Teacher Performance

Tujuan dari penelitian ini untuk menguji dampak gaya kepemimpinan kepala sekolah, budaya sekolah, dan motivasi terhadap kinerja guru di SMP Swasta Sultan Agung Pematangsiantar. Jumlah anggota populasi adalah 31 orang. Oleh karena itu, penelitian ini menggunakan metode deskriptif kuantitatif dengan menggunakan kuesioner atau sensus. Instrumen penelitian dalam penelitian ini adalah kuesioner yang dibagikan secara langsung kepada responden untuk mencari data yang berhubungan dengan penelitian ini. Metode analisis data yang digunakan adalah analisis kuantitatif dan analisis kualitatif. Hasil penelitian dan hasil pengumpulan data menunjukkan bahwa secara parsial, variabel gaya kepemimpinan kepala sekolah berpengaruh signifikan terhadap kinerja guru, variabel budaya sekolah berpengaruh signifikan terhadap kinerja guru, dan variabel motivasi berpengaruh signifikan terhadap kinerja guru. Temuan empiris tersebut mengindikasikan bahwa untuk meningkatkan kinerja guru, maka SMP Swasta Sultan Agung Pematangsiantar perlu memperhatikan faktor-faktor yang mempengaruhi kinerja guru, seperti kepemimpinan kepala sekolah, budaya sekolah, dan motivasi. Dengan mengetahui pengaruh hubungan tersebut dapat dijadikan sebagai parameter untuk merancang strategi dimasa yang akan datang guna meningkatkan kinerja guru. This study aims to examine the impact of principals' leadership style, school culture, and motivation on teacher performance at Sultan Agung Pematangsiantar Middle School. The number of members of the population is 31 people. Therefore, this study uses a quantitative descriptive method using a questionnaire or census. The research instrument in this study is a questionnaire that was distributed directly to respondents to look for data related to this study. The data analysis method used is quantitative analysis and qualitative analysis. The results of the study and the results of data collection showed that partially, the principal leadership style variable had a significant effect on teacher performance, the school culture variable had a significant effect on teacher performance, and the motivation variable had a significant effect on teacher performance. The empirical findings indicate that to improve teacher performance, Sultan Agung Pematangsiantar Middle School needs to pay attention to the factors that influence teacher performance, such as principals' leadership, school culture, and motivation. Because by knowing the effect of the relationship can be used as a parameter to design a strategy in the future to improve teacher performance. This is an open access article under the CC-BY-SA license.

As former K–12 teachers who are now teacher educators in California, we share grave concern regarding the expectation for preservice teachers to complete their Teacher Performance Assessment (TPA) in order to earn their preliminary teaching credential during this pandemic crisis.

Teachers are the prime movers in changing the state of any nation towards globalization and industrialization. However, perseverance and passion in the teaching profession influences teachers' performance. This research was conducted to examine the interrelationships between and between variables such as teacher characteristics, motivation , self-efficacy, burnout, and performance to create a model that explains teacher success.This descriptive correlation study utilized the Short Grit Scale, Norwegian Teacher Self-Efficacy Scale, Maslach Burnout Inventory for Teachers, and the NBC 461 QCE instruments to gather data. The respondents were the faculty members of a state university in Cagayan Valley Region, Philippines. This study found that teachers have high rates of self-efficiency, moderate levels of burnout, and very satisfactory teaching results, regardless of age , gender, marital status, number of dependents, educational attainment, length of service, teaching status, and academic rank. The level of teachers' grit, self-efficacy, and performance are comparable across teachers' characteristics while the level of teachers' burnout varies with the number of dependents. Grit is positively related to educational attainment while burnout is negatively related to the number of dependents. Grit and self-efficacy showed significant positive relationship with each other. While teacher performance is independent of grit, self-efficacy and burnout, teacher performance is best predicted by knowledge of the subject matter and management of learning. Future research should validate the proposed model on a wider scale to include other variables.

El  artículo  expone  la  metodología  empleada para  desarrollar  un  cuestionario  de  evaluación  docente para la Facultad Regional Multidisciplinaria de Chontales (FAREM), Nicaragua, al que nombramos CEDUCH, y los resultados  obtenidos  durante  la  investigación.  El  cuestionario  cons ta  de  30  preguntas  distribuidas  en  ocho dimensiones o categorías las cuales se obtuvieron de un pilotaje mediante el Análisis Factorial exploratorio. Estas dimensiones mostraron estar altamente correlacionadas positivamente entre sí, confirmando que el cuestionario es multidimensional. Se utilizó una escala Likert de 5 adjetivos de respuesta, y para la valoración final se construyó una escala de 3 calificativos. Se aplicó una muestra probabilística de 453 estudiantes en la institución en donde los análisis  realizados ítem-test e ítem-ítem mostraron correlaciones significativas que demuestran que las preguntas discriminan de acuerdo con el constructo medido. La validez de contenido del constructo arrojó un índice de 0.933; la  consistencia  interna  mostró  resultados  altos  e  iguales  a  0.967  el  coeficiente  theta  y  de  0.975  el  coeficiente omega; la confiabilidad de la prueba se determinó mediante el Alfa de Cronbach donde se obtuvo un coeficiente de 0.966.  Dado  que  el  desempeño  docente  es  multidimensional,  se  recomienda  complementar  el  cuestionario  con otro tipo de metodología que permita valorar holísticamente el actuar docente.

This research was carried out to make an inference about the role of school principals' leadership qualities in teacher performance. Relational survey model was used. 358 teachers (217 women and 141 men) attended in the study. T-test, ANOVA, correlation, and regression were used. In this study, effective leadership qualities of school principals did not differ significantly according to teachers' gender, age, and professional seniority. However, undergraduate teachers perceived their leadership qualities more positively than graduate teachers. Teachers' performances do not differ about to their gender, age and seniority; The performance of undergraduate teachers is higher than the graduate teachers. The effective leadership qualities of school principals do not differ significantly about the school levels where the teachers work. Teachers' performances differ significantly according to the school levels they work at. There is a medium and positive relationship between the effective leadership qualities of the school principals and the performances of the teachers, and the effective leadership qualities of the school principals predict the performances of the teachers significantly. ÖĞRETMENLERİN PERFORMANSLARINI GELİŞTİRMEK: BİR ARAÇ OLARAK OKUL MÜDÜRLERİNİN LİDERLİK NİTELİKLERİ ÖZET Bu araştırma, okul müdürlerinin liderlik özelliklerinin öğretmen performansında oynadığı rol hakkında bir çıkarım yapmak amacıyla yapılmıştır. Araştırma nicel araştırma modellerinden biri olan ilişkisel tarama modeline göre gerçekleştirilmiştir. Çalışmaya 358 öğretmen (217 kadın ve 141 erkek) katılmıştır. Veriler t testi, ANOVA, korelasyon ve regresyon analizleriyle çözümlenmiştir. Çalışmada, okul müdürlerinin etkili liderlik nitelikleri öğretmenlerin cinsiyetlerine, yaşlarına ve mesleki kıdemlerine göre anlamlı farklılık göstermemekle birlikte; lisans mezunu olan öğretmenler okul müdrüelrinin liderlik niteliklerini lisansüstü öğretmenlerden daha olumlu algılamaktadır. Öğretmenlerin performansları cinsiyetlerine, yaşlarına ve kıdemlerine göre anlamlı farklılık göstermemektedir. Lisans mezunu öğretmenlerin performansı lisansüstü öğretmenlere göre daha yüksektir. Okul müdürlerinin etkili liderlik nitelikleri öğretmenlerin çalıştığı okul düzeylerine göre anlamlı farklılık göstermemektedir. Ancak öğretmenlerin performansları, çalıştıkları okul düzeylerine göre önemli ölçüde farklılık göstermektedir. Okul müdürlerinin etkili liderlik nitelikleri ile öğretmenlerin performansları arasında orta ve pozitif bir ilişki vardır ve okul müdürlerinin etkili liderlik nitelikleri öğretmenlerin performanslarını önemli ölçüde yordamaktadır.

This article gives an account of a project aimed at improving the teaching practice and self-reflection of English as a foreign language teachers in Manizales (Colombia) by means of a professional development program. At the initial stage, surveys, class observations, and documentary analysis allowed the researchers to identify teachers' professional needs, as well as the areas that needed improvement. During the action stage, class observations, informal chats, and a survey were used in order to reveal the impact of the professional development program. Findings demonstrated that although the program initiated some slight changes in teachers' performance and reflection, it still left space for more training and improvement.