The influence of emotional intelegence, self-efficacy, and altruism on teacher’s competence in inclusion elementary school

Septiana, Devalia

doi:10.21831/jpe.v6i2.14413

Cited by 3 publications

(3 citation statements)

References 19 publications

(14 reference statements)

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“…Reports by teachers have an impact on schools, students, and parents. This is related to the teacher's ability to manage learning (Masithoh, 2018;Septiana, 2018). Reports provided by teachers are useful for improving what has been done during learning (Bardach et al, 2021).…”

Section: Giving Feedback From Teachers To Student Skillsmentioning

confidence: 99%

How elementary school teachers assess students’ psychomotor during distance learning?

2022

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Assessment of student learning is still carried out even at distance learning. This study aims to describe how elementary school teachers assess students' psychomotor during distance learning. This research is a qualitative research with the type of phenomenology. The subjects of this study were elementary school teachers, principals, parents, and students. The research data were collected using interview techniques and document studies. The data analysis technique used is interactive analysis through data collection, data condensation, data verification and drawing conclusions. The teacher begins the skills assessment by planning in advance. Planning begins with determining the competencies to be addressed, but the condition of the student's situation while at home is also a consideration for teachers in designing skills assessments. The implementation of the skills assessment is carried out through various platforms such as WhatsApp, Zoom, and Google Classroom. Teachers assess students' skills through photos and videos that students send on online platforms.

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Section: Giving Feedback From Teachers To Student Skillsmentioning

confidence: 99%

How elementary school teachers assess students’ psychomotor during distance learning?

2022

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“…Individual assesses themselves according to their action (making a decision on a certain assignment, making or striving to solve assignment or when facing difficulties). Those play an important role in understanding belief in one's abilities (self-efficacy) (Septiana, 2018).…”

Section: Introductionmentioning

confidence: 99%

The Exploration of Teachers’ Efficacy in Teaching: Comparative Study in Indonesia and Malaysia

Wangid

Mustadi

Mokshien

2020

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Teacher’s self-efficacy can be varied according to experience gained, experience obtained from other people, social influences, and also physical and psychological welfare. In the context of teacher’s efficacy in Indonesia and Malaysia, those are certain become different because it undergoes differently. The aim of the research is to convey the difference between teachers in Malaysia and Indonesia from the perspective of a teacher's efficacy in teaching. This research is a comparative study. The research subjects were elementary school teachers who were continuing their studies in post graduate programs at Yogyakarta State University and Sultan Idris University of Education. They are given a scale of teacher efficacy in teaching consisting of three sub-scale that is teacher’s efficacy in involving students in learning, executing learning process, and class management. Research result shows that actually, in general, there are no significant differences in teacher efficacy in teaching between teachers in Malaysia and Indonesia. However, if differences are seen from each factor, it appears that there are differences in the efficacy of teachers in involving students in learning, while the efficacy in instructional learning strategies, and efficacy in classroom management, there are still no significant differences.

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“…Moreover, Ngulube, Njelesani and Njelesani (2020) state that there is a correlation between teachers' reluctance to utilise technology that would help children with diverse learning needs, and the lack of training or support for teachers. Septiana (2018) notes that the manner in which teachers are educated in Inclusion knowledge is flawed, and this results in novice teachers being unable to successfully help SEN learners. Alves (2020) adds that there is inadequate teacher-preparation because professional skills development workshops are virtually non-existent which debilitates effective IECE policy enactment.…”

Section: Inadequate Teacher Development and Supportmentioning

confidence: 99%

Early childhood education in Ghana: teachers’ understanding and enactment of inclusion.

Mohammed

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This study explored teachers’ understanding and enactment of Inclusion in Early Childhood Education (IECE) in Ghana. Inclusion theorises that, every child of school-going age must have access to quality education regardless of their cultural and socioeconomic dissimilarity. The keystone of the policy is to stimulate inclusion and lessen exclusions in the educational system. By utilising an interpretive qualitative multi-case study approach involving semi-structured interviews, observation, and photo-elicitation instruments, data from six study teachers was collected. The inductive thematic analysis method was used to interpret the data. Findings from the study revealed IECE was understood as the accommodation and merging of learners with disability with their mainstream peers in the same learning environment to reduce stigmatisation, segregation, and exclusionary practices. Disability was a major factor influencing Ghana’s IECE practices, more than equity issues, ability, and stage of child’s enrolment. Despite the progressive principles underpinning IECE, the enactment of the programmes is encountering challenges due to various debilitating factors such as the lack of educational resources, funding, inappropriate training programmes, and conservative cultural views towards children with disabilities. The study recommended that for a high level of IECE practice, the policy should be supported by effective and ongoing training, Government support by providing the required resources, clear policy guidelines, and employing teachers with knowledge and understanding IECE. For an IECE school to succeed, a culture mind shift must begin at the top, with a coherent understanding, shared vision throughout the entire staff, commitment, and best practices in teaching and learning throughout the whole school community. Teachers, policymakers, and other role-players in education should view IECE in the context of learners’ rights to education rather than focusing on disability problems associated with exclusion and segregation. The exploration concludes that, even though the enactment of IECE is fraught with impediments, it is a reasonable practice that should be enacted to achieve national objectives since IECE exposes children to information and skills which is vital for economic growth and confidence building. By meaningfully adopting IECE and enacting it successfully, the nation’s current and future human resource development, will be enhanced. building. By meaningfully adopting the IECE policy and enacting it successfully, the nation’s current and future human resource development, will be enhanced.

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The influence of emotional intelegence, self-efficacy, and altruism on teacher’s competence in inclusion elementary school

Cited by 3 publications

References 19 publications

How elementary school teachers assess students’ psychomotor during distance learning?

How elementary school teachers assess students’ psychomotor during distance learning?

The Exploration of Teachers’ Efficacy in Teaching: Comparative Study in Indonesia and Malaysia

Early childhood education in Ghana: teachers’ understanding and enactment of inclusion.

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