Personality Of Teacher Research Articles

Teachers’ perspectives on developing their teaching career by attending non-formal training programmes

There are many opportunities for professors to attend different training programmes. Some of them could be included in formal education and some of them in non-formal education. Therefore, in the present paper, we analyse the impact of the aforementioned non-formal continuous training programme on teachers’ evolution and what is their personality profile which can motivate them to be involved in this activity. In this sense, we conducted a longitudinal case study on an NGO in Romania which provides continuous training programmes. The results proved that those professors who are interested in this method of professional development are strongly and intrinsically motivated in didactic careers and are ready to sacrifice a lot of personal energy and resources to improve their professional and personal skills necessary in their work with students. Keywords: Teaching career, continuous professional training, personal and professional development, socio-professional profile, teachers personality;

DIMENSIONS AND APPLICATIONS OF TEACHER SPIRITUALITY IN THE DEVELOPMENT OF ISLAMIC PRIMARY SCHOOL TEACHER COMPETENCY IN TANGGAMUS DISTRICT

Teacher competence is a crucial factor in the sustainability of the educational process. However, the portrait of the low competence of teachers is still a severe problem in the process of implementing education. The development of teacher work spirituality is believed to be a significant factor in efforts to increase teacher competence more effectively. This study aims to reveal which aspects of the pedagogic, personality, social, and professional competencies of MI teachers in Tanggamus Regency require development and to what extent the work spirituality framework can be developed and applied to promote these competencies. The method used in this research is descriptive qualitative with a case study approach. Data were obtained from direct interviews, observation, and documentation of teachers, madrasah principals, and madrasah ibtidaiyah supervisors in Tanggamus district and were analyzed with data reduction, data display, and data verification. The results of the study explain that there are many aspects of the competence of Madrasah Ibtidaiyah teachers in Tanggamus, especially pedagogic competence and professional competence, that have not shown satisfactory results. Therefore, development efforts should be thoughtfully made by all relevant parties. In addition, the description of the research data also finds the potential for teacher work spirituality that can be optimized with the correct principles and implementation strategies to support the development of all madrasa teacher competencies and improve the quality of learning more effectively.

HUBUNGAN KOMPETENSI KEPRIBADIAN GURU DENGAN MOTIVASI BELAJAR SISWA DI SDI TIMUNG TAHUN 2021

This research is motivated by students sometimes not doing the assignments given by the teacher, students not being active in learning activities, students being lazy to take part in teaching and learning activities in class, students not being able to read, there are still students who play and disturb their friends while they are studying. In learning, teachers tend to focus on students who have good abilities, and teachers often ignore students who have less abilities. This study aims to determine whether there is a relationship between the teacher's personality competence and student learning motivation.This type of research is quantitative. The population of this study were all teachers and students at SDI Timung and the research sample was teachers at SDI Timung totaling 11 people and students totaling 50 people. Data collection techniques in this study using a questionnaire. This questionnaire was given to 50 students to assess the teacher's personality competence which consisted of 20 statements and student learning motivation was given to the students themselves which consisted of 20 statements. The results of the study obtained rcount = 0.71 while the value of rtable = 0.284. The significance of the relationship between teacher personality competence and student learning motivation is shown by rcount greater than rtable at degrees of freedom (dk) = 48 and alpha 5%, namely rcount 0.71>rtable = 0.284. This shows that there is a positive relationship between teacher personality competence and student learning motivation and a high relationship because the r value is in the coefficient interval 0.60-0.799. The contribution or contribution of the teacher's personality competence variable to student learning motivation is shown in the coefficient of determination. The result of the analysis of the coefficient of determination is 50.41%. This means that the contribution or contribution of the teacher's personality competence variable (X) with student learning motivation (Y) is 50.41% and 49.59% is influenced by other factors not examined in this study. Thus, it can be concluded that there is a positive relationship between the teacher's personality competence and student learning motivation.
 Keywords: Competence, Teacher Personality, and Learning Motivation

Soft Skills Formation of Future Athletes and Physical Education Teachers

The article presents the main aspects of theoretical and experimental study of the conditions for the “soft skills” formation of future athletes and physical education teachers in higher education institution. The content and features of the “soft skills” formation of a professional are revealed. The place of "soft skills" in the professional structure of the athlete and teacher personality and the role in the implementation of professional activities is determined. Complex multi-level solution of problems; critical thinking; creativity; people management; cooperation with others; emotional intelligence; judgment and decision making; customer orientation; ability to negotiate; cognitive flexibility; stress resistance; effective job search have been chosen for criteria of "soft skills" formation of university students majoring in physical culture and sports. Levels of formation of "soft skills" are ranked according to the degree of manifestation into initial, low, medium and high.With the help of these indicators, the conditions for the effective “soft skills” formation of modern students in the field of physical education and sport of higher education institutions are experimentally tested.It is recommended to supplement part of the educational components of the professional training of the educational program with topics that will contribute to the formation of "soft skills". It is important to target students to participate in soft skills training, and also to bring up the need for self-improvement as soft skills are crucial for graduates in employment and career development in the context of globalization.

Urgensi Kompetensi Kepribadian Guru Sebagai Upaya Pengembangan Karakter Siswa


 
 
 
 Teachers are one of the determinants of educational success and play a major role in achieving educational goals. In addition to the great responsibility of teachers to educate students through the transfer of knowledge, teachers are required to master various kinds of competencies to support the continuity of learning activities. Personality competence is one of the competencies that must be possessed by teachers because as role models for students in learning activities, teachers must present themselves as a teacher profile with a steady and stable personality. The teacher's personality competence is a competence that has a significant influence on the development of student character in accordance with the values ​​and norms that apply in religion and society. Problems related to learning motivation, social behavior, discipline, and student achievement are also influenced by the teacher's personality. Therefore, the teacher's personality competence needs more attention to be developed as an effort to improve the quality of education.
 
 
 

Kompetenču pieejā balstīts pedagogu tālākizglītības piedāvājums augstākās izglītības iestādēs

Implementing the ideas of the School 2030 project in compulsory and general education in Latvia, the compliance of the improvement of teachers' professional competence with the requirements of the 21st century education becomes relevant, namely, whether the current system is able to adapt to the changing world and whether maintaining a balance between the factors influencing the educational programmes promotes the elaboration of professional competence programmes that foster the development of teacher's personality. The conclusions obtained as a result of the research help to understand the competency-based education system and provide practical recommendations for the analysis of teachers' professional development programmes. Currently, in Latvia, six higher education institutions offer professional further education programmes for formal education teachers, and their compliance with the requirements of modern education should be reviewed in the future, taking into account the common quality criteria. Common quality criteria should be developed taking into consideration the recommendations of the global education experts for developing educational programmes that include three interrelated elements: knowledge, skills and character complemented by learning to learn or meta-learning components offered in the variable and fixed parts of the programmes. Similarly to non-formal education, the task of the Ministry of Education and Science would be to develop common guidelines for the development and implementation of teacher’s professional development programmes, which could help to develop educational programmes according to the requirements of the 21st century and eliminate the differences in the use of didactic terminology among providers and implementers of further education programmes. One of the most thought-provoking innovative approaches to the perfection of teachers' professional qualifications, taking into consideration the offer of further education programmes in other sectors of national economy, would be the extension of micro-qualifications to formal further education programmes for teachers.

Conceptual Fundamentals of Building an Innovative Model of Professional Training of a Teacher of Physical Culture

The article considers education as the main factor and indispensable condition of socio-economic progress, the most important value and main capital of modern society, the priority and driving force of which is a person capable of search, independent, creative thinking, learning, socio-professional activities and creativity. The need for a radical change in attitude to physical culture is emphasized, its great importance is emphasized as a universal and personal value that encourages people to take care of their health, to engage in self-education in this field throughout life. Accordingly, the need to improve the training of highly qualified personnel in the field of physical culture and sports is emphasized. The teacher must be able to educate the next generation to be creative and independent. Therefore, the development of new approaches to the content and organization of the educational process, which provide and stimulate the personal activity of the student, is crucial in the system of training specialists with higher physical education. The orientation of professional pedagogical education on the individual and creative development of the personality of a physical education teacher is considered as a means of improvement, and as a strategic direction of professional training of teachers on the basis of personality-oriented approach. Introduction of humanistic models designed to implement a personal approach related to the transfer of emphasis from the process of learning (teaching) to the process of individualized learning. In this regard, before the training of future teachers of physical culture is the task of transition to personality-oriented education, the priority of personal development, its ability to self-improvement, self-realization.

Urgensi Kompetensi Kepribadian Guru Sebagai Upaya Pengembangan Karakter Siswa

Teachers are one of the determinants of educational success and play a major role in achieving educational goals. In addition to the great responsibility of teachers to educate students through the transfer of knowledge, teachers are required to master various kinds of competencies to support the continuity of learning activities. Personality competence is one of the competencies that must be possessed by teachers because as role models for students in learning activities, teachers must present themselves as a teacher profile with a steady and stable personality. The teacher's personality competence is a competence that has a significant influence on the development of student character in accordance with the values ​​and norms that apply in religion and society. Problems related to learning motivation, social behavior, discipline, and student achievement are also influenced by the teacher's personality. Therefore, the teacher's personality competence needs more attention to be developed as an effort to improve the quality of education.
 Keywords: Competence, Personality, Teacher, Student Character

Съвременни подходи за управление на стреса в училищната организация

The article deals with issues related to the study of the problem field of the phenomenon of stress in the school organization. On the basis of my own research, opportunities are presented for organizing the work on stress management in the functional space of school activities. The high social significance of these activities is emphasized, which are especially important in the social and professional space of the school organization. The whole spectrum of social relations, the variety of communicative contacts realized at different levels and with different categories of participants in school relations objectively lead to situations that can destabilize the personality of teachers and leaders and lead to the emergence and development of stress. The article presents stress’ essential characteristics, factors that determine its appearance, ways to manage it.

The Analysis of Social Impact of Indonesia Teaching Fellowship (ITF) Teacher Training Program By Ruangguru and Bakti Kominfo in Sorong Using the Social Return on Investment (SROI) Method

Indonesian Teaching Fellowship (ITF) teacher training program by Ruangguru and BAKTI Kominfo is a form of contribution from the private sector and the government in improving the quality of education, especially in Sorong, West Papua. This study is to determine and analyze the impact of the program through the Social Return on Investment (SROI) method. The ITF program in Sorong Regency targets 3 main aspects, namely pedagogy, personality, and social. To improve pedagogic abilities, the program provides learning modules through the Ruangguru application as well as online discussions with facilitators; to improve teacher personality, the program provides teacher motivation and personality training by trainers, psychological webinar series, and counseling services; and to improve social skills, the program carries out structured social assistance offline, this activity produces teachers who are ready to go into their communities so that they can expand the impact of the program in Sorong itself. Based on the impact assessment of the ITF program, an SROI Ratio of 1:2.62 was obtained, meaning that for every investment of Rp.1, - an impact or benefit of Rp.2,62 is obtained. Social impact analysis through the SROI method is needed for the sustainability of the ITF program in the future.

The Analysis of Social Impact of Indonesia Teaching Fellowship (ITF) Teacher Training Program By Ruangguru and Bakti Kominfo in Sorong Using the Social Return on Investment (SROI) Method

Indonesian Teaching Fellowship (ITF) teacher training program by Ruangguru and BAKTI Kominfo is a form of contribution from the private sector and the government in improving the quality of education, especially in Sorong, West Papua. This study is to determine and analyze the impact of the program through the Social Return on Investment (SROI) method. The ITF program in Sorong Regency targets 3 main aspects, namely pedagogy, personality, and social. To improve pedagogic abilities, the program provides learning modules through the Ruangguru application as well as online discussions with facilitators; to improve teacher personality, the program provides teacher motivation and personality training by trainers, psychological webinar series, and counseling services; and to improve social skills, the program carries out structured social assistance offline, this activity produces teachers who are ready to go into their communities so that they can expand the impact of the program in Sorong itself. Based on the impact assessment of the ITF program, an SROI Ratio of 1:2.62 was obtained, meaning that for every investment of Rp.1, - an impact or benefit of Rp.2,62 is obtained. Social impact analysis through the SROI method is needed for the sustainability of the ITF program in the future.

The Relationship of Teacher Competency With Student Development Resilience: Reflection of 21st Century Learning During Pandemic

The competence of teachers in 21st century learning is important in order to keep up with the times. A review of qualitative research using a phenomenological approach in this study was carried out in order to be able to adjust the learning experience during the COVID-19 pandemic experienced by the teachers. This research was conducted on high school teachers with a sample of 8 teachers spread across several areas on the island of Java to obtain the complexity of the data results and as a response to the process of adapting research developments during the pandemic with a semi-structured interview process both offline and online utilizing various online platforms. The results of the study showed that teacher competence is closely related to the development of students and 21st century learning during the pandemic. The aspects that have strong relationship are cognitive competencies that require dynamic educators to provide opportunities for students to develop their potential, social competencies possessed by teachers are needed to improve interactive and networked student communication, teacher personality competencies are still needed to strengthen student character, and teachers with professional competence encourage teachers to be proactive in developing skills to strengthen the quality of student learning outcomes.

Emotional distress and the quality of life for teachers during the pandemic

This paper presents the synthesis of some investigations presented in literature, on the emotional distress and the quality of life of teachers during the pandemic, as well as the results of personal research, through which I set out to investigate the well-being of teachers and the outcome the pandemic had upon them.As many authors have shown, the pandemic is associated with many physical and mental states, having repercussions on the personality and lifestyle of teachers, turning their lives upside down. The effects of the Covid-19 pandemic are felt on every level of the teachers' personalities, such as: changes in the system of interests and values, manifest behaviors, degradation of the nature of the image, and self-esteem.

Image establishment of a higher education institution lecturer in the new educational environment

The article justifies the need to transform the lecturer’s (professor’s) image in a changing environment, formulates the requirements for the image of a higher school lecturer (professor) in a new digital reality, determines the image formation stages. The study uses institutional and structural analysis methods, system analysis methods, human capital research methods, panel research and data collection method. The research paper can be used for the purposes of organising professional development for educational institutions lecturers (professors), organising trainings and courses on shaping and correcting the lecturer’s (professor’s) image. The article also gives an opportunity to understand the role of high education institution image in ensuring the effectiveness of his professional activities in the new information environment and substantiate the need for in-depth research in such areas as the psychology of teacher personality in professional activities, the impact of teacher personality on the educational process efficiency, the impact of lecturer’s (professor’s) image on the university’s rating indicators.

Proactive Personality and Career Adaptability of Chinese Female Pre-Service Teachers in Primary Schools: The Role of Calling

Career adaptability has attracted extensive attention from international scholars as one of the important factors predicting the future sustainability of individuals. Proactive personality and calling have a positive influence on individual career development and life satisfaction, with reference to promoting the sustainable development of individuals. This study focuses on the positive effects of career adaptability and calling on shaping female primary school pre-service teachers and provides suggestions for training excellent elementary school teachers and building quality primary education. This study investigated the relationship between proactive personality, calling, and career adaptability among 707 female pre-service elementary school teachers in Chinese universities. The results showed that proactive personality positively predicts calling and that proactive personality and calling positively predict career adaptability. Calling partially mediated the relationship between proactive personality and career adaptability. Therefore, it is possible to enhance calling by cultivating the proactive personality of female pre-service teachers in elementary schools, thus further promoting the career adaptability of this group. On this basis, effective strategies should be adopted in the future to improve the career adaptability of female pre-service teachers in elementary schools for the sustainable development of this group.

АКМЕОЛОГІЧНИЙ ПІДХІД ДО ФОРМУВАННЯ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ВЧИТЕЛІВ БІОЛОГІЇ

The article is devoted to the problem of formation of professional competence of future biology teachers in accordance with modern requirements for the organization of the educational process in higher education institutions. The article notes that the acquisition of scientific knowledge and their implementation in practice requires the creation of a number of conditions that would promote the development of the personality of future professionals. The article notes that despite the prospects and opportunities provided by higher education, there is a problem of self-realization of the individual in educational activities. The author emphasizes that the educational process in higher education institutions should involve productive interaction and be based on the principles of success, subjectivity and creativity. The purpose of the article is to substantiate the ways of forming the professional competence of future biology teachers. The research uses theoretical methods: analysis of psychological and pedagogical, scientific and methodological literature, generalizations and empirical method - pedagogical observation of the educational and cognitive activities of future teachers of biology. We consider the professional competence of future biology teachers as a complex multifaceted category, which includes: professional motivation, systematic knowledge of science and teaching cycle, professional and communication skills, stability, professional mobility, flexibility and critical thinking, initiative, emotional attitude to the profession nature, society, the ability to model the pedagogical process and perform pedagogical activities in non-standard situations, to make rational decisions. According to the author, the key positions of the acmeological approach are: facilitation, motivational activity, productivity, personal orientation of the educational process, pedagogical support, individual learning trajectory, developmental educational and professional environment, self-actualization of future professionals, appreciation of students. The article substantiates the didactic possibilities of the acmeological approach to the formation of professionalism of future specialists, the conditions for personal and professional development of the teacher's personality, his achievement of competitiveness and the tops of pedagogical skill.

Methods for Modelling the Process of Training Future Teachers in the Context of Implementing a Quality Management System in Higher Education Institutions

The purpose of the article is to identify and reveal different approaches to the concept of teaching future teachers quality teaching based on the analysis of Ukrainian and foreign studies. The leading methods of research of this issue are methods of analysis, deduction and induction, comparison and generalisation, which will help to distinguish the signs, comprehensively study the professional competencies, skills that make up the personality of future teachers in higher education institutions, demonstrating aspects and methods of actual development of pedagogical competencies and qualities of students based on the development of the higher education system and its quality. The article reveals and demonstrates the problem of preparing future teachers for pedagogical interaction and high-quality teaching through scientific generalisation of theoretical and practical foundations, methodological development of the effectiveness of methods; describes the educational and methodological support for information training of students and teachers; substantiates the processes of modernisation in the education system, which are systematically studied; states ideas for improving the content of the educational process and training of future teachers based on the use of innovative technologies during training; systematises the methodology for modelling the quality management system of education in higher educational institutions. The materials of our article are of practical and theoretical value for students, future teachers, teachers who want to improve the level of their professional qualifications, promote productive development in pedagogical activities, and for scientists and educational figures who study the qualitative implementation of the quality management system of education in the pedagogical sphere.

Personal characteristics of a 21st-century teacher: An analysis of empirical studies of the problem

Introduction. Modern scientific literature lacks evidence-based empirical studies of teacher personality. Singular reviews of the empirical studies related to the teacher personality are fulfilled within the framework of one theoretical model and do not cover results obtained in other directions of research, which does not benefit the practice of modern educational managers, teachers or educational psychologists. This gap might be filled with generalising empirical evidence through analysing international publications on personality of the modern teacher.Aim. The article aims to review empirical studies dedicated to the characteristics of a 21st-century teacher, to understand the existing limitations in the research of teacher personality, and to outline future research directions for the optimisation of today’s educational practice.Methods. The review includes the publications selected with searching keywords along with additional descriptors, followed by the analysis of content of relevant publications. The review covers articles published in the last 20 years.Results. The results of empirical studies, which meet the research selection criteria (have representative volumes of research samples and performed using measuring tools with known psychometric properties), allowed the author to distinguish several main clusters for studying teacher personal characteristics. The most prevalent are the studies of teacher personality within the five-factor framework, teacher emotional intelligence and motivation (job motivation, intrinsic motivation and semantic preferences). Within these clusters, the author has identified the tendencies, which demonstrate personal characteristics of a 21st-century teacher and correspond to subjective paradigm of modern education, effective teaching and effective management of education processes.Scientific novelty. The generalisation of results allowed the author to determine the basic personality characteristics of the modern teacher. The presented results reveal the patterns of personality development, work behaviour of a modern teacher and can serve as the basis for further research in the field of educational sciences, personality psychology, labour psychology and educational psychology.Practical significance. The specific historical knowledge about personal characteristics of a 21st-century teacher may serve for strategic and tactical decisions in the field of education management; determine the tactics of managing modern teaching staff; design teacher-centric programmes for the educational psychological services and educational programmes for the training, retraining and advanced training of teachers.

Analisis dampak pembelajaran dalam jaringan (daring) terhadap kompetensi sosial dan kepribadian pada guru sekolah dasar

<p class="Abstract"><em>The purpose of this research was to analyze the impact of online learning on the social competence and personality of teachers at SD Negeri Purwotomo No. 97 Surakarta during the Covid-19 Syndemic.</em><em> </em><em>This research is a case study qualitative research. The research subject was a grade II teacher at SD Negeri Purwotomo No.97 Surakarta. Data collection techniques are observation, interviews, and questionnaires. The data validity used source and technique triangulation techniques. Data analysts use data reduction, data presentation, and drawing conclusions</em><em>. </em><em>The impact of online learning on the social competence of teachers include the decreased ability of teachers to communicate and get along with students, increase the ability of teachers to communicate and interact effectively with parents, increase the ability of teachers to be inclusive, act objectively, and not discriminate against students and parents/guardians of students, increasing the ability of teachers to be active, creative, and fun, and teachers do not take advantage of the use of other communication technologies. The impact of online learning on the teacher's personality competencies include increasing responsible attitudes, decreased teacher discipline in starting learning on time, and less able teachers to be good role models for students. The conclusion of this research that online learning has a positive and negative impact on social competence and teacher personalit</em><em>y.</em></p><p class="Abstract"><strong>Kata kunci:</strong> <em>online learning, social competence, personality competence, primary school</em></p>

The Role of Teaching Methodology and Teacher Personality in English Language Teaching

Frequently, the roles of teachers of English are thought to be limited to the transmission of content knowledge. The methodologies of teaching language have been classified into strategies such as direct methods and audio-visual methods. Many previous studies have left out motivation which is a strong teaching and learning strategy. This qualitative research depends largely on the critical analysis of acknowledged and established research works pertaining to the importance of teaching methodology and its relationship with the personality of a language teacher. Based on a pragmatic examination of the subject of the research, this study analyzed how teaching methodologies and personality traits help to produce more competent teachers of the English Language. More recently, in the last two decades, more researchers have studied pedagogies with the aim to understand how they help to achieve better motivation in students. This study also concentrated on the personality characteristics of teachers. In particular, it analyzed how teachers can make use of such nuances as personality traits in order to develop an efficient learner-centered approach to language teaching. The present research is an attempt to ascertain and elaborate that teaching methodology must correspond to the teacher’s personality to ensure a successful language learning atmosphere. Conclusively, this study has found out that the significant personality traits which impact language teaching strategies are: being polite with students, equal and fair treatment of all students, giving positive feedback, avoiding sarcasm, and developing engaging and interesting class tasks.