Pengaruh Efikasi Diri pada Kinerja Guru Dan Keberhasilan Siswa

Anisah Anisah

Abstract


The purpose of this research is attempting to identify the influence of self-efficacy on teacher performance and student success. Self-efficacy has been studied in a unique and different way because it is linked to teaching in schools using different variables collected from previous studies. Self-efficacy has been studied in a unique and different way because it is linked to teaching in schools using different variables collected from previous studies. The research population is the teacher who teaches at SDIT Al Bariyah Jakarta. The findings show that there is an effect of self-efficacy on teacher performance. Self-efficacy has been proven to have an influence on teacher performance in their teaching processes in all dimensions except for the emotional cues dimension. The recommendations in this study indicate that teachers must be more efficient so that they can improve interactional education processes, and must be more organized, better interactions and build good relationships with students to improve teaching performance, and to practice coping with difficulties such as stress and anxiety and not allowing this emotional dimension to affect teacher performance.


Full Text:

PDF

References


Allen, N. J., & Meyer, J. P. (1990). The measurement and antecedents of affective, continuance, and normative Bandura, A. (2001). Social cognitive theory: an agentic perspective. Annual Review of Psychology, 52(1), 1-26.

Conklin, M. H. (2008). An Examination of Pharmacy Faculty Quality of Work Life: Work Satisfaction, Turnover Intentions, and Self-Efficacy. Unpublished Dissertation. Duquesne University.

Ede, A., Hwang, S., & Feltz, D. L. (2011). Current directions in self-efficacy research in sport. Revista iberoamericana de psicología del ejercicio y el deporte, 6(2), 181-202.

Hynes, M. (2011). The nature of teacher knowledge of and self-efficacy in teaching engineering design in a stomp classroom. Tufts University.

Klassen, R. M., & Tze, V. M. C. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59–76. https://doi.org/b2px

Lunenburg, F. C. (2011). Self-efficacy in the workplace: implications for motivation and performance. International Journal of Management, Business, and Administration, 14(1), 1-6.

Mertens, D. M. (2010). Research and Evaluation in Education and Psychology: Integrating Diversity with Quantitative, Qualitative, and Mixed Methods. California: SAGE Publications, Inc.

Mullin, A. (2011). Teacher knowledge of cognition, self-regulated learning behaviors, instructional efficacy, and self-regulated learning instructional practices in high, moderate, and low ELA achieving and moderate need elementary schools (Unpublished doctoral dissertation). Dowling College, Oakdale, NY, USA.

Sekaran, U. (2008). Research Methods for Business: A Skill-Building Approach. New York: John Wiley & Sons, Inc.

Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99, 611–625. https://doi.org/bj3nf5

Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805. https://doi.org/dc3g4h




DOI: http://dx.doi.org/10.31479/m.v14i1.139

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Creative Commons License
Manajerial is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.