The aim of this study is to determine differences in character education between male and female students with a theoretical foundation, which emphasizes three components in character education, namely moral knowing, moral feeling, and moral action. This study adopted a survey method approach, which was one of the quantitative research methods with explanatory research methods. Data were collected through questionnaires in this study, which were developed based on Lickona's theory. The survey carried out to 219 males and 263 females from 482 students at two selected elementary schools precisely at the sixth grade in 16 subdistricts of Bangkalan District, Indonesia. The collected data were analyzed using SPSS. The results showed that there were differences in character education between men and women.

The role of districts in supporting school leaders' instructional leadership: a view and experience from a developing country Introduction The downfall of Suharto's New Order regime in 1998 brought a fundamental change in the way Indonesia, the biggest country in South-East Asia spanning three time zones, was ruled. The Reform era started after the fall of the Suharto government in May 1998 and continued up until approximately a decade ago (Lindsey, 2018a, b). Nevertheless, the reforms are still underway.In fact, some of the most significant reforms in Indonesia's education system occurred in the last 17 years. Such reforms include the decentralization of education sector functions to the district level, an increased allocation of 20 percent of the national budget on education, implementation of the 2005 Teacher Law, and increased aid to schools with the School Operational Assistance Grant (Bantuan Operasional Sekolah) program (The World Bank, 2018). This Reform era ended the prior governance model of centralization, which actually began in the Dutch colonial era in the nineteenth century. This great change in terms of size, speed and scope of governance, referred to as the "big bang" decentralization model (Bennet, 2010), served as the beginning of democracy in Indonesia. This new policy was initiated through two laws made effective on January 1, 2001, called the Laws on Local Government, and the Laws on Fiscal Balance. These developments were described as "one of the most radical decentralization programs attempted anywhere in the world" (Aspinal and Fealy, 2003, p. 3). As a result, education, and other public sectors in Indonesia, became the responsibility of district governments.At that time, we were working as young teachers in public schools, and young lecturers in public universities. Like many other Indonesian educators, we felt that the idea of educational decentralization, where the main argument for decentralization was that it brings the governments closer to the people with a promise to serve the public more efficiently and effectively, seemed appropriate to the realities of our situation. Our initial response to the new laws was one of excitement. As educators, we were interested in the changes that were proposed. In particular, we were interested in the shift of power from central government to district level jurisdictions, bypassing the province level. Yet, we strove to understand: what was actually proposed? What was the rationale? What were the envisaged implications for districts? To what extent were districts and schools clear about the reform and their implications? These and many more questions were asked by educators, including ourselves. Our questions represented the considerable interest of educators in Indonesia to help a country that was badly impacted by the Asian financial crisis before the Reform era. In relevance to the reform the educational decentralization seemed to offer certain promises and possibilities for educators, including that of improving educational quality.Fast forw...

This research aims to investigate the influence of personality trait on affective commitment vocational teachers. The population of this survey is vocational teachers in a foundation in the field of education in Surabaya. The technique of collecting data uses questionnaires, while data analysis techniques use regression analysis. The results showed that personality trait had a significant influence on the affective organizational commitment of teachers in Vocational High School. In addition, it was found that two of the five personalities are trait agreeableness and conscientiousness that significantly influenced the affective organizational commitment. It means that teachers who have agreeableness and conscientiousness trait will have emotional attachment, identification and full involvement to organization.

Organizational Citizenship Behavior (OCB) is one of the keys to the success of an organization. This current research aims to evaluate the effect of Professional Commitment on Kindergarten teachers' OCB. This quantitative research applies a cross-sectional survey design with an explanatory research type, with 145 Kindergarten teachers as the research subjects. The results show that Professional Commitment significantly affects OCB by 70.6%. In addition, teachers with higher Professional Commitment possess higher OCB in carrying out their professional duties. The results also show that the dimensions of Affective Professional commitment, Normative Professional commitment, and Continuance Professional commitment significantly affect the OCB of Kindergarten teachers.         Keywords: Professional Commitment, Organizational Citizenship Behavior, kindergarten teachers

This study aims to determine the relationship between organizational climate and innovative behavior of vocational school teachers. This research uses quantitative approach with total population of 70 vocational school teachers. Data collection uses an organizational climate scale and innovative behavior instrument. Data analysis techniques used is multiple regressions with the help of SPSS program. The results of this study indicate that the organizational climate has a positive relationship with innovative behavior in vocational school teachers. This means that the better the organizational climate in the vocational school teacher's workplace the stronger the teacher will be to demonstrate his innovative behavior in work.