Peningkatan Komitmen Profesi Guru Melalui Pengembangan Kepribadian Dan Pemberdayaan

Abstract

Penelitian ini dilakukan dengan menggunakan metode statistik korelasi untuk menentukan apakah variabel lain, yaitu pengembangan kepribadian dan pemberdayaan guru, memiliki hubungan positif dengan komitmen guru terhadap profesi. Berdasarkan hasil ini, analisis dilakukan menggunakan Metode Sitorem untuk membuat rekomendasi dan menentukan urutan prioritas perbaikan yang perlu dibuat. Penelitian dilakukan pada Guru Honor Sekolah Dasar di Kecamatan Bogor Selatan, Kota Bogor dengan populasi penelitian 173 guru dan sampel 121 guru. Hasil penelitian menunjukkan bahwa ada hubungan positif antara pengembangan kepribadian dan komitmen guru terhadap profesi dengan kekuatan hubungan ry1 = 0,686 dan ada hubungan positif antara pemberdayaan guru dan komitmen guru dengan profesi dengan kekuatan hubungan ry2 = 0,651 . Ini menunjukkan bahwa komitmen guru terhadap profesi dapat ditingkatkan melalui pengembangan kepribadian dan dari komponen pemberdayaan guru itu sendiri. Hasil Analisis Sitorem menunjukkan bahwa komponen pengembangan kepribadian, pemberdayaan guru dan komitmen guru untuk profesi menemukan 6 indikator yang terdefinisi dengan baik dan dipertahankan yaitu: 1) Kesadaran, 2) Kecemasan, 3) Pembimbingan Guru, 4) Keterlibatan perasaan, 5) Dorongan berkarir, dan 6) Penerimaan nilai organisasi . Sementara komponen yang perlu ditingkatkan adalah 10 komponen dalam urutan perbaikan prioritas sebagai berikut: 1) Kepatuhan, 2) Keterbukaan, 3) Keramahan, 4) Peningkatan kemampuan guru, 5) Pemotivasian dan dukungan, 6) Penyediaan fasilitas, 7) Kerjasama, 8) Keyakinan pada profesi, 9) Kewajiban terhadap profesi, 10) Perhitungan biaya alih/efek profesi. Kata Kunci: Komitmen Guru Terhadap profesi, Pengembangan Keprbadian, Pemberdayaan Guru, Analisis Sitorem..

The Relationship Between Instructional Leadership and teacher commitment to Organizational Climate and Teacher Job Satisfaction at TK Strawberry Banjarmasin Utara

“…Commitment to work in this study refers to the belief in the values of an organization, the willingness to try as best as possible with the goals of the interests of the organization, and a strong desire to become a permanent member in an organization. In line with the opinion of Fitriyanti and Hardhienata (2019), Yan stated that commitment or work involvement is closely related to the availability of teachers to make serious efforts in organizations that are following their job roles and responsibilities, for loyalty is closely related to the strong desire of teachers to maintain their membership in an organization.…”

Relationship Between Empowerment and Motivation With Teacher Commitment

“…This means that empowerment has a relationship with teacher commitment at the State Elementary School in Duren Sawit Village, East Jakarta. The results of this study are by the research conducted by Fitriyanti et al (2019) which states that there is a positive relationship between teacher empowerment and teacher commitment to their profession.…”

The Development of Attitudes and Professional Skills of ECE Teachers Field Introduction Activities

“…The search on the dimensions and indicators of the attitudes and skills of teachers' professionalism was developed based on the results of the study of the dimensions and indicators proposed by Brock [8] and Permendikbud Nomor 137 concerning Standards for the Implementation of ECE based on the results of the qualitative analysis, it was formulated that the dimensions of attitude and professionalism skills consist of seven dimensions [9]; [14]; [15]. In full, the seven dimensions of attitudes and skills of ECE teacher professionalism are presented in Table 2 below.…”

“…There are still students who agree with the statement that the learning load in the SFI program burdens students. This finding needs to be studied further by analyzing the elements of commitment [14], such as maybe students are committed because they love the ECE teaching profession or because they are afraid of losing the opportunity to get good grades. This commitment will have an impact on the quality of activities during SFI [18]; [19].…”

“…Everyone is required to have a high commitment to their professional duties. With this commitment, a person will try to do the best for his profession [6]. If teachers have a commitment to develop self-competence continuously, then the processes of planning, developing, implementing, managing, and evaluating learning programs are believed to be able to be carried out in accordance with current demands.…”