arab and Jewish teachers in Israel, and teachers in Turkey and the USA.Design/methodology/approachParticipants included 4,216 teachers from Israel, Turkey and the USA, representing four cultures: Arab, Jewish, Turkish and American. We tested configural invariance using multigroup confirmatory factor analysis (AMOS) and alignment optimization (Mplus) to identify the groups in which specific parameters are noninvariant, and to compare the latent factor means.FindingsConfigural invariance showed adequate fit of the model structure across the four groups. Based on invariance tests, using the alignment optimization method, CTE scales held different meanings for specific items across the four cultures, where the USA and Arab cultures were the sources of these differences. Furthermore, in comparing the two-dimensional CTE belief scale across the four groups, latent means revealed the highest mean ranking for the USA and the lowest for Turkey.Originality/valueThis research makes a significant theoretical contribution by examining and comparing the concept of teachers' collective efficacy in multiple cultures. This comparison can also contribute to instructional teaching practices worldwide.