教师纪律和专业精神对教师表现的影响

IF 2 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Educational Research Pub Date : 2020-11-03 DOI:10.37985/jer.v1i3.22

R. Rosmawati, Nur Ahyani, Missriani Missriani

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引用次数: 18

摘要

本研究的目的是:1)了解和描述教师纪律对教师表现的影响;2)了解并描述教师专业精神对教师绩效的影响;3)了解并描述教师的纪律和教师的职业表现。这类研究是定量研究。研究结果表明:1)教师的纪律对教师的表现具有意义;2)教师的专业精神影响教师的表现;3)教师的纪律和教师的专业精神共同影响教师的表现

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Pengaruh Disiplin dan Profesionalisme Guru terhadap Kinerja Guru

Tujuan penelitian ini yaitu untuk: 1) mengetahui dan mendeskripsikan pengaruh disiplin guru terhadap kinerja guru; 2) mengetahui dan mendeskripsikan pengaruh profesionalisme guru terhadap kinerja guru; 3) mengetahui dan mendeskripsikan disiplin guru dan profesionalisme guru terhadap kinerja guru. Jenis penelitian ini adalah penelitian kuantitatif. Hasil penelitian disimpulkan bahwa: 1) disiplin guru berpengaruh secara signikan terhadap kinerja guru; 2) profesionalisme guru berpengaruh terhadap kinerja guru; 3) disiplin guru dan profesionalisme guru berpengaruh bersama-sama terhadap kinerja guru

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来源期刊

Journal of Educational Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.50

自引率

0.00%

发文量

期刊介绍： The Journal of Educational Research is a well-known and respected periodical that reaches an international audience of educators and others concerned with cutting-edge theories and proposals. For more than 100 years, the journal has contributed to the advancement of educational practice in elementary and secondary schools by judicious study of the latest trends, examination of new procedures, evaluation of traditional practices, and replication of previous research for validation. The journal is an invaluable resource for teachers, counselors, supervisors, administrators, curriculum planners, and educational researchers as they consider the structure of tomorrow''s curricula. Special issues examine major education issues in depth. Topics of recent themes include methodology, motivation, and literacy. The Journal of Educational Research publishes manuscripts that describe or synthesize research of direct relevance to educational practice in elementary and secondary schools, pre-K–12. Special consideration is given to articles that focus on variables that can be manipulated in educational settings. Although the JER does not publish validation studies, the Editors welcome many varieties of research--experiments, evaluations, ethnographies, narrative research, replications, and so forth.