The Influence of Motivation, Guidance and Counseling Teacher Activities in Deliberation and Professionalism

Abstract

This research uses correlational quantitative and descriptive methods. The population in this study were guidance and counseling teachers (BK) for junior high schools in Banjarbaru City with a sample of 37 people. The data collection technique used is a questionnaire in the form of a Likert scale. Instrument testing uses validity and reliability, so the results are valid and reliable data. Another technique used is a Likert scale questionnaire, with tests of validity and reliability, normality, linearity, multicollinearity, and heteroscedasticity. Based on data analysis and discussion, it can be concluded that there is a direct influence of work motivation, professionalism, and performance on a teacher. Meanwhile, work motivation, professionalism, and performance have an indirect influence on teacher activities.

Blueprints to Accelerate the Student’s Academic Motivation and Engagement in Health Education

“…Programs, cooperative learning, peer mentorship, peer counseling, and community service all contribute to student feelings and motivation, according to Olson [13]. In addition, Saleh and Suriansyah [16] discovered that counseling increased drive and self-efficacy. Students' motivation, attitude toward the instructor, and impressions of the course have all been demonstrated to improve as a result of this.…”

“…In all, items 11, 13, 14, 15, 16, 17, 19, and 20 with mean scores of 3.03, 3.50, 2.83, 3.00, 3.36, 3.70, 3.30, and 3.56 corresponding to standard deviations of 0.87, 0.88, 1.13, 1.06, 0.84, 0.69, 0.78, and 0.84 were, respectively, accepted by public school teachers, whereas items 12 and 18 with mean scores of 1.73 and 1.53 corresponding to standard deviations of 0.96 and 0.76 were rejected. In the case of private schools, items 11,12,13,14,15,16,17,18, and 20 with mean scores of 2.87, 3.63, 3.00, 2.68, 2.81, 3.06, 3.00, 2.94, and 3.37 corresponding to standard deviations of 1.05, 0.85, 1.00, 1.40, 1.13, 0.89, 0.93, 1.14, and 1.05 were accepted, while item 19 with a mean score of 2.37 corresponding to a standard deviation of 1.11 was rejected.…”

“…Academic engagement is said to be an important academic outcome in and of itself because it improves performance and validates positive expectations about academic abilities, as well as a good predictor of children's long-term academic achievement [9]. Many scholars have focused on student motivation and academic engagement to enhance students' classroom performance [11,14,16]. Encouraging children to learn in school is a major worry for educators today, and motivating students to succeed in school is one of the century's most difficult challenges.…”

“…When it comes to the importance of students' academic motivation in instructionallearning contexts, both intrinsic and extrinsic motivation may positively impact students' academic success. To emphasize the importance of students' academic engagement, Saleh and Suriansyah [16] stated that students who participate actively in instructional-learning environments obtain higher academic marks; hence, a student's level of engagement in educational situations is linked to their academic progress. Furthermore, students' academic engagement can significantly improve their chances of academic achievement.…”

Blueprints to Accelerate the Student's Academic Motivation and Engagement in Health Education

“…Academic engagement is an essential academic outcome in and of itself because it improves performance, validates positive expectations about academic abilities, and is a good predictor of children's long-term academic achievement (Lei et al, 2018). Many scholars have focused on student motivation and academic engagement to enhance students' performance in the classroom (Loes, 2022;Saleh et al, 2021;Perkmann et al, 2021). Encouraging children to learn in school is a significant worry for educators today, and motivating students to succeed in school is one of the century's most complex challenges.…”