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Abstract
Teacher's performance is one of the determinants of any educational effort's success to the point of the Indonesian national education system's success. Because teachers are the ones who conduct the teaching and learning process. Theoretically, some factors influence the performance of a teacher. Therefore, this study aims to describe and analyze emotional intelligence and pedagogical competence on self-efficacy and teacher performance in the school environment. This research was classified into a correlational study with path analysis using a research sample of 155 teachers. The data of the study were collected using questionnaires. Then, the data obtained from the questionnaires were analyzed through multiple regression methods. The results show that emotional intelligence, competence pedagogy was included in the medium category. In contrast, self-efficacy was included in the high category, and teacher performance was in a good category. The result of this study can be used by the schools and stakeholders in designing a program or activities to improve teachers' performance. In designing those activities, the schools and stakeholders should pay attention to the variables above, since this study reveals that those variables influence teachers’ performance.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
Copyright @2017. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (http://creativecommons.org/licenses/by-nc-sa/4.0/) which permits unrestricted non-commercial used, distribution and reproduction in any medium
How to Cite
Taufiqqinnoor, Suhaimi, & Ahmad, K. I. (2021). The Emotional Intelligence and Pedagogic Competence on Self-Efficacy and Teacher Performance . Journal of K6 Education and Management, 4(1), 1-10. https://doi.org/10.11594/jk6em.04.01.01
References
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Arthi, R., & Sumathi, G. (2016). Emotional intelligence and job performance among school teachers – an empirical approach. Sona Global Management Review |, 10(3), 13-25.
Banda, M., & Mutambo, P. P. (2016). Sociological perspective of the role of the teacher in the 21st century. International Journal of Humanities Social Sciences and Education, 3(1), 162-175.
Block, E., Crochet, F., Jones, L., & Papa, T. (2013). The importance of teacher’s effectiveness. Creative education, 3(special issue), 1164-1172. doi:http://dx.doi.org/10.4236/ce.2012.326173
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Çetin, F., & Aşkun, D. (2017). The effect of occupational self-efficacy on work performancethrough intrinsic work motivation. Management Research Review, 1-16. doi:https://doi.org/10.1108/MRR-03-2017-0062
Dhillon, C. K. (2014). Iidentifying essential teaching skills. Scholarly Research Journal for Interdisciplinary Studies, 2(8), 1613-1620.
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Kamaruddin, S. A. (2012). Character Education and Students Social Behavior. Journal of Education and Learning, 6(4), 223-230.
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Luthans, F. (2005). Perilaku Organisasi Edisi Sepuluh. Yogyakarta: Andi.
Mahini, F., Forushan, Z. J.-A., & Haghan, F. (2012). The importance of teacher's role in technology-based education. Procedia - Social and Behavioral Sciences, 46, 1614-1618.
Martino, W. (2009). Teachers as role models. In L. Saha, & A. Dworkin, International Handbook of Research on Teachers and Teaching (pp. 755-768). Boston: Springer. doi:https://doi.org/10.1007/978-0-387-73317-3_47
Mathis & Jackson. (2001). Manajemen Sumber Daya Manusia Jilid 2. Jakarta: Salemba Empat.
Mehdipour, Y., & Balaramulu, D. (2013). The influence of teacher’s behavioron thestudent’s self-regulation. IOSR Journal of Research & Method in Education, 1(6), 65-71.
Mehmood, T., Qasim, S., & Azam, R. (2013). Impact of emotional intelligence on theperformance of university teachers. International Journal of Humanities and Social Science, 3(18), 300-307.
Mohamed, W. H., & Yunus, J. N. (2017). Self-Efficacy and Academic Performance of Secondary Schools Students in Perak: An Exploratory Outlook. International Journal of Academic Research in Progressive Education and Development, 6(3), 41-55. doi:http://dx.doi.org/10.6007/IJARPED/v6-i3/3081
Mok, M. M., & Moore, P. J. (2019). Teachers & self-efficacy. Educational Psychology, 39(1), 1-3. doi:https://doi.org/10.1080/01443410.2019.1567070
Murati, R. (2015). The role of the teacher in the educational process. The Online Journal of New Horizons in Education, 5(2), 75-78.
Nabila, H. (2016). The influence of pedagogic competence andprofessional competence to performance ofteachers social studies in trowulan district. International Conference on Ethics of Business, Economics, and Social Science (pp. 556-565). Yogyakarta: Yogyakarta State University.
Nagoba, B. S., & Mantri, S. B. (2015). Role of teachers in quality enhancement in higher education. Journal of Krishna Institute of Medical Sciences University, 4(1), 177-182.
Naqvi, I. H., Iqbal, M., & Akhtar, S. N. (2016). The relationship between emotional intelligence and performance of secondary school teachers. Bulletin of Education and Research, 38(1), 209-224.
Narinasamy, I., & Logeswaran, A. K. (2015). Teacher as moral model – Are we caring enough? World Journal of Education, 5(6), 1-13. doi: http://dx.doi.org/10.5430/wje.v5n6p1
Özgene, M., & Mert, P. (2019). The role of teacher performance in school effectiveness. International Journal of Education Technology and Scientific Researches, 4(10), 417-434. doi: 10.35826/ijets
Pala, A. (2011). The need for character education. International Journal of Social Sciences and Humanity Studies, 3(2), 23-32.
Sanda, S. (2013). Influence ofteacher characteristics on students' academic achievementamong senior high schools in ogan komering ulu. Journal of English and Education, 7(2), 42-57.
Shahzad, K., & Naureen, S. (2017). Impact of teacher self-efficacy on secondary school students’ academic achievement. Journal of Education and Educational Development, 4(1), 48-72.
Soanes, D. G., & Sungoh, S. M. (2019). Influence of emotional intelligence on teacher effectiveness of science teachers. Psychology, 10, 1819-1831. doi:10.4236/psych.2019.1013118
Soslau, E. (2017). Problems in student teaching. The Journal of Teaching and Learning, 11(1), 20–28. doi:http://dx.doi.org/10.22329/jtl.v11i1.4612
Suhaimi, W. (2018). Hubungan antara superpisi kepala sekolah dan Motivasi Berprestasi dengan Kinerja Guru SD Negeri di Kecamatan Tanjung Kabupaten Tabalong. Prosiding SEMNAS PS2DMP ULM. 3, pp. 1-6. Banjarmasin: Program Megister Manajemen Pendidikan ULM.
Supriyono. (2010). Pengukuran Produktifitas dengan Metode Nilai Tambah. Jakarta: Direktorat Produktifitas DIRJEN Pembinaan Pelatihan dan Produktifitas DEPNAKRETRANS RI.
Suriansyah, A., Aslamiah, & Amelia, R. (2019). Hubungan Budaya Kerja, Kecerdasan Emosional dan Organizational Citizenship Behavior (OCB) Terhadap Mengajar Kinerja Guru SD Kecamatan Banjarmasin Utara. Banjarmasin: Universitas Lambung Mangkurat.
Széll, K. (2013). Factors determining student achievement. Hungarian Educational Research Journal, 3(3), 55–66. doi:10.14413/HERJ2013.03.06.
Vandenberghe, R. (1984). Teacher's Role in educational change. Journal of In-Service Education, 11(1), 14-25. doi: https://doi.org/10.1080/0305763840110103
Warsito, H. (2004). Hubungan Efikasi Diri dengan Penyesuaian Akademik,. Jurnal Psikologi vol.14 No.2, 92-109.
WeluKiamba, E., Mutua, F., & Mulwa, D. (2017). Influence of teacher’s subject matter knowledge on students’ academicachievement of kiswahili language in public secondary schools in Kathonzweni Sub-County,Kenya. Scholarly Research Journal for Humanity Science & English Language, 6(29), 8052-8059.
Achurraa, C., & Villardón, L. (2012). Teacher’ self-efficacy and student learning. The European Journal of Social & Behavioural Sciences, 2(17), 367-383. doi:http://dx.doi.org/10.15405/FutureAcademy/ejsbs(2301-2218).2012.2.17
Afalla, B. T., & Fabelico, F. L. (2020). Pre-service teachers’ pedagogical competence and teaching efficiency. Journal of Critical Reviews, 7(11), 223-228. doi:http://dx.doi.org/10.31838/jcr.07.11.36
Alam, F., Yifei, L., Raza, M., & Khan, K. (2020). The impact of leader’s emotional intelligence on employee organizational behavior: Mediating role of employee motivation. European Academic Research, 7(10), 5127-5154.
Alpiyanto, Hamda, S., & Dalle, J. (2012). The role of teachers in the formation of student characters through local visition. Prosiding Temu Ilmiah Nasional Guru IV (pp. 74-83). Jakarta: Open University.
Al-Rowais, A. S. (2015). Roles of a teacher in colleges of education. International Journal of Technology and Inclusive Education, 4(2), 654-660.
Anwar, J., & Madhakomal, R. (2017). Self-efficacy: Staircase to the intention of employees’ turning-over. International Journal of Human Capital Management, 1(1), 23-32. doi:https://doi.org/10.21009/IJHCM.01.01.03
Arifah, N., & Prijambodo, V. L. (2014). The teacher’s roles in teaching english for specific purposesto nursing program students. Magister Scientiae, 35, 132-148.
Arikunto, S. (2019). Research procedure: A practical approach. Jakarta: Rineka Cipta.
Arthi, R., & Sumathi, G. (2016). Emotional intelligence and job performance among school teachers – an empirical approach. Sona Global Management Review |, 10(3), 13-25.
Banda, M., & Mutambo, P. P. (2016). Sociological perspective of the role of the teacher in the 21st century. International Journal of Humanities Social Sciences and Education, 3(1), 162-175.
Block, E., Crochet, F., Jones, L., & Papa, T. (2013). The importance of teacher’s effectiveness. Creative education, 3(special issue), 1164-1172. doi:http://dx.doi.org/10.4236/ce.2012.326173
Cansoy, R., Polatcan, M., & Parlar, H. (2018). Research on teacher self-efficacy in Turkey: 2000-2017. Journal of Education, 8(4), 133-145. doi:https://doi.org/10.5430/wje.v8n4p133
Çetin, F., & Aşkun, D. (2017). The effect of occupational self-efficacy on work performancethrough intrinsic work motivation. Management Research Review, 1-16. doi:https://doi.org/10.1108/MRR-03-2017-0062
Dhillon, C. K. (2014). Iidentifying essential teaching skills. Scholarly Research Journal for Interdisciplinary Studies, 2(8), 1613-1620.
Gewasari, M., Manullang, B., & Sibuea, A. M. (2017). The determinant factors that effect teacher performance of public senior high school in Deli Serdang District. OSR Journal of Research & Method in Education, 7(1), 12-21. doi:10.9790/7388-0701041221
Gibson, J., Ivancevich, J., & Junior, D. (2008). Organisasi, Perilaku, Struktur, dan Proses. Jakarta: Binapura Aksara Publisher.
Haryanto, & Akhirin. (2018). Building students’ character through integrated teaching learning activities at madrassa. Internationalization of Islamic Higher Education Institutions Toward Global Competitiveness, (pp. 518-526). Semarang.
Kamaruddin, S. A. (2012). Character Education and Students Social Behavior. Journal of Education and Learning, 6(4), 223-230.
Kartono, K. (1996). Psikologi Umum. Bandung: Mandar Maju.
Kaur, I., Shri, C., & Mital, K. M. (2019). The role of emotional intelligence competencies in effective teaching and teacher’s performance in higher education. Higher Education for the Future, 6(2), 188–206. doi:https://doi.org/10.1177/2347631119840542
Keiler, L. S. (2018). Teachers’ roles and identities in student-centered classrooms. International Journal of Stem Education, 5(1), 1-10. doi:10.1186/s40594-018-0131-6
Kepres. (2003). Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 Tentang Sistem Pendidikan Nasional. Jakarta.
Luthans, F. (2005). Perilaku Organisasi Edisi Sepuluh. Yogyakarta: Andi.
Mahini, F., Forushan, Z. J.-A., & Haghan, F. (2012). The importance of teacher's role in technology-based education. Procedia - Social and Behavioral Sciences, 46, 1614-1618.
Martino, W. (2009). Teachers as role models. In L. Saha, & A. Dworkin, International Handbook of Research on Teachers and Teaching (pp. 755-768). Boston: Springer. doi:https://doi.org/10.1007/978-0-387-73317-3_47
Mathis & Jackson. (2001). Manajemen Sumber Daya Manusia Jilid 2. Jakarta: Salemba Empat.
Mehdipour, Y., & Balaramulu, D. (2013). The influence of teacher’s behavioron thestudent’s self-regulation. IOSR Journal of Research & Method in Education, 1(6), 65-71.
Mehmood, T., Qasim, S., & Azam, R. (2013). Impact of emotional intelligence on theperformance of university teachers. International Journal of Humanities and Social Science, 3(18), 300-307.
Mohamed, W. H., & Yunus, J. N. (2017). Self-Efficacy and Academic Performance of Secondary Schools Students in Perak: An Exploratory Outlook. International Journal of Academic Research in Progressive Education and Development, 6(3), 41-55. doi:http://dx.doi.org/10.6007/IJARPED/v6-i3/3081
Mok, M. M., & Moore, P. J. (2019). Teachers & self-efficacy. Educational Psychology, 39(1), 1-3. doi:https://doi.org/10.1080/01443410.2019.1567070
Murati, R. (2015). The role of the teacher in the educational process. The Online Journal of New Horizons in Education, 5(2), 75-78.
Nabila, H. (2016). The influence of pedagogic competence andprofessional competence to performance ofteachers social studies in trowulan district. International Conference on Ethics of Business, Economics, and Social Science (pp. 556-565). Yogyakarta: Yogyakarta State University.
Nagoba, B. S., & Mantri, S. B. (2015). Role of teachers in quality enhancement in higher education. Journal of Krishna Institute of Medical Sciences University, 4(1), 177-182.
Naqvi, I. H., Iqbal, M., & Akhtar, S. N. (2016). The relationship between emotional intelligence and performance of secondary school teachers. Bulletin of Education and Research, 38(1), 209-224.
Narinasamy, I., & Logeswaran, A. K. (2015). Teacher as moral model – Are we caring enough? World Journal of Education, 5(6), 1-13. doi: http://dx.doi.org/10.5430/wje.v5n6p1
Özgene, M., & Mert, P. (2019). The role of teacher performance in school effectiveness. International Journal of Education Technology and Scientific Researches, 4(10), 417-434. doi: 10.35826/ijets
Pala, A. (2011). The need for character education. International Journal of Social Sciences and Humanity Studies, 3(2), 23-32.
Sanda, S. (2013). Influence ofteacher characteristics on students' academic achievementamong senior high schools in ogan komering ulu. Journal of English and Education, 7(2), 42-57.
Shahzad, K., & Naureen, S. (2017). Impact of teacher self-efficacy on secondary school students’ academic achievement. Journal of Education and Educational Development, 4(1), 48-72.
Soanes, D. G., & Sungoh, S. M. (2019). Influence of emotional intelligence on teacher effectiveness of science teachers. Psychology, 10, 1819-1831. doi:10.4236/psych.2019.1013118
Soslau, E. (2017). Problems in student teaching. The Journal of Teaching and Learning, 11(1), 20–28. doi:http://dx.doi.org/10.22329/jtl.v11i1.4612
Suhaimi, W. (2018). Hubungan antara superpisi kepala sekolah dan Motivasi Berprestasi dengan Kinerja Guru SD Negeri di Kecamatan Tanjung Kabupaten Tabalong. Prosiding SEMNAS PS2DMP ULM. 3, pp. 1-6. Banjarmasin: Program Megister Manajemen Pendidikan ULM.
Supriyono. (2010). Pengukuran Produktifitas dengan Metode Nilai Tambah. Jakarta: Direktorat Produktifitas DIRJEN Pembinaan Pelatihan dan Produktifitas DEPNAKRETRANS RI.
Suriansyah, A., Aslamiah, & Amelia, R. (2019). Hubungan Budaya Kerja, Kecerdasan Emosional dan Organizational Citizenship Behavior (OCB) Terhadap Mengajar Kinerja Guru SD Kecamatan Banjarmasin Utara. Banjarmasin: Universitas Lambung Mangkurat.
Széll, K. (2013). Factors determining student achievement. Hungarian Educational Research Journal, 3(3), 55–66. doi:10.14413/HERJ2013.03.06.
Vandenberghe, R. (1984). Teacher's Role in educational change. Journal of In-Service Education, 11(1), 14-25. doi: https://doi.org/10.1080/0305763840110103
Warsito, H. (2004). Hubungan Efikasi Diri dengan Penyesuaian Akademik,. Jurnal Psikologi vol.14 No.2, 92-109.
WeluKiamba, E., Mutua, F., & Mulwa, D. (2017). Influence of teacher’s subject matter knowledge on students’ academicachievement of kiswahili language in public secondary schools in Kathonzweni Sub-County,Kenya. Scholarly Research Journal for Humanity Science & English Language, 6(29), 8052-8059.