Defining ‘teacher professionalism’ from different perspectives

Demirkasımoğlu, Nihan

doi:10.4324/9780429491498-17

Cited by 21 publications

(29 citation statements)

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“…Menurut Demirkasimoglu (2010Demirkasimoglu ( , p. 2048, "professionalism is a multi dimensional structure including one's work behaviors and attitudes to perform the highest standards and improve the service quality". Profesionalisme guru dapat dilihat dari kemampuan guru dalam melaksanakan pembelajaran yang berkualitas (Cole, 2012, p. 18).…”

Section: Pendahuluanmentioning

confidence: 99%

Faktor determinasi profesionalisme guru

Syamsuriyanti

Sukirno

2018

hsjpi

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Penelitian bertujuan untuk mengetahui pengaruh (1) kualifikasi pendidikan terhadap profesionalisme guru, (2) sikap inovatif terhadap profesionalisme guru, (3) etos kerja terhadap profesionalisme guru, dan (4) pengaruh kualifikasi pendidikan, sikap inovatif dan etos kerja secara simultan terhadap profesionalisme guru IPS SMP di Kabupaten Gowa. Penelitian ini merupakan penelitian kausal-komparatif yang bersifat ex post facto. Penelitian menggunakan populasi sebesar 119 orang guru IPS. Pengumpulan data menggunakan kuesioner. Teknik analisis data menggunakan regresi linear berganda dengan. Hasil penelitian menunjukkan bahwa: (1) terdapat pengaruh kualifikasi pendidikan terhadap profesionalisme guru, (2) terdapat pengaruh pengaruh sikap inovatif terhadap profesionalisme guru, (3) terdapat pengaruh pengaruh etos kerja terhadap profesionalisme guru, dan (4) terdapat pengaruh pengaruh kualifikasi pendidikan, sikap inovatif dan etos kerja secara simultan terhadap profesionalisme guru IPS SMP di Kabupaten Gowa.Kata kunci: profesionalisme guru, kualifikasi pendidikan, sikap inovatif, etos kerja FACTORS DETERMINATION PROFESSIONALISM OF TEACHERAbstractThe study aimed to know the effect of (1) the educational qualifications of the professionalism of teachers, (2) innovative attitude towards professionalism of teachers, (3) the work ethic in the professionalism of teachers, and (4) the effect of educational qualifications, innovative attitude and work ethic simultaneously in the professionalism of teachers IPS SMP in Gowa. Population on this study was 119 junior high social studies teacher in Gowa. Collected data using questionnaire. Data analysis was using multiple linear regression. The results of this study showed: (1) there were significant educational qualifications in the professionalism of teachers, (2) there were significant influences innovative attitude towards professionalism of teachers, (3) there were significant effect of the work ethic in the professionalism of teachers, and (4) there were significant effect of educational qualifications, innovative attitude and work ethic simultaneously in the professionalism of junior high social studies teacher in Gowa.Keywords: professionalism of teachers, educational qualifications, innovative attitude, work ethic

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Section: Pendahuluanmentioning

confidence: 99%

Faktor determinasi profesionalisme guru

Syamsuriyanti

Sukirno

2018

hsjpi

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“…Professionalism refers to an individual's attitudinal, behavioral, and intellectual orientation to perform to the highest standards of practice and improve the quality of service toward one's occupation (Boyt, Lusch, & Naylor, ; Demirkasǧlu, ). Talbert and McLaughlin () argued that professionalism in the teaching occupation is manifested by “a common knowledge base or technical culture, commitment to meeting the needs of all students, and durable professional identities and commitments” (p. 130).…”

Section: Theoretical Framework and Research Hypothesesmentioning

confidence: 99%

The Moderating Role of Transformational Leadership on Work Engagement: The Influences of Professionalism and Openness to Change

Jeong

Hsiao

Song³

et al. 2016

Human Resource Dev Quarterly

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This study examined the relationships of teachers' work engagement with their professionalism and openness to change and investigated the moderating role of the transformational leadership of principals in explaining these relationships. Multilevel data were collected from 1,886 teachers from 59 schools in South Korea, and multilevel path analysis was performed to analyze the data. The study results found that teachers' work engagement was positively influenced by their professionalism and openness to change in the Korean educational setting. However, no significant relationship was found between teachers' work engagement and the transformational leadership of principals. It also showed that the transformational leadership of principals positively moderated the relationship between work engagement and openness to change of teachers. Finally, we identified the negative moderating effect of the transformational leadership of principals on the relationship between work engagement and professionalism of teachers. The theoretical implications of these findings are provided along with practical suggestions for policy makers, superintendents, and teacher education institutes.

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“…Professional teachers create awareness not only with their own development but also in their environment (Demirkasımoğlu, 2010). More specifically, while professional teachers try to interact effectively with each other (Nartgün, 2008), they also take an active role in students' academic lives in coordination with their colleagues.…”

Section: Introductionmentioning

confidence: 99%

Teaching as a Professionalism through Teachers’ Perspective

Özdemir¹,

Demirkol²,

Polat³

2019

Turkish Online Journal of Qualitative Inquiry

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The aim of this study is to evaluate teacher professionalism within the framework of teachers' opinions. For this purpose, 45 teachers working at different educational levels and different types (primary, middle and high school) schools in a city located in eastern part of Turkey were included as participants. The data were collected through interviews and the data were analyzed through the content analysis method. The participants with sufficient professional and personal development level stated that they attended graduate education, read books, and followed the innovations to improve themselves. Also, it was found that teachers should be encouraged and motivated to advance their development. The biggest obstacle for their development, teachers mentioned school administration, parents and students. Teachers suggested that these obstacles must be overcome to increase teachers' willingness to advance their professional and personal skills, and in turn, to increase schools' achievement levels. Suggestions for future research is also provided.Teaching as a Professionalism through Teachers' Perspective 297 Öğretmen Görüşleriyle Öğretmen Profesyonelliğinin İncelenmesi Öz Bu çalışmanın amacı, öğretmen profesyonelliğini öğretmen görüşleri çerçevesinde değerlendirmektir. Bu amaçla, Türkiye'nin doğusunda yer alan bir şehirde farklı eğitim seviyelerinde çalışan 45 öğretmen ve farklı tipteki (ilk, orta ve lise) okullar katılımcı olarak dahil edildi. Veriler görüşmeler yoluyla toplanmış ve veriler içerik analizi yöntemiyle analiz edilmiştir. Yeterli mesleki ve kişisel gelişim seviyesine sahip katılımcılar lisansüstü eğitime katıldıklarını, kitap okudıklarını ve kendilerini geliştirmek için yenilikleri takip ettiklerini belirtti. Ayrıca, öğretmenlerin gelişimlerini ilerletmek için teşvik edilmeleri ve motive edilmeleri gerektiği bulunmuştur. Gelişimlerinin önündeki en büyük engel, öğretmenler okul yönetiminden, ebeveynlerden ve öğrencilerden bahsetti. Öğretmenler, öğretmenlerin mesleki ve kişisel becerilerini geliştirmeye istekli olmalarını ve ardından okulların başarı seviyelerini arttırma isteklerini artırmak için bu engellerin aşılması gerektiğini önerdi. Gelecekteki araştırmalar için önerilerde bulunuldu.Anahtar Sözcükler: Öğretmenler, öğretmen yeterliği, gelişim, profesyonellik

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Defining ‘teacher professionalism’ from different perspectives

Cited by 21 publications

References 0 publications

Faktor determinasi profesionalisme guru

Faktor determinasi profesionalisme guru

The Moderating Role of Transformational Leadership on Work Engagement: The Influences of Professionalism and Openness to Change

Teaching as a Professionalism through Teachers’ Perspective

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