Teacher Performance of the State Vocational High School Teachers in Surabaya

Abstract

<p><strong>Teacher Performance of the State Vocational High School Teachers in Surabaya</strong></p> <p> </p> <p>Dr. Amiartuti Kusumaningtyas, MM</p> <p>Faculty of Economics, 17 Agustus 1945 University, Surabaya, Indonesia</p> <p>Email: amiartuti.k@gmail.com</p> <p><strong> </strong></p> <p><strong>Abstract</strong></p> <p>State Vocational High School Teacher is a professional educator with major duties to educate, teach, build, direct, coach, assess and evaluate learners on the vocational high school education. Teacher as a professional educator should has the academic qualification. Academic qualification required for a teacher is he or she at least should be educated of bachelor degree or diploma four.</p> <p>Fundamentaly, teacher performance is determined by the expertise and ability of teacher concerned. These achievement factor is so thick and so critical in its relation to competence, compensation, and also job satisfaction that may become the obstacle in the enhancement of teacher performance.</p> <p>Population in this research was the teachers of the State Vocational High School Teachers in Surabaya, amounted to 317, educated in bachelor degree or diploma four, had have service of minimal 5 years. Data analysis used the simple random sampling, structural equation model (SEM) analysis, by the assistance of PLS 2 software, conducted on 92 respondents and able to explain the effect of competence and compensation on the job satisfaction and the performance of the State Vocational High School Teachers in Surabaya.</p> <p>The results of research indicated that: Competence and compensation significantly influential on teacher job satisfaction; Competence and compensation significantly influential on teacher performance; Teacher Job satisfaction signifiacntly influential on the performance of the State Vocational High School Teachers in Surabaya.</p> <p>The largest effect of the three variables hipothesized on teacher performance in this research was the direct relatedness between compensation and teacher performance.</p> <p> </p> Key Words: competence, compensation, teacher job satisfaction, teacher performance

Kepuasan Kerja Dan Kinerja Guru: Sebuah Studi Terhadap Para Guru SMK Tersertifikasi Di Indonesia

“…Guru didefinisikan sebagai tokoh, panutan, dan teladan bagi peserta didik dan lingkungannya (Mulyasa, 2012). Mereka berperan penting dalam mengajar dan menciptakan kegiatan pembelajaran yang memungkinkan siswa menguasai tujuan pembelajaran yang optimal di sekolah (Amri & Ahmadi, 2010) dan menjadi komponen pendidikan yang menentukan bentuk pendidikan (Kusumaningtyas & Setyawafi, 2015). Para guru adalah ujung tombak dalam dunia pendidikan, pembentuk karakter dan semangat bangsa, penanggung jawab baik atau buruknya kualitas suatu bangsa (Jain dan Verma, 2014).…”

Analysis of Factors Affecting Teacher Competence Physics Science SMP in the District of West Seram Maluku Province

“…It is known that the compensation is the gift of rewards or awards to the performance of teachers (Kusumaningtyas & Setyawati, 2015). Compensation affect the competence of teachers, because with the compensation of the material can be used to develop competencies such as teacher training or scientific seminars, and other supporting materials, or purchase course materials to enrich their knowledge.…”

Teacher’s Performance in Lesson Study through Experimental Method of the Lesson on Science Subject

“…Considering the various roles of teachers, it is necessary for them to have professional, creative, and innovative characters and high willingness to continue to learn and be aware of information technology to be able to keep up with the times. The development of professional teachers continues to be pursued by various groups, both the government and the communities, with the hope of improving the quality of education in Indonesia [1]. In principle, the teachers' performance is determined by their personal skills and abilities.…”

“…Broadly speaking, lesson study can be defined as a collaborative process of a group of teachers to jointly: (1) identify the learning problems perceived by the teachers; (2) plan the learning steps (as identified problem-solving efforts);…”