Commitment to Teacher’s Work and Authentic Leadership in the Industrial Revolution Era 4.0

Abstract

This study aims to determine the commitment of teacher work and authentic leadership of school principals in Vocational High Schools (SMKs) throughout the city of Bogor. This study uses a Qualitative Approach by describing data obtained through words or sentences that are separated to achieve conclusions. The research location is SMKN in the city of Bogor. The data sources in this study are Certification PNS (Civil Servants) Teachers, Principals, Curriculum Section, and students obtained through interviews, observation, and documentation. Data analysis was carried out through 3 activity lines, which are data reduction, data presentation, and conclusion drawing. The results of the data analysis show that the teacher's work commitment and the authentic leadership of the principal in the SMKs in Bogor City are good enough. However, there are still teachers who have not been able to adjust themselves as professional teachers who are responsible for their commitment to teaching, and principals with authentic leadership are expected to be applied to support the teacher's work commitment.

Mathematics Teachers' Performance in the Industrial Revolution Era 4.0: A Structural Equation Model

“…Challenges in the industrial revolution 4.0 era can be easily followed when teachers have high work motivation . Work motivation increases the commitment of teachers to develop themselves so that they can follow the challenges of the times (Hasibuan & Rahmawati, 2019;Lestari & Rahmawati, 2020). Teachers who have high motivation will improve their professional abilities as part of improving performance in the era of the industrial revolution 4.0 (Agustini & Pujiastuti, 2020).…”

“…Work motivation allows teachers to work hard and encourages teachers to improve their work abilities so that teacher performance in the industrial revolution era is maximized (Maryanti et al, 2020). Teachers who have a high commitment to developing themselves will try hard to improve their ability to adapt to the Industrial Revolution Era (Lestari & Rahmawati, 2020;Rusli et al, 2020). Teachers who have high motivation will increase their teaching competence so that adapting to the times is not a problem for teachers .…”

Kontribusi Perilaku Kepemimpinan terhadap Loyalitas Kerja Guru SMA Swasta Se-Kecamatan Cibungbulang

“…Hasil studi pendahuluan menunjukan bahwa terdapat beberapa masalah yang berkaitan dengan loyalitas kerja guru diantaranya yaitu: guru belum mampu melaksanakan tugas sesuai harapan dan sesuai waktu yang ditentukan, kompensasi atau gaji yang guru terima tidak sesuai dengan tugas yang dikerjakan serta kelalaian dalam ketepatan memberikan gaji, guru yang mendapatkan posisi kerja tidak sesuai dengan latar belakang Pendidikan, guru masih kurang dalam mengaplikasikan hasil pelatihan, guru memiliki beberapa hambatan seperti kurang beradaptasi dengan perkembangan teknologi, terbatasnya sarana prasarana yang dimiliki sekolah, pemimpin kerap kali bersikap tertutup terhadap guru dan jarang membuka forum komunikasi, sikap perhatian dari pemimpin terhadap bawahan masih kurang, guru masih sering terlambat datang ke sekolah, serta rendahnya komitmen guru dalam bekerja (Lestari, 2020).…”

The Divergence in Demographic Factors of Technical and Vocational Education (TVE) Teacher Commitment

“…Moreover, there is a direct relationship between commitment and job performance (Cohen, 2000). Descriptively, prior studies determined teacher commitment is either high level (Mannan & Sharma, 2017;Billy & Taat, 2020) or low level (Lestari & Rahmawati, 2020;Jusoh et al, 2020;Zakaria & Abdul Kadir, 2016). Despite being at a high level, teachers have difficulty adapting to the teaching profession (Lestari & Rahmawati, 2020).…”

“…Descriptively, prior studies determined teacher commitment is either high level (Mannan & Sharma, 2017;Billy & Taat, 2020) or low level (Lestari & Rahmawati, 2020;Jusoh et al, 2020;Zakaria & Abdul Kadir, 2016). Despite being at a high level, teachers have difficulty adapting to the teaching profession (Lestari & Rahmawati, 2020). As a result, studies on teacher commitment and the factors that affect it are encouraged.…”