Peningkatan Kinerja Dengan Penguatan Pemberdayaan Guru, Kompetensi Pedagogik Dan Motivasi Berprestasi ( Studi Empirik Menggunakan Pendekatan Korelasional Dan Analisis Sitorem Pada Guru SMA Negeri Kota Bogor )
Teachers play a central role in the teaching and learning process, for that the quality of education in a school is largely determined by the abilities of a teacher in carrying out their duties. The teacher is the determining factor for the success of education in schools, because the teacher is the center and the source of teaching and learning activities. In addition, the teacher is an influential component in improving the quality of education in schools. This shows that the performance of a teacher greatly determines the quality of education. The purpose of this study was to find effective efforts to improve teacher performance by examining variables related to improving teacher performance, including strengthening teacher empowerment, pedagogic competence and achievement motivation. This study uses a correlational approach and cytoreme analysis. The research population consisted of 525 SMA Negeri teachers throughout the city of Bogor and a random sample was obtained with the formula as many as 228 people. Quantitative data were collected through questionnaires and statistical analysis methods using regression and correlation. The results of the quantitative stage show that there is a positive and significant relationship between the three independent variables with increasing performance, sequentially based on the strength of the relationship between improving performance as follows: 1) strengthening teacher empowerment (ry1 = 0.549, p < 0.05); 2) pedagogic competence (ry2 = 0.450, < 0.05) and achievement motivation (ry3 = 0.321, p < 0.05). The results of the SITOREM analysis show that the indicators that still need to be improved from each independent variable are: a. Empowerment of teachers, namely indicators: 1). Self-determination and 2). Impact or feel their actions have an impact; b. Pedagogic competence, namely indicators: 1). Assessment of learning achievement and 2). Mastery of pedagogic competence, and c. Achievement motivation, namely indicators: 1). Have an organizational spirit, and 2). Have a high responsibility for the workload.
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