Email this article The Influences of Professional Competence and Teacher Commitment on Learning Quality at Hikmah Sejati Foundation in Banda Aceh
), Murniati Murniati(2), Nasir Usman(3)
| 
Country:
(1) Universitas Syiah Kuala, Indonesia
(2) Universitas Syiah Kuala, Indonesia
(3) Universitas Syiah Kuala, Indonesia
Corresponding Author
The purpose of this study is to find out whether there are the influences of professional competence and teacher commitment to the learning quality. This research uses the quantitative approach with descriptive method. The population of this research was all teachers at Hikmah Sejati Foundation Banda Aceh. The sample used in this research was 100 people. Moreover, the data analysis used in this research was multiple linear regression. This result shows that: (1) partially, the professional competency variable is in good correlation with the percentage of 53 on the learning quality (2) partially, the teacher commitment variable has a fair correlation with the percentage of 33 on the learning quality (3) simultaneously the professional competence and teacher commitment variables have a good correlation with the percentages of 58% on learning quality. The research result obtained based on the multiple linear regression equation was Y = 25,655 + 0,631X1 + 0,43X2 of correlation coefficient is 0.762. According to statistic test Fscore= 67,021 >Ftable = 3.09 , with probability level of 0.000. Therefore, there is a significant correlation between professional competence and teacher commitment to learning quality.
Keywords: profesional competence, teacher commitment, learning quality.
DOI: 10.23960/jpp.v11.i2.202122
Ammari, G., Alkurdi, B., Alshurideh, A., & Alrowwad, A. (2017). Investigating the impact of communication satisfaction on organizational commitment: A practical approach to increase employees’ loyalty. International Journal of Marketing Studies, 9(2), 113–133.
Azizollah, A., Abolghasem, F., & Amin, D. M. (2016). The relationship between organizational culture and organizational commitment in Zahedan University of Medical Sciences. Global Journal of Health Science, 8(7), 195.
Batugal, M. L. C. (2019). Organizational culture, commitment and job satisfaction of faculty in private sectarian higher education institutions (HEIs). World Journal of Education, 9(2), 123–135.
Bricci, L., Fragata, A., & Antunes, J. (2016). The effects of trust, commitment and satisfaction on customer loyalty in the distribution sector. Journal of Economics, Business and Management, 4(2), 173–177.
Brundiers, K., & Wiek, A. (2017). Beyond interpersonal competence: Teaching and learning professional skills in sustainability. Education Sciences, 7(1), 39.
Cottrell, S. (2019). The study skills handbook. Macmillan International Higher Education.
Häkkinen, P., Järvelä, S., Mäkitalo-Siegl, K., Ahonen, A., Näykki, P., & Valtonen, T. (2017). Preparing teacher-students for twenty-first-century learning practices (PREP 21): A framework for enhancing collaborative problem-solving and strategic learning skills. Teachers and Teaching, 23(1), 25–41.
Hoth, J., Kaiser, G., Busse, A., Doehrmann, M., Koenig, J., & Blömeke, S. (2017). Professional competences of teachers for fostering creativity and supporting high-achieving students. ZDM, 49(1), 107–120.
Kaiser, G., Blömeke, S., Koenig, J., Busse, A., Doehrmann, M., & Hoth, J. (2017). Professional competencies of (prospective) mathematics teachers—Cognitive versus situated approaches. Educational Studies in Mathematics, 94(2), 161–182.
Korthagen, F. (2017). Inconvenient truths about teacher learning: Towards professional development 3.0. Teachers and Teaching, 23(4), 387–405.
Labanauskis, R., & Ginevičius, R. (2017). Role of stakeholders leading to development of higher education services. Engineering Management in Production and Services, 9(3), 63–75.
Longman, K., Daniels, J., Bray, D. L., & Liddell, W. (2018). How organizational culture shapes women’s leadership experiences. Administrative Sciences, 8(2), 8.
Miller, A. D., Ramirez, E. M., & Murdock, T. B. (2017). The influence of teachers’ self-efficacy on perceptions: Perceived teacher competence and respect and student effort and achievement. Teaching and Teacher Education, 64, 260–269.
Pietsch, M., Tulowitzki, P., & Koch, T. (2019). On the differential and shared effects of leadership for learning on teachers’ organizational commitment and job satisfaction: A multilevel perspective. Educational Administration Quarterly, 55(5), 705–741.
Roostin, E. (2019). The importance of government policy regarding teacher recruitment to increase motivation for professionalism, competence and effectiveness of certification programs. International Journal of Advances in Social and Economics, 1(2), 67–72.
Stahmer, A., Oliver, K., & Schetter, P. (2020). Improving education for California students via professional development.
Tao, J., & Gao, X. (2017). Teacher agency and identity commitment in curricular reform. Teaching and Teacher Education, 63, 346–355.
Tsui, K. T., Lee, J. C. K., Zhang, Z., & Wong, P. H. (2019). The relationship between teacher perceived spiritual leadership and organizational commitment: A multilevel analysis in the Hong Kong context. Asian Journal of Social Sciences & Humanities, 8(3).
Uerz, D., Volman, M., & Kral, M. (2018). Teacher educators’ competences in fostering student teachers’ proficiency in teaching and learning with technology: An overview of relevant research literature. Teaching and Teacher Education, 70, 12–23.
Vernon-Feagans, L., Bratsch-Hines, M., Varghese, C., Cutrer, E. A., & Garwood, J. D. (2018). Improving struggling readers’ early literacy skills through a Tier 2 professional development program for rural classroom teachers: The targeted reading intervention. The Elementary School Journal, 118(4), 525–548.
Vicary, S., Young, A., & Hicks, S. (2017). A reflective journal as learning process and contribution to quality and validity in interpretative phenomenological analysis. Qualitative Social Work, 16(4), 550–565.
Wiliam, D. (2017). Assessment and learning: Some reflections. Assessment in Education: Principles, Policy & Practice, 24(3), 394–403.
No supplementary information available.
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
View My Stats