Affective organizational commitment felt by employees in institutions provides benefits to the institution because of the emotional attachment of the individual to the institution influenced by personality and integrity factors. That is why the objective of this research is to find out whether there is a direct effect of personality and integrity on employees affective organizational commitment. A causal survey used by selecting 116 employees at Universitas Negeri Jakarta by using Simple Random Sampling (SRS). There were three instruments developed to measure affective organizational commitment (37 items) with a reliability of 0.961, personality (44 items) with reliability 0.967, and integrity (29 items) with a reliability of 0.94. Data were analyzed using regression, correlation, and path analysis. The results showed that personalityand integrity directly and significantly affect employees affective organizational commitment, however integrity was not a good mediated variable between personality and affective organizational commitment. These findings mean that when employees organizational commitment would be improved, factors such as personality, especially big-five personality and integrity could be taken into account.
Pedagogic competence is a special competence, which will distinguish teachers from other professions and will determine the level of success of the learning process and outcomes for students. The aim of this study is to analyse description of the pedagogic competencies of certified educators in 21st century learning, in particular regarding the pedagogic competencies of certified educators, and 21st century teacher skills. The research method used is descriptive qualitative. The research subjects is one State High School. Data collection using observation, interviews, drawing, and others. While data analysis process, researchers must pay attention to data reduction, data presentation and conclusion drawing and verification. The researcher also conducted in-depth interviews and structured interviews, structured interviews were interviews in which the problems and questions for the interview had been set by the researcher to be submitted to the informants. The results achieved are the importance of teacher certification to be carried out, the urgency of the importance of teacher certification, namely, as a requirement in teaching, standardization of professionalism, as a legal provision, professional development, and as a form of formal recognition of the teaching profession. The implications of achieving student achievement are because the learning process carried out by the teacher can run well and the transfer of knowledge to students can be right on target.
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