Email this article The Influences of Professional Competence and Teacher Commitment on Learning Quality at Hikmah Sejati Foundation in Banda Aceh
Abstract
Abstract The purpose of this study is to find out whether there are the influences of professional competence and teacher commitment to the learning quality. This research uses the quantitative approach with descriptive method. The population of this research was all teachers at Hikmah Sejati Foundation Banda Aceh. The sample used in this research was 100 people. Moreover, the data analysis used in this research was multiple linear regression. This result shows that (1) partially, the professional competency variable is in good correlation with the percentage of 53 on the learning quality (2) partially, the teacher commitment variable has a fair correlation with the percentage of 33 on the learning quality (3) simultaneously the professional competence and teacher commitment variables have a good correlation with the percentages of 58 percent on learning quality. The research result obtained based on the multiple linear regression equation was Y is equal to 25,655 plus 0,631X1 plus 0,43X2of correlation coefficient is 0.762. According to statistic test Fscore is equal to 67,021 more than F table is equal to 3.09, with probability level of 0.000. Therefore, there is a significant correlation between professional competence and teacher commitment to learning quality.
Keywords profesional competence, teacher commitment, learning quality.
Abstrak Tujuan dari penelitian ini adalah untuk mengetahui apakah ada pengaruh kompetensi profesional dan komitmen guru terhadap kualitas pembelajaran. Penelitian ini menggunakan pendekatan kuantitatif dengan metode deskriptif. Populasi dalam penelitian ini adalah seluruh guru di Yayasan Hikmah Sejati Banda Aceh. Sampel yang digunakan dalam penelitian ini sebanyak 100 orang. Selain itu, analisis data yang digunakan dalam penelitian ini adalah regresi linier berganda. Hasil ini menunjukkan bahwa (1) secara parsial variabel kompetensi profesional berkorelasi baik dengan persentase 53 terhadap kualitas pembelajaran (2) secara parsial variabel komitmen guru berkorelasi cukup dengan persentase 33 terhadap kualitas pembelajaran ( 3) secara simultan variabel kompetensi profesional dan komitmen guru memiliki korelasi yang baik dengan persentase 58 persen terhadap kualitas pembelajaran. Hasil penelitian yang diperoleh berdasarkan persamaan regresi linier berganda adalah Y sama dengan 25,655 tambah 0,631X1 tambah 0,43X2 dengan koefisien korelasi adalah 0.762. Sesuai uji statistik Fscore sama dengan 67,021 lebih dari Ftable sama dengan 3.09, dengan level probabilitas 0.000. Oleh karena itu, terdapat hubungan yang signifikan antara kompetensi profesional dengan komitmen guru terhadap kualitas pembelajaran
Kata kunci kompetensi profesional, komitmen guru, kualitas pembelajaran.
Full Text:
PDFReferences
Ammari, G., Alkurdi, B., Alshurideh, A., & Alrowwad, A. (2017). Investigating the impact of communication satisfaction on organizational commitment: a practical approach to increase employees’ loyalty. International Journal of Marketing Studies, 9(2), 113-133.
Azizollah, A., Abolghasem, F., & Amin, D. M. (2016). The relationship between organizational culture and organizational commitment in Zahedan University of Medical Sciences. Global journal of health science, 8(7), 195.
Batugal, M. L. C. (2019). Organizational Culture, Commitment and Job Satisfaction of Faculty in Private-Sectarian Higher Education Institutions (HEIs). World Journal of Education, 9(2), 123-135.
Bricci, L., Fragata, A., & Antunes, J. (2016). The effects of trust, commitment and satisfaction on customer loyalty in the distribution sector. Journal of Economics, Business and Management,, 4(2), 173-177.
Brundiers, K., & Wiek, A. (2017). Beyond interpersonal competence: Teaching and learning professional skills in sustainability. Education Sciences, 7(1), 39.
Cottrell, S. (2019). The study skills handbook. Macmillan International Higher Education.
Häkkinen, P., Järvelä, S., Mäkitalo-Siegl, K., Ahonen, A., Näykki, P., & Valtonen, T. (2017). Preparing teacher-students for twenty-first-century learning practices (PREP 21): a framework for enhancing collaborative problem-solving and strategic learning skills. Teachers and Teaching, 23(1), 25-41.
Hoth, J., Kaiser, G., Busse, A., Doehrmann, M., Koenig, J., & Blömeke, S. (2017). Professional competences of teachers for fostering creativity and supporting high-achieving students. ZDM, 49(1), 107-120.
Kaiser, G., Blömeke, S., Koenig, J., Busse, A., Doehrmann, M., & Hoth, J. (2017). Professional competencies of (prospective) mathematics teachers—Cognitive versus situated approaches. Educational Studies in Mathematics, 94(2), 161-182.
Korthagen, F. (2017). Inconvenient truths about teacher learning: Towards professional development 3.0. Teachers and teaching, 23(4), 387-405.
Labanauskis, R., & Ginevièius, R. (2017). Role of stakeholders leading to development of higher education services. Engineering Management in Production and Services, 9(3), 63-75.
Longman, K., Daniels, J., Bray, D. L., & Liddell, W. (2018). How organizational culture shapes women’s leadership experiences. Administrative Sciences, 8(2), 8.
Miller, A. D., Ramirez, E. M., & Murdock, T. B. (2017). The influence of teachers’ self-efficacy on perceptions: Perceived teacher competence and respect and student effort and achievement. Teaching and Teacher Education, 64, 260-269.
Pietsch, M., Tulowitzki, P., & Koch, T. (2019). On the differential and shared effects of leadership for learning on teachers’ organizational commitment and job satisfaction: A multilevel perspective. Educational Administration Quarterly, 55(5), 705-741.
Roostin, E. (2019). The Importance of Government Policy Regarding Teacher Recruitment to Increase Motivation for Professionalism, Competence and Effectiveness of Certification Programs. International Journal of Advances in Social and Economics, 1(2), 67-72.
Stahmer, A., Oliver, K., & Schetter, P. (2020). Improving Education for California Students via Professional Development.
Tao, J., & Gao, X. (2017). Teacher agency and identity commitment in curricular reform. Teaching and Teacher Education, 63, 346-355.
Tsui, K. T., Lee, J. C. K., Zhang, Z., & Wong, P. H. (2019). The Relationship Between Teacher Perceived Spiritual Leadership and Organizational Commitment: A Multlevel Analysis in The Hongkong Context. Asian Journal of Social Sciences & Humanities Vol, 8, 3.
Uerz, D., Volman, M., & Kral, M. (2018). Teacher educators’ competences in fostering student teachers’ proficiency in teaching and learning with technology: An overview of relevant research literature. Teaching and Teacher Education, 70, 12-23.
Vernon-Feagans, L., Bratsch-Hines, M., Varghese, C., Cutrer, E. A., & Garwood, J. D. (2018). Improving struggling readers’ early literacy skills through a Tier 2 professional development program for rural classroom teachers: The targeted reading intervention. The Elementary School Journal, 118(4), 525-548.
Vicary, S., Young, A., & Hicks, S. (2017). A reflective journal as learning process and contribution to quality and validity in interpretative phenomenological analysis. Qualitative Social Work, 16(4), 550-565.
Wiliam, D. (2017). Assessment and learning: some reflections. Assessment in Education: Principles, Policy & Practice, 24(3), 394-403.
Refbacks
- There are currently no refbacks.
Copyright (c) 2021 Jurnal Pendidikan Progresif
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
View My Stats
The copyright is reserved to The Jurnal Pendidikan Progresif that is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.