Non-permanent Teachers Research Articles

Enhancing the Welfare of Non-Permanent Teachers in the Sumenep Islands: The Imperative for Regional Regulations

Non-permanent teachers, in carrying out their duties and responsibilities as educators and instructors, have the right to earn income above the minimum living standards and social welfare guarantees. Teachers highly anticipate the issuance of regional regulations in the field of education in an effort to improve the welfare of teachers in Sumenep. This research aims to determine the urgency of regional regulations for improving the welfare of non-permanent teachers in the Sumenep Islands. This research uses a qualitative approach, which is a descriptive analysis with a case study type. Informants were determined using the purposive sampling method, and the informants in this study were 7 school principals, 25 honorary teachers, and seven salary treasurers. Data collection used three methods, namely, interviews, observation, and documentation. The collected data was analyzed using an interactive analysis model. According to the study's findings, the pay for non-permanent teachers as a whole is still below the minimum living standards set in the Sumenep region. Teachers do not always hope to be able to take part in the civil service selection so that teachers' minimum living needs can be met and social welfare can be guaranteed.

Examining the Impact of Compensation and Competency on Elementary School Teacher Performance

Teacher competence in schools is still not optimal because the average teacher competence is below 50%, especially in pedagogical, personal, and social competence. The compensation given to teachers who teach is still not optimal; the average amount offered does not meet the principles of justice. The average basic salary is 42.4%, and allowances are 57.6%, which consists of primary, functional, teaching, and transport allowances. This research analyzes the relationship between competence, compensation, and teacher performance in elementary schools. The research method uses a quantitative approach with a non-experimental correlational design. There were 40 respondents (non-permanent teachers) in the research using a non-probability sampling method. The data collection technique uses a survey method with closed questionnaire tools. Data analysis was carried out using validity tests, reliability tests, descriptive analysis, and multiple linear regression analysis. The research results show that the regression coefficient analysis of the competency variable (0.018) and compensation variable (0.025) significantly affects performance. Research results: The better the teacher's competence, the more the teacher's performance will increase. The implication is that the competency of elementary school teachers needs to continue to be improved in various ways, one of which is through continuous teacher professional development programs, both independently and with managerial encouragement from school principals.

Contribution of Compensation, Motivation, Infrastructure and Work Environment to the Performance of Non-Certified Teachers at Private Madrasah Tsanawiyah (MTs) in Tabanan Regency

This study aims to determine the magnitude of the significant simultaneous contribution between compensation, motivation, infrastructure and work environment on the performance of non-certified teachers at private Madrasah Tsanawiyah (MTs) in Tabanan Regency. The type of research used in this study is quantitative using a correlational study type of research. The population in this study were teachers at private Madrasah Tsanawiiyah in Tabanan Regency, both those with ASN status, Permanent Foundation Teachers or Non-Permanent (Honorary) Teachers. Sampling uses saturated sampling, namely 58 teachers. Methods of data collection by observation, questionnaires, interviews, and documentation. The collected data were analyzed by descriptive analysis, Simple Linear Regression Analysis, and Multiple Regression Linear Analysis, as well as t test and F Level Significance test. The results of the study show that there is a significant simultaneous contribution of compensation, motivation, infrastructure and work environment to the performance of non-certified teachers at private Madrasah Tsanawiyah (MTs) in Tabanan Regency. 66% of teacher performance is influenced by compensation, motivation, infrastructure and work environment, the rest is influenced by other factors not mentioned in this study

The Effect of Distributive Justice and Procedural Justice on Performance with Job Satisfaction as a Mediation Variables for Honorer Teacher of Islamic Senior High School in Pacitan Regency

This study aims to analyze the effect of distributive justice and procedural justice on performance with job satisfaction as a mediating variable for honorary teachers at Madrasah Aliyah in Pacitan Regency. Respondents in this study were honorary teachers or non-permanent teachers at Madrasah Aliyah in Pacitan Regency, East Java. The sample used is 200 respondents, taken by saturation sampling technique. The data analysis technique used multiple regression analysis and data processing using IBM SPSS 21 software. This study found that distributive justice and procedural justice have a direct positive effect on performance. Distributive justice and procedural justice have a direct positive effect on job satisfaction. The work goals have a direct and significant positive effect on performance. The purpose of mediating the effect of distributive justice on performance. The purpose of mediating the effect of procedural fairness on performance. The difference between this study and previous research is that the object of this research is only focused on the Pacitan Regency area, while the research subjects are representatives of honorary teachers in the Pacitan Regency at the Madrasah Aliyah level. This study focuses on factors that affect performance, namely job satisfaction, procedural justice, and distributive justice. Based on this research, Kemenag or Kemendikbud Pacitan in the future can pay attention to the variables of this research aspect in the decision-making process and pay more attention to the welfare of honorary teachers. Limitations in the data collection process, the information provided by respondents through questionnaires sometimes does not show the respondent's actual opinion, this happens because sometimes there are differences in thoughts, assumptions, and different understandings of each respondent, as well as other factors such as honesty in filling out respondents' opinions in the questionnaire.

THE EFFECT OF TEACHER MOTIVATION, COMPENSATION, AND WORKLOAD ON TURNOVER INTENTION THROUGH JOB SATISFACTION AS A MEDIATING VARIABLE

This study aims to determine and analyze the effect of motivation, compensation and workload on turnover intention with job satisfaction as an intervening variable for Non-Permanent Teachers at SMA Negeri 1 Sinunukan, Mandailing Natal, North Sumatra. This research uses a causal research method with a quantitative approach. Forty teachers made up the total population of the research sample, which was selected using a saturation sampling technique and non-probability sampling. approaches for gathering data that are tested for validity and reliability utilizing interviews and questionnaires. Analyzing data using SEM-PLS. The results of the study show that motivation has a significant positive effect on turnover intention through job satisfaction; The variable job satisfaction mediates motivation on turnover intentions. Then for compensation has a significant positive effect on turnover intention through job satisfaction; Variable of job satisfaction mediates compensation to turnover intention. Likewise, the effect of workload on turnover intention through job satisfaction as an intervening.

THE INFLUENCE OF COMPETENCY, COMMUNICATION, COMMITMENT, AND LEADERSHIP ON TEACHER PERFORMANCE VOCATIONAL SCHOOL

This research aims to provide an overview of the influence of teacher competence, communication, commitment and leadership on the performance of Yadika Vocational School teachers throughout Banten. The approach used in this research is quantitative with a basic research model and causality research to analyze the influence of the independent variable on the dependent variable. Primary data collection uses questionnaires and library data as secondary data. The population is permanent teachers and non-permanent teachers with the sample being permanent foundation teachers totaling 27 people. The data was processed using SPSS version 25. The results of the research show that (1) Variables of competence, communication, commitment and leadership simultaneously influence teacher performance with a percentage of 59%. Meanwhile, 41% is influenced by other variables not examined in this research, (2) Competence partially influences teacher performance, (3) Communication partially influences teacher performance, (4) Commitment partially influences the performance of teachers, and (5)Leadership variable partially influences teacher performance.

Analisis pengaruh gaya komunikasi kepala sekolah dan kompensasi terhadap kinerja guru tidak tetap (GTT) di SD Negeri Jekulo

This research is motivated by the gap that occurs between civil servant teachers and non-civil servant teachers in the field. Communication by school principals to GTT teachers is sometimes different from PNS teachers. The same goes for the wages you receive. The importance of providing the right compensation will motivate GTT to continue working professionally and give their best performance. And accompanied by smooth communication between GTT and school principals and PNS teachers, it will have a very good impact on improving the quality of education in schools. Based on this, the formulation of the problem in this study is "How do the effects of school principal communication and multiple compensation on the performance of non-permanent teachers (GTT) in public elementary schools in Jekulo sub-district, Kudus district?". The purpose of this study, among others, is to analyze the influence of the principal's communication style and multiple compensation on the performance of non-permanent teachers (GTT) in public elementary schools in the Jekulo sub-district, Kudus district. To realize this effort, the researcher made observations in the field in the form of a questionnaire which was filled in directly by the GTT who was the research sample. From a population of 135 non-permanent teachers in the Jekulo District, 100 teachers were taken as a sample. After obtaining the data, the researchers processed it using descriptive statistical data analysis methods, instrument tests, and classical assumption tests. After that, hypothesis testing was carried out which consisted of the f test, the coefficient of determination, and multiple linear regression analysis. The results of the study show that based on the regression equation it is seen that the coefficient of the communication and compensation indicator variable is positive, this means that the increase in respondents' responses to communication and compensation can result in an increase in teacher performance. Based on the calculation of the F test, it is known that the significant value for the effect of simultaneous communication and compensation on teacher performance is 0.000 <0.05 and the calculated F value is 32.670 > F table 2.698, so it can be concluded that there is an influence of the principal's communication and simultaneous compensation on teacher performance not permanent in Jekulo District.Keywords: principal communication, compensation, teacher performance.

DAMPAK DARI PROFESIONALISME GURU TERHADAP KINERJA GURU SMA SWASTA SULTAN AGUNG PEMATANG SIANTAR

DAMPAK DARI PROFESIONALISME GURU TERHADAP KINERJA GURU SMA SWASTA SULTAN AGUNG PEMATANG SIANTAR

The Role of Islamic Religious Education Teachers in Developing Student Personality


 
 
 
 This study aims to develop the personality of students in accordance with the goals of Islamic religious education, namely creating human beings with Muslim personalities. This type of research is descriptive-qualitative using an interdisciplinary approach, namely pedagogical, psychological and religious and philosophical. The research location is focused onAl-Islam Middle Schoo Fort Tellue Kec. Bone District Amali. This research found several important points including; 1). Educators and education staff at Al-Islam Middle School Benteng Tellue, Kec. Amali Bone Regency accumulatively totals 11 people consisting of permanent teachers and non-permanent teachers, as well as staff or employees and the majority have a Bachelor's education qualification (S1) and there is 1 person who has a master's qualification (S2) from various fields of science; 2). The efforts of Islamic religious education teachers in developing the personality of students through education, guidance and direction in accordance with Islamic values. Providing exemplary as an effort to accustom students to good behavior; 3). Supporting factors, in addition to the qualifications of PAI teachers meeting the standards and the subjects taught in accordance with their scientific disciplines and infrastructure are supporting factors in developing the personality of students; inhibiting factors such as, lack of study hours for religious lessons, student awareness of the importance of Islamic religious education, environmental/social influences and lack of attention and cooperation from parents of students.
 
 
 
 
 Keywords: The Role of Islamic Religious Education Teachers, Student Personality Development
 
 
 

PENGARUH FAKTOR-FAKTOR MOTIVASI TERHADAP KINERJA GURU TIDAK TETAP DI KABUPATEN SUMBAWA

This study aims to examine how much influence motivational factors have on the work of temporary teachers at State Vocational Schools in Sumbawa Regency. This research is a causal associative research using a quantitative approach. The motivational factors that will be examined consist of education, salary, gender, culture, social status and responsibility as independent variables, while teacher performance is not fixed in Sumbawa Regency as the dependent variable. The type of data used in this study is quantitative data obtained from primary sources, namely all non-permanent teachers at various State Vocational Schools in Sumbawa Regency, totaling 30 respondents. researchers used questionnaires as primary data collection instruments and studied using techniques that included simple linear regression analysis, individual parameter hypothesis testing (t test), simultaneous parameter hypothesis testing (F test), and determinant coefficient test (R2). The results of this study indicate that education, salary, gender, culture, social status and responsibility have a positive and significant effect on the performance of temporary teachers in Sumbawa District, either partially or simultaneously. The degree of influence of education, salary, gender, culture, social status and responsibility on the performance of non-permanent teachers in Sumbawa Regency is 82.5%, while the remaining 17.5% is influenced by other variables outside this research model.

Motivasi Kerja Guru Tidak Tetap (GTT) Pada PJOK

The teacher is an important element in the world of education, therefore the hard work of a teacher should be appreciated, one of it is appointing the teacher to be a permanent teacher, and entitled to receive compensation and welfare guarantees, but the fact is that many PJOK teachers have not been appointed as permanent teachers. In educational institutions, especially PJOK teachers in Modo sub-district who carry out their professional duties in elementary school (SD/MI), so many PJOK teachers with GTT status (non-permanent teachers) intentionally work concurrently from one institution to another. So the purpose of this study is to find out the work motivation of non-permanent PJOK teachers (GTT) SD/MI in Modo sub-district. The method used is a qualitative descriptive method which was carried out for three consecutive months in order to test the validity of the data. The motivation indicator used is the theory of needs by Gibson and friends, with the result of an existence motive in which PJOK teachers are willing to change teaching places in order to meet their basic needs. The second is a social need because teaching as a PJOK teacher in various basic education institutions will increase the relationships that benefit them, and the third is the need to develop which by being a PJOK teacher they can benefit their students and be able to develop their skills.

TEACHER MOTIVATION IN TEACHING AT RURAL AREA

The objective of the study was to find out the teacher motivations in teaching at rural area. The participants of the research will be four non-permanent teachers that have been teaching in rural area. Meanwhile, this study is a qualitative method which is to find out what are the teacher motivations in teaching at rural area. Those teachers will be determined by using purposive technique sampling. The researcher uses interviews to find out the results of the research. The analyzed result of the data showed, if the researcher found there are three motivations that can motivated the teacher in teaching at rural area. Meanwhile they are consisting of; the natives, self-desire, and the last one which is, life condition and the environment. Based on the result above, there are three factors that can motivate the non- permanent teachers. The first one which is categorized as the intrinsic motivation consists of self-desire. Meanwhile, the second is categorized as the extrinsic motivations which are the natives, and, the life condition and the environment. From two kind of the motivations mentioned above, it is clear if the intrinsic and extrinsic motivation factor can motivate the non-permanent teachers when performing their duty in rural area.

Pembibitan Jiwa Edupreneurship Pada Guru Madrasah Ibtidaiyah Se Kota Batu Melalui Pelatihan Digital Content Creator

The purpose of this study was to determine the activities of planning, implementing, observing, and evaluating in nurturing the spirit of edupreneurship in non-permanent teachers at Madrasah Ibtidaiyah in other Batu City through digital content creator training. The method used is PAR (Participatory Action Research). The PAR method involves researchers and communities working together to identify and resolve problems. Activities at this planning stage, namely the preparation of training activity materials. This activity was carried out in the form of a focus group discussion (FGD) involving the chairman of the Batu City KKMI, representatives of teachers, researchers, and resource persons. The agreed FGD results. The action stage is actualized with a training event that is divided into two mirrors. First, making learning videos. Both uploads. Observations, observations that have been made in the training obtained weaknesses and strengths experienced by researchers, coordinators, and teachers both in terms of attitudes and obstacles in training such as facilities and infrastructure. Reflection and evaluation activities are in the form of conveying supporting and inhibiting factors during the training activities and giving appreciation to participants

Γλωσσική συγκρότηση αντιτιθέμενων υπο-ομάδων εκπαιδευτικών ΠΕ και στρατηγικές νομιμοποίησης της αντιπαράθεσής τους σε περιόδους κρίσης

Drawing on the agenda of Critical Discourse Analysis and conducting a Systemic Functional analysis, the present paper aims to study discursive representations and legitimization strategies in posts made by Primary Education teachers on an elected official's facebook page in September 2013. Within the broader context of the Greek crisis, a series of changes to the educational policy on teachers’ placement prompted reactions in the Primary Education sector, honing the construction of opposing in- vs. out-groups (e.g. permanent vs. non-permanent teachers).

Organizational Behavior Of Organizational Behaviors (Ocb) Through Strengthening The Quality Of Work Life, Professional Commitment, And Personality

Teachers' organizational citizenship behaviors is an important element related to the achievement of national education goals and the development of the Indonesian nation as a whole. The initial survey of Organizational citizenhip behaviors (OCB) for temporary teachers of private vocational high schools (SMK) in Sanggau District has not achieved maximum results. Therefore, it is interesting to study the civics behaviors of teachers' organizations. This study aims to determine efforts to improve teacher organizational citizenship behavior by examining the relationship between teacher organizational citizenship behavior and the variables of teacher work life quality, professional commitment and personality. This research uses correlational statistical methods and analysis with the systematic method is carried out. The unit of analysis of the research is non-permanent teachers of private vocational high schools (SMK) in Sanggau Regency, West Kalimantan province with a population of 176 and a sample of 123. The results showed that there was a positive relationship between the quality of work life (QWL) and the behavior of organizational citizens with the strength of the relationship ry1 = 0.98, there is a positive relationship between professional commitment and organizational citizen behaviors (OCB) with strength ry2 = 0.97, and there is a positive relationship between personality and OCB with strength ry3 = 0.861 so that organizational citizen behaviors (OCB) can be improved through quality of life work (QWL), professional commitment and teacher personality. Based on the results of the SITOREM analysis in this study, it can be explained that the priority order of improvements that need to be improved is: 1). Easy to socialize and authoritative, 2). Voluntary action, and; 3). Active in organization. As for the order that is maintained, namely: 1). Work outside the time of duty, 2). Dedication to work, 3). Empathy and avoid problems, 4). Liked, polite and happy to work together, 5). Reliable, 6). Responsible and convey constructive ideas, 7). Calm, focus and confident, 8). Integrity and commitment to career pursuits, 9). Interest in new things, 10). Responsibility for organizational regulations, 11). Professional development and social interaction, 12). Self evaluation and leadership, 13). Be proud of working and building relationships with fellow teachers, 14). Teaches and runs School administration. So it can be concluded that to improve the Organization citizenhip behaviors (OCB), teachers can pay attention to indicators that are not optimal for recommendations and determine the priority order of improvements that need to be made.

Organizational Behavior Of Organizational Behaviors (Ocb) Through Strengthening The Quality Of Work Life, Professional Commitment, And Personality

Teachers' organizational citizenship behaviors is an important element related to the achievement of national education goals and the development of the Indonesian nation as a whole. The initial survey of Organizational citizenhip behaviors (OCB) for temporary teachers of private vocational high schools (SMK) in Sanggau District has not achieved maximum results. Therefore, it is interesting to study the civics behaviors of teachers' organizations. This study aims to determine efforts to improve teacher organizational citizenship behavior by examining the relationship between teacher organizational citizenship behavior and the variables of teacher work life quality, professional commitment and personality. This research uses correlational statistical methods and analysis with the systematic method is carried out. The unit of analysis of the research is non-permanent teachers of private vocational high schools (SMK) in Sanggau Regency, West Kalimantan province with a population of 176 and a sample of 123. The results showed that there was a positive relationship between the quality of work life (QWL) and the behavior of organizational citizens with the strength of the relationship ry1 = 0.98, there is a positive relationship between professional commitment and organizational citizen behaviors (OCB) with strength ry2 = 0.97, and there is a positive relationship between personality and OCB with strength ry3 = 0.861 so that organizational citizen behaviors (OCB) can be improved through quality of life work (QWL), professional commitment and teacher personality. Based on the results of the SITOREM analysis in this study, it can be explained that the priority order of improvements that need to be improved is: 1). Easy to socialize and authoritative, 2). Voluntary action, and; 3). Active in organization. As for the order that is maintained, namely: 1). Work outside the time of duty, 2). Dedication to work, 3). Empathy and avoid problems, 4). Liked, polite and happy to work together, 5). Reliable, 6). Responsible and convey constructive ideas, 7). Calm, focus and confident, 8). Integrity and commitment to career pursuits, 9). Interest in new things, 10). Responsibility for organizational regulations, 11). Professional development and social interaction, 12). Self evaluation and leadership, 13). Be proud of working and building relationships with fellow teachers, 14). Teaches and runs School administration. So it can be concluded that to improve the Organization citizenhip behaviors (OCB), teachers can pay attention to indicators that are not optimal for recommendations and determine the priority order of improvements that need to be made.

Pengaruh Punishment dan Pengawasan terhadap Disiplin Kerja dan Lama Bekerja sebagai Variabel Kontrol

This study aims to determine the effect of punishment on work discipline, the effect of supervision on work discipline, length of work on work discipline. The population in this study were 163 non-permanent teachers and permanent teachers at the Medan Raksana Education Foundation, and the sample taken was 116 using the Slovin formula. The data analysis technique used is multiple linear regression, hypothesis testing and the coefficient of determination.
 The results showed that punishment does not have a significant effect on work discipline, supervision has a significant effect on work discipline, length of work as a control variable has a significant effect on the punishment variable and supervision on work discipline.

Non-permanent english teachers’ resilience in constructing professional identity in the remote areas of South Sulawesi

Being a non-permanent English teacher in a remote area is not easy. The non-permanent teachers have to face many challenges. Without having resilience, the teachers can not survive to teach in the area. This study investigated the factors that influenced the resilience of the non-permanent English teachers in building a professional identity in the remote areas of South Sulawesi. The mixed-method explanatory sequential experimental design was used by involving non-permanent English teachers at five schools in the remote area of Tana Toraja, South Sulawesi Province. The RSA Scale questionnaire and interview were used to find out what factors influenced teachers’ resilience. The results showed that the challenges faced by non-permanent English teachers made them resilient teachers. Personal resources and contextual resources seemed to play a major role in their growth of resilience. The high resilience of teachers shapes their professional identity, which makes them stay afloat and think that teaching is their calling. This study suggests implications for the education of policymakers and the government in Indonesia, and also for future researchers who are interested in a similar topic may conduct further studies with a broader context

How Principals of Madrasah Ibtidaiyah Negeri Dealt with Obstacles

This study was intended to find out how principals of Madrasah Ibtidaiyah Negeri (MIN) in remote regions in South Sumatra dealt with obstacles of shortage of permanent teachers and lack of infrastructure. This study was a qualitative interpretivist study. Semi-structure interviews and observations were implemented to collect the data. Four MIN principals in remote regions in two districts in South Sumatra were interviewed. The results showed that to overcome the shortage of permanent teachers, the principals took the non-permanent teachers to be in charge as homeroom teachers and placed teachers available to teach subjects that were not suitable with their education background. To overcome the lack of infrastructure, the principals used available rooms in the school for other purposes needed, used the classes in turn, and limited the number of students enrolled in the school.

KINERJA GURU TIDAK TETAP DAN EFEKTIVITAS PEMBELAJARAN

Teacher is a noble profession. That is why teachers are often called the unsung heroes. It is because of teachers; a nation can develop and be civilized along with the development of other nations. In carrying out the mandate as the frontline in educating children of the nation, teachers are required to have high professionalism. However, such a point does not go hand in hand with the welfare efforts made for them, especially for those of the non-permanent teachers. Anchored in this assumption, this study sought to find out a depiction of learning effectiveness held by the non-permanent teachers at SMA 1 Muhammadiyah Curup, Bengkulu. This study applied a qualitative approach. Observation and interviews were deployed as the data collection tools. The data were further analyzed qualitatively. The conclusion revealed that the status of being non-permanent teachers did not reduce the effectiveness of their performance in carrying out their duties as teachers albeit in the midst of uncertain and incompatible salary compared to the whole services they provide d and the lack of learning facilities at the school. Keywords: learning effectiveness, professionalism, non-permanent teachers