Does teacher competence and commitment improve teacher’s professionalism

Siri, Abu; Supartha, I Wayan; Sukaatmadja, I Putu Gde; Rahyuda, Agoes Ganesha

doi:10.1080/23311975.2020.1781993

Cited by 54 publications

(50 citation statements)

References 21 publications

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“…Previous studies revealed that competencies could significantly contribute to the quality of teaching performance (Siri et al, 2020). Teaching competencies boost learning activities and motivate teachers to create remarkable contributions with their performance (Hakim, 2015).…”

Section: Teaching Competenciesmentioning

confidence: 99%

Agreement Levels of Kindergarten Principals and Teachers to Determine Teaching Competencies and Performance

Utami¹,

Pranoto²,

Latiana³

et al. 2021

EUROPEAN J ED RES

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This research aimed to analyze the levels of agreement between kindergarten teachers and principals in identifying the assessment of teachers' teaching competencies and performance. The study was designed under a quantitative approach using a survey. It implemented a non-probability sampling technique with purposive sampling. The sample of the population comprised of 173 kindergarten teachers and 101 principals in Semarang District, Indonesia, or a total of 274 respondents. The data were collected through a questionnaire and analyzed using Cohen's Kappa coefficient to measure the levels of agreement between raters and Pearson Chi-Square test was also utilized to determine the differences in perceptions among principals and teachers. The findings showed that the levels of agreement between raters were averagely in the no agreement category, implying the existence of differences in perceptions among teachers and principals. The involvement of a multi-rater strategy in such research is a rare effort, especially for the Early Childhood Education (ECE) level in Indonesia. Researches regarding teaching competencies and performance generally only involve single rater, either teachers or principals who judge themselves on their competencies and performance, thus the results tend to be subjective. In conclusion, the assessment of teaching competencies with the relation of cognitive abilities was conducted through a test that considered subjective questions and case analysis to evaluate the teachers' skills based on their performance and self-description. Both personal and social assessments utilized self-assessment forms or autobiographies, which were completed with specific themes. Meanwhile, the performance assessment was observed with the assessment rubric and comparison with the learning process performed by an individual educator.

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Section: Teaching Competenciesmentioning

confidence: 99%

Agreement Levels of Kindergarten Principals and Teachers to Determine Teaching Competencies and Performance

Utami¹,

Pranoto²,

Latiana³

et al. 2021

EUROPEAN J ED RES

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show abstract

“…"Teacher competence and commitment have significantly positive effect on the performance of professional teachers… It is necessary to support the improvement of the competence and commitment of teachers" (Siri, Supartha, Sukaatmadja & Rahyuda, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Currently, competence is one of the key erudition qualities of a teacher of a tertiary educational institution. Studies prove that competence is the trait of an educator that indicates the appropriate level of knowledge, as well as the acquired skills and practical abilities that he / she possesses and properly directs to the learning process (Siri, Supartha, Sukaatmadja & Rahyuda, 2020). "Teachers' competence in educational assessment is a key feature in teacher professionalism" (DeLuca, Schneider, Coombs, Pozas & Rasooli, 2020).…”

Section: Introductionmentioning

confidence: 99%

Professional Competences of Jurisprudence Educators

Husenko¹,

Petrunenko²,

Kulinich³

et al. 2020

IJHE

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Nowadays, the profession of Jurisprudence educator is one of the most relevant and top requested among all specializations; however, in order to become a high-skilled Jurisprudence educator, one should possess significant professional qualities, including being professionally competent in the context of teaching. Taking into consideration the above mentioned, as well as based on the subject matter of the scientific article, the purpose of the study is to reveal the theoretical and practical features of the professional competences’formation and development of the Jurisprudence educators. Methods of analysis, synthesis, observation, description, comparison and generalization have been applied to reveal the purpose of the scientific research. It has been established that modern Jurisprudence teachers should possess the following professional competences: to be fluent in modern legislation and other legal norms; to rely on the features and qualities of leading scientists, working in this field; to be able to interconnect private and public interests and allocate responsibility to individual cases; to be well-versed in legislative practice and to act by law in unexpected situations; to encourage students to actively participate in the learning process, while avoiding delays in classes or even truancies; to expect knowledge from their studentsin a positive light; to enlist the respect and trust of students; to treat students positively and with respect, regardless of their religious, cultural, social or linguistic background; to cooperate with parents and other students’ custodial persons; to think critically and professionally; to prepare for classesto a full extent, using modern innovative teaching methods to teach material in the classroom;to take an active part in activities organized by the tertiary educational institution, local community, etc.; to be engaged in professional development, constantly improve one’s own competences. Based on the results of the conducted study of the theoretical and practical features of the professional competences’ formation and development of Jurisprudence educators it has been established that these competences begin to form and develop even at the stage, when students (future Jurisprudence educators) study at the tertiary legal educational institutions.

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“…One of them is pedagogical competence which can help them face the diversity of students especially in elementary schools (Mumpuniarti, Handoyo, Pinrupitanza, & Barotuttaqiyah, 2020). In recent years, the teachers' quality and effectiveness have been the major issue in educational settings (Dutta, Halder, & Sen, 2017;Mahgoub & Alyas, 2014;Siri, Supartha, Sukaatmadja, & Rahyuda, 2020). Further, the teacher performance and teacher effectiveness are utilized as the basis for decisions about continued employment, tenure and promotion, and financial aspect (Morgan, Hodge, Trepinski, & Anderson, 2014).…”

Section: Introductionmentioning

confidence: 99%

Does Elementary School Teacher’s Performance Matter?

Afandi

Wahyuningsih

Mayasari³

2021

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The performance of teachers in realizing holistic education can be observed from how the teachers prepare, implement, and evaluate the learning process or their pedagogic knowledge. This study aims to examine the teachers’ ability to plan, implement and evaluate to assess their performance in the elementary school learning process based on tenure and gender. This research is a quantitative study with direct observation, which was conducted on 162 elementary school teachers from 30 public elementary schools in Semarang, Indonesia. Data were collected using assessment sheets. The observer was the principal which belonged to the same school as the respondent. The data were then validated using Pearson's correlation based on group tenure and gender. The instrument was analyzed using structural equation modelling (SEM) and showed that the imposition of the confirmatory factor analysis (CFA) was achieved more than a critical value of .50 which meant that the construct was valid and reliable. The understanding on teachers’ performance was indicated by teachers’ activities in preparing their class. This study found that there was no significant correlation between teachers’ performance and teaching experience or that and gender.

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Does teacher competence and commitment improve teacher’s professionalism

Cited by 54 publications

References 21 publications

Agreement Levels of Kindergarten Principals and Teachers to Determine Teaching Competencies and Performance

Agreement Levels of Kindergarten Principals and Teachers to Determine Teaching Competencies and Performance

Professional Competences of Jurisprudence Educators

Does Elementary School Teacher’s Performance Matter?

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