Personality Of Teacher Research Articles

Spiritual Leadership of Madrasah Heads in Improving Teacher Personal Competence (MTs Ma’arif NU 2 Sutojayan Blitar and MTs Ma’arif Bakung Blitar)

This research aims to provide an in-depth description regarding 1) The spiritual leadership of the madrasa head in improving teacher personality competence 2) The spiritual leadership characteristics of the madrasa head in increasing teacher personality competence 3) The spiritual leadership strategy of the madrasa head in increasing teacher personality competence. This research uses a qualitative approach, a case study type with a multi-case design. Data collection techniques use in-depth interviews, participant observation and documentation, data analysis uses data reduction, presentation of verification data and drawing conclusions. Data is analyzed from single and cross-case data. The research results show: 1) Spiritual leadership in the two madrasas a) Able to inspire, influence and mobilize through example. b) have a very strong foundation and motivation for the progress of the institution. c) Communicate well with its members and communication does not go in one direction. 2) Characteristics of the spiritual leadership of the madrasa head a) Has a strong belief in the progress of the madrasa, has a vision, mission, goals and strategies, as well as their implementation towards progress and success in managing the organization. b) has a humble character, is patient, has emotional stability, adheres to honesty, is self-confident, can accept change and has a spirit of pious deeds, c) is very loved by his subordinates, likes the leadership model and style of the madrasah head, loves the policies and ideas of the madrasah head especially regarding policies to increase teacher competency. 3) The spiritual leadership strategy of madrasa heads in both institutions is a) Always maintaining trust. c) Communicate, collaborate and synergize to unite the vision and mission well in running the madrasah organization. c) The head of the madrasah holds training to improve teacher competency.

The significance of calligraphy training for the future teacher in the context of art and graphic competence

The article examines the problems of calligraphy training in the context of artistic and graphic competence during the training of future teachers. The main problems related to the insufficient preparation of the teacher for the formation of artistic and graphic skills are identified, namely the absence or a small number of hours, devoted to the study of such educational components as «Calligraphy», «Drawing», «Art graphics», lack of explanatory work from the scientific and pedagogical staff of higher education institutions about the importance of artistic and graphic skills. A characterization of the components of the artistic and graphic training of future teachers was carried out, in which the mastering of calligraphy skills by students was identified as a key aspect. The components of calligraphy training are characterized, including mastering the basics of fonts, developing the muscles of the arm and hand, learning the correct posture of the arm and body, using various materials for writing, training hand motility, learning the elements of calligraphy, creating and analyzing calligraphy samples.
 The article examines the font as the basic unit of calligraphy and font composition as the art of creating harmonious and aesthetically balanced layouts using different fonts. The main methodical components of the study of fonts are outlined and some methodical techniques are proposed for teaching future teachers the basics of creating a font composition. As a result, the value of calligraphy training of future teachers for their professional activities was determined, in particular, improving the quality of teaching writing for 1st grade students, ensuring the writing culture of students, developing and supporting the speaking skills of education seekers, ensuring a creative approach, increasing the general aesthetic level of the personality of the future teacher, diversification of methods of working with students in classroom and extracurricular activities

РОЗВИТОК ЕМОЦІЙНОЇ СТІЙКОСТІ МАЙБУТНІХ ПЕДАГОГІВ

The article is devoted to the study of the problem of developing emotional stability, as an important personal and professional attribute of future teachers. The purpose of the article is a theoretical and empirical study of the psychological features of the emotional stability of the personality of future teachers - graduates of the Uman State Pedagogical University named after Pavel Tychyna. An analysis of approaches to defining the concepts of "emotional stability", "emotional intelligence", and their relationship was carried out. The essence of modern approaches to determining the essence of emotional stability is revealed and its components are analyzed. The essence of emotional stability is revealed as a complex dynamic integrative personal property that ensures high productivity and efficiency of activity and behavior in difficult emotionally stressful conditions and preservation of mental health. The essence and features of emotional intelligence as a unity of intellectual and emotional-volitional features and properties of the personality are defined. The results of an empirical study of emotional stability and emotional intelligence of students of higher education while studying at a higher education institution are presented, and a comparison of the development of emotional states and abilities of students of the 1st and 4th courses is made. It was established that the components of emotional stability (extraversion - introversion; attachment - detachment; self-control - impulsivity; emotional instability - emotional stability; expressiveness - practicality) are at a higher level among students of the 4th year, compared to students of the 1st year. levels of development. Diagnostics of self-assessment of mental states (anxiety, frustration, aggression, rigidity) proved that their level of states in the 4th year students is lower than in the 1st year students. It was determined that the development of the constituent components of emotional stability and emotional intelligence is important for maintaining the mental health of the teacher.

Pengaruh Sikap dan Kepribadian Guru Terhadap Kepuasan Siswa dalam Layanan Bimbingan dan Konseling Kelas XI–IIS-1 SMA Negeri 1 Gido

This study aims to determine the influence of BK teachers' personality attitudes on student satisfaction in Guidance and Counseling services held at SMA Negeri 1 GIdo. The research approach is a quantitative approach with an associative type. The sample of this study was class XI.IIS-1 students who had attended guidance and counseling at SMA Negeri 1 Gido totaling 35 students. The data collection tool used in this study was an instrument in the form of a questionnaire. Based on the results of the study, it can be concluded that the attitude and personality of BK teachers jointly affect student satisfaction in Guidance and Counseling Services. The results of the hypothesis test, known R-Square value 0.474. This means that the attitude and personality of BK teachers affect student satisfaction in guidance and counseling services by 47.4%. This shows that simultaneously the attitude and personality of BK teachers have a significant effect on student satisfaction in guidance and counseling services. So that the more capable the attitude and the more personality of the BK teacher towards students, the higher the satisfaction of students in the Guidance and Counseling Service. The attitude of BK teachers has a positive effect so that the more capable the attitude of BK teachers will increase student satisfaction in Guidance and Counseling Services. The personality of the BK teacher has a positive effect so that the more capable the personality of the BK teacher will increase student satisfaction in the Guidance and Counseling Service

DEVELOPMENT OF CREATIVE SKILLS FUTURE TEACHERS AT CLASSES IN THE TECHNOLOGICAL EDUCATION FIELD

The article reveals the essence of the concept of creative abilities, in particular, the concepts of “creative abilities of a teacher” and “creative abilities of a future teacher” are specified. The purpose of the article is to study the process of developing the creative abilities of future teachers when studying the technological field of education. The concept of “pedagogical creativity” is analyzed, the personal qualities of a creative teacher are highlighted. Attention is focused on the importance of the formation of a creative, educated personality in the educational process, and the features of the creative personality of the future teacher are determined. An analysis of the problem of the development of creative abilities of future teachers in government documents and scientific works of scientists was carried out. The conditions of the process of implementation of creative activity in the educational process have been clarified. The main features of technology lessons are specified. The personal and professional qualities of a creative and creative technologist teacher are highlighted. The essence and specifics of pedagogical creativity of future teachers are summarized. The most favorable conditions for the development of creative abilities during the study of the technological educational field are listed. The importance and advantages of the project method of learning for the development of creative abilities of students of education are explained. The skills and abilities developed by the performers of project work are singled out. The study of the development of creative abilities of students at the Rivne State Humanitarian University is described. It has been found that the introduction of the project method of teaching contributes to the activation of students’ creative educational and cognitive activities, the development of their creative abilities in classes, the strength, awareness and systematicity of knowledge. There is evidence of an increase in the performance of creative activities and the development of creative abilities of education seekers when studying subjects in the technological educational field using project-based learning methods.
 Keywords: creative abilities; creative activity; technological educational field; creative personality; project activity; creativity; pedagogical activity; creativity; designing; creative thinking.

The Influence of Teacher Ethics in Forming the Character of Primary School Students

Ethics involves principles, values, moral standards, and right and wrong actions in the context of human behavior. Ethics helps a person form moral views and understand contexts such as justice, right, wrong and responsibility. Teachers are role models for their students. The good and bad of the teacher's personality will influence the personality of the students. Because some students will imitate what they see, not what is said. Therefore, teachers must set good examples, both in the teaching process and outside. Because, a teacher's ethics greatly influence the character of his students. The purpose of this research is to determine the influence of teacher ethics in shaping student character. The method used in this research is a quantitative method, data obtained through distributing online questionnaires. The research results explain that teacher ethics plays a very important role in improving the character and quality of students, so that teachers can set good examples. The conclusion of this research explains that teacher ethics greatly influences the quality of students' character in the world of education and outside. The limitation of this research is that the researcher only conducted research on elementary school students so the data obtained was less relevant. The researcher hopes that future researchers can conduct research on middle school students. This research also recommends to future researchers that it be used as a benchmark in conducting research related to the influence of teacher ethics in shaping student character.

Ideal Teachers’ Personalities Motivating English Learners in Senior High School

The objectives of the research are 1) to outline the ideal teachers’ personalities as perceived by students; 2) to describe students' motivation in learning English taught by teachers who have these ideal teachers' personalities; and 3) to construe the impact on students' perceptions of the teachers' personalities with their motivation. This research was designed by applying descriptive methods with quantitative approaches. The study participants were 149 students and four teachers from MAN 1 Makassar. They were chosen by random cluster technique. The data were obtained through questionnaires, interviews, and observation. The result of the findings showed that the ideal teachers' personalities as perceived by students are friendly (93.95%), followed by sincere (93.29%), polite (93.28%), patient (92, 62%), good teaching skill/ability (91,95%), organized (89,27%), care/ empathetic (83,89%), cheerful (83,21%), creative (81,88%) and attractive (81,21%), patient (75%), and cheerful (75%). The findings also show that most students who learn English are motivated by the ideal teachers' personalities. Students tend to be more motivated in learning if teachers have positive behavior and characteristics such as being friendly, organized, cheerful, creative, patient, and having good teaching skills/abilities. This research showed that teachers with good personalities would quickly build relationships with students to improve their motivation to learn. The findings also showed a significant correlation between teachers' personalities and students' motivation to learn English.
 Keywords: Student's Learning Motivation, Teacher's Personality

Students Attitudes Towards Oral Corrective Feedback: A Case Study from Oman

Understanding students’ attitudes toward oral corrective feedback is pivotal. This case study explored English Language Omani students’ attitudes toward teachers’ oral corrective feedback strategies to check the congruence between teachers’ and students’ preferences. We raised the following questions: What types of oral corrective feedback are used by teachers and preferred by students? Observational data were collected from two Omani English teachers to discern the types and frequencies of Oral Corrective Feedback utilized. Additionally, semi-structured interviews with six students were conducted to gain a holistic view of their perspectives and preferences. Classroom observations were quantitatively scrutinized for data analysis, whereas the interview data underwent a grounded theory procedure. The data demonstrated that teachers predominantly employed the ‘recast’ type of feedback. Notably, students showcased a generally positive attitude towards Oral Corrective Feedback. They preferred the ‘repetition’ and ‘elicitation’ feedback types. Moreover, internal factors, like personal motivation and language proficiency, and external factors, such as curriculum challenges and teacher personalities, emerged as significant influencers of their attitudes and choices. The study unearthed an incongruence between students’ preferences and the teachers’ actual Oral Corrective Feedback practices. This incongruence suggests potential impediments to the effectiveness of feedback in facilitating optimal learning experiences. There is a need to bridge the gap between teaching practices and student preferences to improve learning outcomes and feedback.

Teacher Competency Development Through On-The-Job Training: A Case Study at SDIT Lan Tabur Purwodadi

On-the-job training is practical if it suits the needs of the teacher. However, there still needs to be more competence and training in schools. This study aims to analyze teacher competency development through on-the-job training. This research uses a qualitative approach in the form of a case study at SDIT Lan Tabur Purwodadi. The data collection method uses observation, interviews, and documentation. The subjects in this study were principals and teachers. Data analysis techniques with data collection, data reduction, data presentation, conclusion, and data verification. The results showed that through on-the-job training, teacher competence could develop well, teacher pedagogic competence develops in managing learning in the classroom, and teacher social competence is also well developed and can provide a foundation for social problems in schools. Teacher personality competence develops with on-the-job training, but it is different from the professional competence of teachers, which is less developed due to the lack of teachers conducting research and the use of technology, which still needs to be improved. This is because the facilities and infrastructure at SDIT Lan Tabur Purwodadi need to be improved. Through on-the-job training, teacher competence becomes very developed. The implications of this research are expected through on-the-job training to develop teacher competence and provide solutions to teacher competence problems in schools.

A Quantitative Study On Teacher’s Personality Effect Towards Students’ Learning Motivation

This study aims to understand the degree of correlation between teacher character and student learning motivation in the teaching and learning process of first year students at SMP Negeri 3 Terara. The sample of this study is that of all students of the SMP Terterara, a total of 60 students, and is divided into two groups: 30 students 1a and 30 students 1b. In this study, researchers used non-test technology by using a questionnaire-related instrument to collect data to express data about teachers' characteristics in the teaching process towards the motivation of students to learn. The analysis results showed that the maximum score was 46, the minimum score was 6, the average score was 23 and the standard deviation was 10.46, and 15 students received scores between 24-29. Based on the analysis of the teacher's character and the motivation of the students, r-count was found at 0.337 and the significant rank of 5% (5%) at 30, it was found at 0.361. The results of the teacher's hypothesis character showed that there was no correlation between the teacher's personality and the teaching of students.

PENGARUH KEPEMIMPINAN TRANSFORMASIONAL KEPALA SEKOLAH DAN KEPRIBADIAN GURU TERHADAP MOTIVASI BELAJAR SERTA IMPLIKASINYA PADA PRESTASI BELAJAR SISWA SMA NEGERI 1 PEUSANGAN KABUPATEN BIREUEN

The purpose of this study was to analyze the effect of the transformational leadership of the school principal and the teacher's personality on student motivation and its implications for student achievement. Research on students of SMA Negeri 1 Peusangan, Bireuen Regency. Using associative quantitative methods with path analysis tools. The results of the study prove: 1) There is a causal relationship between the principal's transformational leadership variables and the teacher's personality. 2) There is a direct and indirect effect of the principal's transformational leadership on student learning motivation of 38.52%. 3) There is a direct and indirect effect of the teacher's personality on student learning motivation of 22.96%. 4) The contribution of the principal's transformational leadership factor and teacher's personality to student learning motivation is 62,1%. 5) There is an influence of learning motivation on student achievement of 41.7%. 6) There is a direct and indirect effect of the principal's transformational leadership on student achievement of 20.66%. 7) There is a direct and indirect influence of the teacher's personality on student achievement of 42.17%. 8) Simultaneously the contribution of the transformational leadership of the principal and teacher's personality to the learning achievement of SMA Negeri 1 Peusangan, Bireuen Regency is 60,2%.

Development of School Management Model to Promote Thinking Process Skills of Watjamarom School under the Roi Et Primary Educational Service Area Office 2

This research aims to; 1) to study the components of the school management model to promote thinking process skills of Watjamarom School under the Roi Et Primary Educational Service Area Office 2, 2) to study the current condition, the desirable condition, and the need for developing a school management model to promote thinking process skills of Watjamarom School, 3) to develop a school management model to promote thinking process skills of Watjamarom School, and 4) to study the results of using the school management model to promote thinking process skills of Watjamarom School, employing the four-phase research, Phase 1: Analysis of the components of the resultant system by seven experts, Phase 2: research present situations, ideal conditions, and development needs model for managing schools to encourage thinking process skills, data was collected using a questionnaire. 5-level estimation scale, the sample group used as administrators, teachers, and educational personnel, basic education institute committee chairman, parents, and community leaders, totaling 138 people, data analysis by means, standard deviation, Phase 3: creation of a school management model to encourage thinking process skills. This phase involves researching schools with management systems that encourage thinking process skills and best practices, and Phase 4: by implementing the established model in schools. The findings of the study may be summed up as follows:1. There are 6 components of the school management model to promote thinking process skills of Watjamarom School: 1) policies to promote thinking process skills, 2) executive leadership, 3) curriculum to promote thinking process skills, 4) teacher personality and teaching and learning management to promote thinking process skills, 5) student characteristics that promote thinking process skills, and 6) an environment that fosters thinking process skills, where peer-reviewed results were found to be the most appropriate.2. Watjamarom School,conducted a study on the school management model to promote thinking process skills, and the findings revealed that the overall desirable condition is at a high level.3. Watjamarom School management approach to thinking process skills together with; 1) management and policy implementation to promote thinking process skills into practice, 2) curriculum development that promotes thinking process skills, 3) learning management to promote thinking process skills, 4) the provision of an environment and a learning center that promotes thinking process skills, and 5) the aspect of developing student characteristics that promote thinking process skills. The model was evaluated by specialists, and the findings showed that it was appropriate overall at the highest level.4.. The results of applying the model revealed that; 1) overall, the management component and the implementation of policies to advance the application of thinking process skills were at the highest level, 2) the element of curriculum development that best fosters thinking process skills was present generally, 3) the evaluation outcomes for learning management to support thinking process skills were at the highest level overall, 4) the assessment's findings on creating a space and a learning environment that encourages the use of all thinking process skills were at the highest level, and 5) students' development of traits that support thinking process skills were at good and very good levels, which represented 88.31% of the total.

PENGARUH KOMPETENSI GURU TERHADAP MOTIVASI BELAJAR SISWA SEKOLAH MENENGAH KEJURUAN (SMK) PROGRAM KEAHLIAN TEKNIK KOMPUTER DAN INFORMATIKA

This research is because of the low motivation of the students in learning. This research aims to know how big of the influences of the the teachers competence among their pedagogical, personality, sociality and professionality for students motivation in learning both partially or simultaneously. The method for this research is the survey method with quantitative approach. The population used is the eleventh grade students from computer and information engineering program of Pasundan 2 Vocational School Cimahi and PGRI 3 Vocational School Cimahi. The amount are 54 students. All of them are as the sample of the research. The result shows that patially, (1) The teacher pedagogical competence has the positive influence for the student’s motivation in learning, it gets 30,46%. (2) The teacher personality competence has the positive influence for the student’s motivation in learning, it gets 9,84%, (3) The teacher social competence has the positive influence for the student’s motivation in learning, it gets 18,06%, (4) The teacher professional has the positive influence for the student’s motivation in learning, it gets 13,43%, and simultaneously (5) Pedagogical, personality, social and professional for the teacher competence has the positive effect to motivate students in learning, it is 71,79% and 28,21% is determined by the other variables. Based on the results of the research it can be concluded that the pedagogical, personality, sociality and professionality competence of teachers partially and simultaneously has a positive influence for the student’s motivation in learning.

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The Mediating Effect of Teacher Personality Traits on The Relationship Between Autonomy and Role Performance of Infant Tteachers

The Mediating Effect of Teacher Personality Traits on The Relationship Between Autonomy and Role Performance of Infant Tteachers

Pengaruh Kompetensi Kepribadian Guru Terhadap Sikap Moderat Siswa di MI Al Huda Gempolsari Sidoarjo

MI AL Huda Gempolsari is an educational institution in Gempolsari Tanggulangin village, Sidoarjo. It is known that teachers at these institutions have social and personality competencies that are capable of being good examples for their students.The purpose of this study was to determine the effect of Teacher Personality (X) on Students' Moderate Attitudes (Y). This research method is quantitative with a causal associative approach. Data collection techniques using observation techniques, interviews, documentation and questionnaires (questionnaire). The sample in this study were 30 students using the Random Sampling technique. In this study using Multiple Linear Regression analysis. The results of this study can be concluded that the obtained F count > F table (9.857> 3.32) with a significance less than 0.05 (0.001 <0.05), it can be concluded that Personality Competence (X) jointly affect the Moderate Attitude of Students (Y). The regression coefficient value (Adjusted R Square) is 0.379 which means that Personality Competence (X) can influence Moderate Attitude (Y) by 37.9%, while the remaining 62.1% is explained by other factors which not researched.

Pengaruh Kompetensi Kepribadian Guru Terhadap Sikap Moderat Siswa di MI Al Huda Gempolsari Sidoarjo

MI AL Huda Gempolsari is an educational institution in Gempolsari Tanggulangin village, Sidoarjo. It is known that teachers at these institutions have social and personality competencies that are capable of being good examples for their students.The purpose of this study was to determine the effect of Teacher Personality (X) on Students' Moderate Attitudes (Y). This research method is quantitative with a causal associative approach. Data collection techniques using observation techniques, interviews, documentation and questionnaires (questionnaire). The sample in this study were 30 students using the Random Sampling technique. In this study using Multiple Linear Regression analysis. The results of this study can be concluded that the obtained F count > F table (9.857> 3.32) with a significance less than 0.05 (0.001 <0.05), it can be concluded that Personality Competence (X) jointly affect the Moderate Attitude of Students (Y). The regression coefficient value (Adjusted R Square) is 0.379 which means that Personality Competence (X) can influence Moderate Attitude (Y) by 37.9%, while the remaining 62.1% is explained by other factors which not researched.

Teacher personality domains and facets: Their unique associations with student-ratings of teaching quality and teacher enthusiasm

BackgroundPrevious research on the relationship between teacher personality and teaching performance yielded mixed results and typically considered only the broad personality domains while neglecting the narrower personality facets that constitute the domains. AimThe aim of this study was to examine the incremental value of teacher Big Five personality facets in explaining student-ratings of teaching quality and teacher enthusiasm. SamplesIn total, 1067 teachers and 18,814 of their students from 73 secondary schools in Croatia participated in the study. MethodTeachers self-reported their personality whereas students rated the teaching quality and displayed enthusiasm of their teachers. Each teacher was rated by one class of students. ResultsThe bifactor-(S-1) multilevel structural equation models for each Big Five personality domain showed that both the general reference factor and the specific factors explained the variance in student-ratings of teaching quality and teacher enthusiasm. ConclusionsA more fine-grained approach to examining the effects of teacher personality at different levels of hierarchy might be helpful for identifying specific parts of teacher personality with the greatest explanatory power in predicting teaching performance.

Readiness of future teachers for successful professional activities is the result of effective management of the university's educational process

The article theoretically substantiates the strategy of managing the training of a successful personality of a future teacher, an important resource for improving the quality of the educational process of the university. The possibilities of managerial functions of a teacher in the formation of students' readiness for successful professional activity are revealed; readiness for successful professional activity is considered as a result of effective management of student training. The essence, content, structure, criteria and levels of formation of this complex personal formation are concretized; the structural-functional "Model of managing the formation of students' readiness for successful professional activity" was developed and tested, its effectiveness was experimentally confirmed. The possibilities of various forms of organization of the educational process (lectures, practical classes, trainings), methods, means of its implementation were checked; the role of management in the use of educational technologies is shown, which ensure the effectiveness of managing the professional training of students and the positive dynamics of the level of their readiness for successful pedagogical activity.

Effect of Teacher Competence on Student Academic Stress

This study aims to determine the effect of teacher competence on student academic stress. This research approach is quantitative research. The sample of this study was 140 students. The data collection method is a questionnaire. The data analysis technique is multiple regression analysis. The results of this study indicate that 1) there is a negative effect of teacher pedagogical competence on student academic stress (sig. 0.00); 2) there is a negative effect of teacher professional competence on student academic stress (sig. 0.02); 3) there is a negative effect of teacher personality competence on student academic stress (sig. 0.01); and 4) there is a negative effect of teacher pedagogical competence on student academic stress (sig. 0.01). The implication of this study is that teachers need to continue to improve competencies in pedagogical, professional, personality and social aspects. This is intended to make the school/classroom environment (teacher-student relationship) better so that it allows students to develop themselves, both in terms of character and academic results.