Developing Teachers’ Social and Personality Competencies in Online Teaching: A New Challenge

Nuraini, Umi; Nagari, Primasa Minerva; Nuris, Dudung Ma’ruf; Han, Crispina Gregory K

doi:10.2991/aebmr.k.210616.052

Cited by 4 publications

(4 citation statements)

References 11 publications

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“…Practically, teachers are recommended to develop good social and personality skills (Nuraini et al, 2021) that positively influence learning outcomes and satisfaction (Pahrudin, Martono, & Murtini, 2016). Furthermore, the stress generated by new teaching methods and health emergency management in schools strains social skills, and it is important to allow teachers to learn how to manage it (Espino-Díaz, 2020).…”

Section: Discussionmentioning

confidence: 99%

The Importance of Teacher-Student Relationship for Distance Learning During Covid-19 Pandemic

Mérac

Sensin

Livi³

2022

Journal of Educational, Cultural and Psychological Studies (ECPS Journal)

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Online education has become mandatory in all countries since the Covid-19 pandemic. In order to provide practical inspiration for schools to improve online learning and teaching efficacy, and satisfaction, we explored the distance learning experience of 427 upper secondary school students in Italy. Rather than focusing on the relevance of digital tools and abilities, as most e-learning studies do, we focused on the function and influence of the teacher-student relationship and how online learning affects that connection. The study’s findings revealed that even if the technology was the central focus of upgrading the educational system, the satisfaction for the Distal Learning education is heavily based on teachers’ ability to maintain a high-quality relationship. Indeed, the quality of the relationship is a far better predictor of student satisfaction, with online education satisfaction having substantially higher coefficients than technology satisfaction, even controlling for both teachers’ and students’ technological knowledge. We also found a significant moderating effect in the interaction between quality of the relationship and technology satisfaction, implying that when students are satisfied with the technology used in online education, a high-quality relationship with teachers can boost satisfaction.

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Section: Discussionmentioning

confidence: 99%

The Importance of Teacher-Student Relationship for Distance Learning During Covid-19 Pandemic

Mérac

Sensin

Livi³

2022

Journal of Educational, Cultural and Psychological Studies (ECPS Journal)

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“…According to Nuraini et al (2021) and Utami et al (2020), personality competence is a teacher's ability reflecting a steady and wise maturity attitude and good character. Particularly, according to Ayu and Marzuki (2017), the personal competency of Islamic education instructors must encompass at least four characteristics, namely, humility, wisdom, courage, and fairness.…”

Section: Literature Reviewmentioning

confidence: 99%

The Development of Teacher Performance Assessment Instruments in Boarding School

Saleh,

Kumaidi,

Munadi

et al. 2024

EUROPEAN J ED RES

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<p style="text-align: justify;">The objective of this study is to create a tool for evaluating teachers’ effectiveness in boarding schools. Planning and preparation stages, instrument testing, and measurements were used in this study to implement research on the creation of the Mardapi model instrument. In order to generate instrument items, the planning and preparation stage tasks included a literature assessment of teacher performance appraisal manuals. Data were gathered utilizing documentation approaches, and descriptive and qualitative analysis was performed. Six specialists validated the built instruments, which were subsequently put through limited testing at two boarding schools and extensive trials at nine boarding schools in Surakarta residency area. The Aiken formula was used to examine the expert’s evaluation data, and confirmatory factor analysis was used to analyze the test results. The results of this study indicate that the instrument for assessing teacher performance in boarding schools meets the validity criteria. This is indicated by the existence of loading factor values ranging from .51 to .72 (>.4) and t-sign values ranging from 4.75 to 9.25 (>1.96) and meeting the requirements of a fit model since Chi-square = 1307.95 < 2524 (2*df), p-value = .17956 (>.05), and RSMEA value = .014 (<.08). The instrument items are reliable assessment packages, and this is shown by the reliability value of omega .967 > .70. Because there is a guarantee of validity and reliability, the test can be used to further assess teacher performance in boarding schools.</p>

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“…Hasil penelitian ini sejalan dengan penelitian yang dilakukan oleh (Mukti, 2018) yang menyimpulkan bahwa Pemimpin (Nuraini et al, 2021). visioner mengedepankan pendekatan kemitraan dan menciptakan ras berbagai visi dan makna dengan orang lain.…”

Section: Pengaruh Langsung Positif Kepemimpinan Visioner Terhadap Kin...unclassified

Pengaruh Kepemimpinan Visioner Kepala Sekolah, Motivasi Kerja, Kompetensi Pedagogik Terhadap Kinerja Guru Taman Kanak-Kanak

Fariha

2023

SLJIL

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This study generally aims to analyze the influence of the principal's visionary leadership, work motivation and teacher pedagogic competence on the performance of Kindergarten teachers in Batu Ceper District, Tangerang City, while specifically, this study aims to determine and obtain empirical data regarding the influence of: 1) visionary leadership on teacher work motivation. 2) visionary leadership on teacher pedagogic competence. 3) teacher's work motivation on teacher pedagogic competence. 4) visionary leadership on teacher pedagogic competence. 5) Teacher work motivation on teacher pedagogical competence. 6) teacher's pedagogical competence on teacher performance. The approach used is quantitative using causal survey techniques with path analysis methods. The sample in this study is the same as the reachable population, namely 87 teachers. consists of 19 Kindergartens in the Batu Ceper sub-district, Tangerang City. The results of the analysis Based on the results of the study it can be concluded as follows: 1) There is a positive and significant influence of visionary leadership on the work motivation of Kindergartens in the Batu Ceper District, Tangerang City. 2) there is a positive and significant influence of visionary leadership on the work motivation of kindergarten teachers in Batu Ceper District, Tangerang City. 3) there is a positive and significant effect of work motivation on the pedagogic competence of kindergarten teachers in Batu Ceper District, Tangerang City. 4) there is a positive and significant influence of visionary leadership on the performance of kindergarten teachers in the Batu Ceper District, Tangerang City. 5) there is a positive and significant effect of work motivation on the performance of kindergarten teachers in Batu Ceper District, Tangerang City. 6) there is a positive and significant effect of pedagogical competency on the performance of kindergarten teachers in Batu Ceper District, Tangerang City.

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Developing Teachers’ Social and Personality Competencies in Online Teaching: A New Challenge

Cited by 4 publications

References 11 publications

The Importance of Teacher-Student Relationship for Distance Learning During Covid-19 Pandemic

The Importance of Teacher-Student Relationship for Distance Learning During Covid-19 Pandemic

The Development of Teacher Performance Assessment Instruments in Boarding School

Pengaruh Kepemimpinan Visioner Kepala Sekolah, Motivasi Kerja, Kompetensi Pedagogik Terhadap Kinerja Guru Taman Kanak-Kanak

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