Emotional Quotient, Family Environment and Their  Influences on Teacher Performance

Lonto, Apeles Lexi; Pasandaran, Sjamsi; Pangalila, Theodorus

doi:10.2991/acec-18.2018.31

Cited by 4 publications

(5 citation statements)

References 9 publications

(9 reference statements)

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“…Strengthening the emotional intelligence of madrasah teachers will make teaching professionalism and mastery of teaching students higher. The results of Lonto, Pasandaran & Pangalila (2018) study revealed that social-emotional learning is part of emotional intelligence, which in practice is another way to focus on the measurement and remediation of individual deficits rather than a way to redirect educators' focus to the context of classrooms and school relationships. However, social, emotional learning guarantees to foster increased achievement and equity in education may not be realized unless there is more work to bed one to connect ideals with practices and address the political and cultural assumptions built into contemporary approaches.…”

Section: The Influence Of Islamic Psychosocial On Learning Assessment Of Madrasah Aliyah Teachersmentioning

confidence: 99%

Learning Assessment for Madrasah Teacher: Strengthening Islamic Psychosocial and Emotional Intelligence

Sukenti

Tambak

Siregar

2021

AIJP

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This research focused on developing the learning assessment teacher of Madrasah Aliyah by strengthening Islamic psychosocial and emotional intelligence, using ex post facto research design and involving 297 Madrasah Aliyah teachers in 12 regencies/cities Riau Province, Indonesia. A questionnaire was made to measure Islamic psychosocial and emotional intelligence and measure learning assessment madrasah teachers. The data were analyzed using inferential statistics. The research results show that the gender levels of the madrasah aliyah teachers influence Islamic psychosocial but do not affect emotional intelligence and learning assessment. It confirms that male and female teachers do not have different emotional intelligence and teacher learning assessment, but Islamic psychosocial effects are affected. Madrasah teachers' teaching experience affects Islamic psychosocial, emotional intelligence, and learning assessment of madrasah aliyah teachers. This research shows that Islamic psychosocial contribution is "strong" in developing teacher learning assessments, while emotional intelligence has a "strong enough" effect. This research concludes that the learning assessment of madrasah teachers can be maximally developed by simultaneously mastering Islamic psychosocial and emotional intelligence in madrasah. This research has implications for the theory of "developing learning assessment for madrasah teachers" in developing the professionalism of madrasah teachers.

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Section: The Influence Of Islamic Psychosocial On Learning Assessment Of Madrasah Aliyah Teachersmentioning

confidence: 99%

Learning Assessment for Madrasah Teacher: Strengthening Islamic Psychosocial and Emotional Intelligence

Sukenti

Tambak

Siregar

2021

AIJP

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“…However, a study conducted by Consemino (2011) found out that there was no significant relationship between performing school administrators and their work attitude. On the other hand, emotional quotient has positive effect on teacher performance, according to Lonto et al (2018).…”

Section: Discussionmentioning

confidence: 99%

“…Another factor worth considering is the effect of family environment on teachers' performance, which is another facet of the emotional capabilities in the profession (Lonto, et al, 2018). To further prove the essence of emotional quotient to teacher's efficacy, Shafiq and Rana (2016) concluded that teachers' environment at home reflects a reasonable power of predictability toward the organizational commitment of teachers.…”

Section: Introductionmentioning

confidence: 99%

Emotional quotient, work attitude and teaching performance of secondary school teachers

Jimenez¹

2020

JPSP

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The teacher, aside from the challenges he/she faces in everyday work, the rigors of student management and the mountain of paperwork, is also confronted with the task to be emotionally matured, exhibit positive work habits, and display high teaching performance. This study aimed to determine the emotional quotient, work attitude, and teaching performance of secondary school teachers. The study used a descriptive-correlational method of research. Seven hundred and sixty-eight (768) public secondary school teachers from four school division offices in Central Luzon, Philippines took part in the study. To determine the emotional quotient and work attitude of the respondents, the study used tools by Helgriegel, et al. (1992), and the Department of Education's Competency Based-Performance Appraisal System for Teachers (CB-PAST) for the teaching performance. Analysis of the data is through frequency, percentage, mean, standard deviation, Pearson-r, and chi-square. The results showed that the emotional quotient of the secondary school teacher was -high‖. The work attitudes of teachers in terms of sense of efficacy, sense of community, and a sense of professional interest was -very high‖. In addition, the respondents also got a -very satisfactory‖ rating in their teaching performance. The teachers' emotional quotient and their teaching performance were significantly correlated. The researcher also found significant correlations between teachers' work attitude in terms of the sense of efficacy and their teaching performance. Further perusal revealed significant differences among the respondents' work attitudes when grouped according to gender, educational attainment, and length of service. Based on the results, the researcher suggested pertinent implications for the study.

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“…Menurut Suyanto ( 2009) dalam (Lonto & Pangalila, 2013), karakter merupakan cirri khas tiap individu dan cara berfikir untuk hidup dan bekerja sama serta berperilaku yang baik sehingga dapat membuat keputusan bahkan sikap mempertanggungjawabkan tiap keputuasan yang diperbuat.…”

Section: Susanto (2008) Dalam Irfan Adiunclassified

Peran guru PKn dalam menanamkan karakter cinta tanah air pada siswa di SMP Negeri 6 Kotamobagu

Mamonto

Pasandaran

Pangalila

2020

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Tujuan penelitian untuk mengetahui bagaimana peran guru PKn dan hambatan yang dihadapi dalam Menanamkan Karakter Cinta Tanah Air Pada Siswa di SMP Negeri 6 Kotamobagu. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan pengumpulan data melalui observasi, wawancara dan studi dokumentasi. Sumber data dalam penelitian ini adalah siswa, guru dan orang tua. Adapun penelitian ini menemukanbahwa peran guru PKn dalam menanamkan karakter cinta tanah air pada siswa di SMP N 6 Kotamobagu sanggat penting dimana, dalam melaksanakan tugasnya sebagai guru juga dapat membentuk siswa berperilaku baik, berahak mulia, membuat siswa berkarakter yang baik. Serta dapat membimbing siswa mencintai tanah air melalui upacara bendera, kegiatan ekstra kulikuler. Penelitian ini merekomendasikan penelitian lanjut tentang pengembangan pembelajaran PKn berbasis nilai karakter.

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Emotional Quotient, Family Environment and Their Influences on Teacher Performance

Cited by 4 publications

References 9 publications

Learning Assessment for Madrasah Teacher: Strengthening Islamic Psychosocial and Emotional Intelligence

Learning Assessment for Madrasah Teacher: Strengthening Islamic Psychosocial and Emotional Intelligence

Emotional quotient, work attitude and teaching performance of secondary school teachers

Peran guru PKn dalam menanamkan karakter cinta tanah air pada siswa di SMP Negeri 6 Kotamobagu

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