Attributes of good teachers are under-research, particularly in comparison between the Indonesian context and worldwide. This review aims to find out the compatibility and the gap of the good teacher attributes between the teachers of Indonesia and worldwide. The main inclusion criteria were the articles published in English between 2007 and 2020. The authors collected 206 articles; however, 174 articles were excluded. The authors reviewed 32 that met the inclusion criteria. The findings indicate that the good teacher attributes of Indonesia are compatible with the global ones, and the gap is mindfulness attribute. It is the consciousness of a professional choice to get feeling peace in life. Implications of these findings are theoretical and practical.   Received: 2 November 2021 / Accepted: 20 January 2022 / Published: 5 March 2022

This paper studies and analyzes self-efficacy with previous empirical research to find out and understand the factors that influence the strengthening and weakening of self-efficacy. The analysis that the authors conducted include the fields of education, health, leadership, and psychology. The sample articles for this study were academic papers obtained from the Google Scholar search engine and other sources including Sage, Routledge (Taylor & Francis), Elsevier, Springer, Eric, and Scopus. The author uses an integrated review method, a total of 20 papers were analyzed. This study has two conclusions, namely (1) factors such as feelings of fair treatment, well-organized activities, programs designed according to participant characteristics, stress at a manageable level of thinking, appropriate load, sense of expectation, and good experience, can increase self-efficacy, (2) on the contrary, feelings of discrimination, many problems that are difficult to overcome, lack of support, and a burdensome environment can damage self-efficacy

This is a meta-analysis study. The study aims to determine the highest average score and the impact of the three elements of Allen and Meyer’s organizational commitment: Affective Commitment (AC), Normative Commitment (NC), and Continuance Commitment (CC). The author employed Sturgess's interpretation to determine the average score by Very Low, Low, Low Enough, High Enough, High, and Very High. We got that the highest average score of the three components of organizational commitments is the affective commitment (0.704), followed by the normative commitment (0.681), and the last one is the continuance commitment (0.585). We draw the conclusion that a person, basically, wants to be useful to others. Then, she will be able to put aside individual interests for the sake of common interests so that she will dare to bind herself to agreements, rules, and norms for mutual survival (NC). 'As a result of wanting to be useful to others and having the courage to decide to stay together in the rules, she will dare to put aside his transactional self-interest which is centered on personal interests or gain (CC). The scoring average consecutively says that AC is the biggest among of all, NC is less than AC, and CC is the least, implies that a manager should be able to build and maintain the AC as the first priority, followed by the NC. If a manager has been able to build and maintain the AC and NC, she is able to build and maintain the CC automatically.

This article aims to describe the influence of servant and transformational leadership on teacher work productivity and the role of mediating conflict resolution. There is a lot of research on leadership but not much research on how leadership handles conflict. Several research studies have investigated how leaders respond to conflict and the most common conflict management. However, no research is available to determine public preferences for conflict resolution options. The application of transformational leadership is known for its toughness and has been widely discussed. However, there is a phenomenon where school principals experience a decline and schools experience many problems. One of the factors inhibiting school progress is conflict. The author presents how to manage a school or organization in conflict settings by offering a servant leadership style. These matters are discussed in this article. This study used a quantitative survey design with 300 high school teachers as respondents to rate the leadership of school principals from 15 districts in Lampung Province. The results of Amos 23 calculations state that servant leadership has a positive effect on handling conflict (87.5%) and on teacher’s work productivity (37, 4%), while transformational leadership has a positive effect on handling conflict (8.7%) and negative effect on teacher work productivity (-68.8%). The research concludes that (1) servant leadership is a good predictor of teacher work productivity and a solution for conflict resolution in schools; (2) when there is conflict, transformational leadership is not a solution; (3) conflict handling is directly proportional to teacher work productivity; and (4) conflict handling becomes a good mediator for servant leadership and transformational leadership for teacher work productivity.

Many people fail to reach the pinnacle of their careers because they experience a crisis of self-efficacy. Self-efficacy plays an important role in the success of a job mission. However, self-efficacy is a variable that has been influenced and other times it can influence other variables. This study aims to analyze how transformational, transactional, and laissez-faire leadership interact with self-efficacy. This research is a survey and data obtained from respondents as many as 140 high school teachers in the form of self-reports, and the data is collected using SEM Amos Version 22. The results of Amos processing show that Transformational and laissez-faire leadership styles negatively affect self-efficacy. Only transactional leadership style positively affects self-efficacy. The research concludes that only transactional leadership has a positive effect on self-efficacy because followers (teachers) have different backgrounds and motivations and the majority of followers (teachers) have not yet reached the level of self-actualization.