小学教师工作纪律、教学能力与教学绩效的关系

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH
Muhamad Afandi, Sri Wahyuningsih, Sari Yustiana, Rida Fironika Kusumadewi, Reza Rachmadtullah
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Correlation of Work Discipline and Pedagogical Competence to Teaching Performance in Elementary Teacher
Teachers are the leading actor in concept development in elementary school students, especially in this globalization era. They need strong self-discipline and pedagogical competence to perform meaningful learning suitable for their student age. Therefore, this study analyzes the correlation between elementary teachers’ discipline and pedagogical competence in teaching performance. This study involved 157 civic servant teachers from public elementary schools in Banyumanik Subdistrict as respondents. The research method involved observation and self-assessment using 1st-order structural equation modeling (SEM) for data analysis. The results show that the teachers' discipline, pedagogical competence, and performance (as the latent variables) achieved high scores. Then, the latent variables are significantly reflected by their observed indicators. Even though work discipline and pedagogical competence are not considerably affected teacher performance. The coefficient of determination (R2) reached only -5.1% in work discipline and 6.8% in pedagogical competence to teacher performance (p-value > 0.500). While in simultaneously, pedagogical competence and discipline only affected about 3% of teacher performance. It needs further investigation and confirmational studies through problem mapping and how the workload may prohibit teacher performance from the public elementary school in Banyumanik Sub-district.
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来源期刊
International Journal of Instruction
International Journal of Instruction EDUCATION & EDUCATIONAL RESEARCH-
自引率
38.90%
发文量
244
审稿时长
12 weeks
期刊介绍: nternational Journal of Instruction is an internationally recognized journal in the field of education and is published four times a year (in January, April, July & October). The aim of this journal is to publish high quality studies in the areas of instruction, learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational developments. Studies may relate to any age level - from infants to adults. IJI, being an international journal, our editorial advisory board members are from various countries around the world. The articles sent to the Journal are always reviewed by two members of the Editorial Advisory Board (double blind peer review), and in some cases, if necessary, by another member of the Board. Depending on the evaluation reports of the members of the Editorial Advisory Board, articles are published or not. Article evaluation process takes approximately three months. The authors are responsible for the errors, if any, in their published articles. The articles need to be not published elsewhere previously.
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