DEVELOPMENT ACTIVITY FOR HEALTH IN EDUCATION OF FUTURE TEACHER PERSONALITY IN THE HEALTHY ENVIRONMENT OF HIGH SCHOOL

The article reveals the activity for health in education of future teacher personality in the healthy environment of high school as a nature-appropriate motor activity of the future teacher; it provides development and improvement of health processes of vital activity, support and strengthening of physical, mental, social and spiritual health of the future specialist.The discipline «Sports and pedagogical improvement» is described, which provides students with a set of knowledge, skills and abilities for the development of activity for health and experience of educational and training work, which will allow to conduct classes at a high professional level in the chosen sport. Studying the discipline is a necessary component of future teacher training. To a large extent, the implementation of the proposed discipline is facilitated by practical classes, which aim to deepen the knowledge, skills and abilities of students in certain sports through the use of active methods of educational and training process. The specificity of the discipline is that the methods of the subject involve the use of classical methods, forms and means of higher school pedagogy; there is an accumulation of knowledge about the chosen sport, necessary for the development of physical qualities, increase activity, self-esteem and correction of student behavior.

The role of teacher personality in the process of education

Pedaqogikanın vacib tərbiyə metodlarından biri də nümunədir. Pedaqogikada bu həm metoddur, həm də tərbiyə vəsitəsidir. İlk olaraq tərbiyəçinin şəxsi nümunəsi haqda danışmaq lazımdır. Çünki tərbiyəçinin şəxsi nümunəsinin və onun uşaqların formalaşan psixologiyasına təsiri haqda məhşur pedaqoqlar və psoxoloqlar hər zaman yazmışlar. Tərbiyəçi, bilavasitə öz yetişdirmələrinə təsir göstərən, onları həyata hazırlayan, müsbət keyfiyyətlər aşılayan bir şəxsiyyət olaraq insanlar arasında böyük nüfuza sahib olmalıdır. Bu mənada müəllimin özünün bir obraz olaraq formalaşması kimi vacib bir prosesə diqqət yetirmək çox vacibdir. Açar sözlər: müəllim, tərbiyə, tərbiyəvi iş, şəxsi keyfiyyətlər, təsir mexaizmi

Persepsi Siswa Terhadap Kompetensi Kepribadian Guru Di Sekolah Menengah Kejuruan (SMK) Negeri 1 Solok

The purpose of this study was made to see and get information about how capable students' perceptions of teacher personality competence are in carrying out their duties. There are five questions to be answered in this study, namely 1) How do students 'perceptions of the personality of the noble character possessed by the teacher in carrying out their duties at Vocational High School (SMK) Negeri 1 Solok, 2) How do students' perceptions of a personality that is steady and stable teachers have in carrying out their duties in Vocational High School (SMK) Negeri 1 Solok, 3) How do students' perceptions of the adult personality possessed by the teacher in carrying out their duties at Vocational High School (SMK) Negeri 1 Solok, 4) What is the student's perspective about the wise and wise personality possessed by teachers in carrying out their duties at Vocational High School (SMK) Negeri 1 Solok, 5) How do students' perceptions of the authoritative personality possessed by teachers in carrying out their duties at Vocational High School (SMK) Negeri 1 Solok. This type of research is quantitative descriptive with the population in this study are all students of class XI and XII at SMK Negeri 1 Solok with 955 students and a sample of 91 people. Sampling was determined using the Slovin formula and taken using simple random sampling technique. The research instrument used was a questionnaire with a Likert scale model, amounting to 30 statements. The data collected is then processed and the average score (mean) and the respondent's level of achievement (TCR) are sought. The results of data processing show that the teacher's personality competence seen from the indicators of noble character gets an average score of 3.83 with a respondent's achievement level (TCR) of 76.6%, a steady and stable personality gets an average score of 3.65, the respondent's level of achievement ( TCR) 73%, adult personalities get an average score of 3.59 with the respondent's achievement level (TCR) 71.8%, wise and wise personalities get an average score of 3.53 with a respondent's achievement level (TCR) of 70, 6%, and an authoritative personality got an average score of 3.63 with the respondent's achievement level (TCR) of 72.6%. Overall students' perceptions of teacher personality competence in Vocational High School (SMK) Negeri 1 Solok obtained an average score of 3.64 with a respondent's achievement level (TCR) of 72.8%..

What About Private Kindergarten Teachers’ Authentic Leadership? The Role of Personality Traits

The improvement of teacher leadership is the key to promote the quality of kindergarten education. As a kind of teacher leadership, authentic leadership is related to the teacher’s personality traits. This paper collects data on the authentic leadership and personality of 157 teachers in three private kindergartens in Kunming, Yunnan Province of China, and validates the research hypothesis that teacher personality can affect teachers’ authentic leadership through SPSS analysis. Based on the descriptive analysis and linear regression analysis, it can be seen that the authentic leadership of private kindergarten teachers in Yunnan Province needs to be further improved, and personality as an inseparable part of predicting leadership needs to be re-emphasized. Results also indicate that when testing personality traits, future researchers must use complete questionnaires instead of short questionnaires.

Iranian English as a foreign language teachers’ personality types and classroom management orientations: A correlational study

Language learners’ achievement relies to a great extent on what goes on inside the classroom. The teacher personality types (PTs) and their classroom management orientations (CMOs) play a critical role. The present study intended to explore Iranian English as a foreign language (EFL) teachers’ major PTs and CMOs. Sixty EFL teachers were chosen through the convenience sampling method from foreign language institutes in Isfahan, Iran. They were asked to complete two questionnaires including the Myers–Briggs type indicator and the Behaviour and Instructional Management Scale. Descriptive analysis and Fisher’s exact test were conducted to answer the research questions. The results showed that the extroverted–sensing–thinking–judging (ESTJ) type was the most frequent PT and the interactionalist approach was the major CMO among Iranian EFL teachers teaching at language institutes. The results enhance the understanding of EFL teachers and directors of language institutes on the PT as one crucial factor related to EFL teachers’ behaviour management approaches. Keywords: Classroom orientations, EFL, Iranian teachers, personality types, management orientations.

PROBLEMATIKA PENGEMBANGAN KEPRIBADIAN GURU DI SD MUHAMMADIYAH BENDO KALIBAWANG KULON PROGO, DIY

This study aims to determine the problems in the personality development of teachers at SD Muhammadiyah Bendo Kalibawang Kulon Progo. The approach used is a descriptive qualitative approach. The focus of this research is the problems faced by teachers in the development of personality competencies in schools. The subjects of this study were principals and teachers at SD Muhammadiyah Bendo Kalibawang Kulon Progo. Methods in data collection using documentation and interviews with principals and teachers at SD Muhammadiyah Bendo Kalibawang Kulon Progo. Documentation techniques are used to find data on matters in the form of transcripts, notes, newspapers, books, meeting minutes, and others. Meanwhile, interviews were conducted to explore verbal or qualitative data obtained from key informant sources. The results showed that the problems faced by teachers in personality development at SD Muhammadiyah Bendo Kalibawang Kulon Progo are because they are still carried by their personalities from birth. In addition, lack of confidence in expressing opinions, lack of time discipline, lack of appreciation for student work, and difficulty separating problems at home and school are also problems in teacher personality development. Based on this research, it can be concluded that the problematic personality development of teachers at SD Muhammadiyah Bendo Kalibawang can be improved by evaluation and coaching so that the personality competence of teachers who are responsible, authoritative, mature, stable and others can be obtained.Keywords: Personality, Education, Competence.

Effective teachers’ personality in strengthening character education

<span lang="EN-US">Personality is a silent sedentary nature, which affects the attitudes and behavior of every individual. For a teacher, personality will appear as a hidden curriculum, which affects how to teach and educate. This phenomenological research aimed to interpret the characteristics of effective teachers’ personality in strengthening character education. The participants in this study were 17 elementary, secondary, and high school teachers from nine districts in Indonesia. This participant was selected using purposive sampling technique (teachers who have more than 10 years of teaching experience). Data collection was carried out by interview. Qualitative data analysis was performed using the ATLAS.ti software. The data analysis stages in this study were data coding, data classification, and data interpretation. This study found 12 personality characteristics of teachers that are effective in strengthening character education, include able to behave as friends, able to be roles model, able to understand lessons, discipline, respectful of students, treat students impartially in terms of sanctions, patient, relaxed, willing to pursue life-long learning, master the skill of educating character, not known as fierce teachers, and perceived as joyful teachers. The effective teacher personality can provide understanding and improvement of character education in schools.</span>

Pengaruh Kepemimpinan Karismatik Dan Kompetensi Kepribadian Guru Terhadap Disiplin Kerja Guru

<p>Penelitian ini bertujuan untuk menganalisis pengaruh kepemimpinan karismatik dan kompetensi kepribadian terhadap disiplin kerja guru sekolah dasar. Data dianalisis dengan menggunakan statistic deskriptif dan inferensial yaitu SEM dan analisis jalur (metode simultan yaitu uji-F). Hasil penelitian menunjukkan bahwa: (1) Kepemimpinan Karismatik berpengaruh signifikan dan positif diterima terhadap disiplin kerja guru, hal ini dapat dibuktikan dengan T_hitung&gt;T_tabel(3,49&gt;1,97) dan nilai koefisien loading faktor sebesar 0,33; (2) kompetensi kepribadian guru berpengaruh signifikan dan positif diterima, hal ini dapat dibuktikan dengan T_hitung&gt;T_tabel(6,67&gt;1,97) dan nilai koefisien loading faktor 0,65; (3) hasil uji bersama-sama kepemimpin karismatik dan kompetensi kepribadian guru berpengaruh signifikan terhadap disiplin kerja guru, hal ini dapat dibuktikan dengan F hitung sebesar 5.155, nilai prob&lt;alpha (0.007&lt;5%), dan nilai R-square sebesar 51,44% sudah baik karena memiliki nilai lebih dari 50%. Dapat disimpulkan bahwa kepemimpinan karismatik dan kompetensi kepribadian guru yang baik memiliki tingkat disiplin kerja guru yang tinggi.</p><p><em>The research aims to analyze the influences charismatic leadership and personality competence of teacher towards the discipline of work of states elementary teacher. The primary data were analyzed by using descriptive and inferential statistics that is SEM and path analysis (simultan method that is uji-F). The result showed that: Firt, charismatic leadership significant influence and be accepted positively on the discipline of work of states elementary teacher, this was proved by T_hitung&gt;T_tabel(3,49&gt;1,97) and factor loading coefficient value equal to 0,33. Secondly, personality competence of teacher significant influence and be accepted positively on the discipline of work of states elementary teacher, this was proved by T_hitung&gt;T_tabel(6,67&gt;1,97) dan factor loading coefficient value equal to 0,65. Third, the test results together charismatic leadership and personality competence of teacher towards the discipline of work of states elementary teacher, this was proved by F hitung amounting to 5.155, prob score&lt;alpha (0.007&lt;5%), dan R-square equal to 51,44% is good because it has a value of more than 50%. So it can be concluded that charismatic leadership and good teacher personality competence have a high level of teacher work discipline.</em></p>

KEPRIBADIAN PENDIDIK DALAM PERSPEKTIF HADIS

In line with the development and demands of human culture, parents cannot meet the needs of their children's educators. For that they submit their child's education to others. People who accept the mandate of parents to educate children are called teachers. The teaching profession is a noble profession because in addition to studying one's knowledge, it also demands that someone have noble morals.It seems that the most important factors in the teaching profession today are only scientific and academic qualifications. Meanwhile, other factors such as wisdom and wisdom which are moral attitudes and behaviors are no longer essential. As a result, the moral exemplary of the teachers is no longer so important in the educational process, what is more important is the skills and expertise in teaching science which is their duty.Therefore, everyone who will carry out teacher duties must have a personality that is in accordance with Islamic teachings and is even more required to have a teacher personality. Personality is the most important factor for a teacher.

Analisis Hasil Penilaian Kinerja Guru

This research shows that the implementation of Teacher Performance Appraisal in schools has been implemented but has never been followed up by analyzing the results. Analysis is very important for schools to compile a Sustainable Professional Development program for teachers and as a tool for evaluating the implementation of Teacher Performance Appraisals in order to achieve better education quality. From the results of observations and interviews, there were assessors who were not objective, the value of Teacher Performance Appraisal with certified physical evidence was not yet appropriate. The average result of the Subject Teacher Performance Appraisal is 87% (good) and the Counseling Guidance is 88% (good). Average Teacher Performance Appraisal in pedagogic competence subjects 83% (good) and Counseling Guidance 97% (very good), subject teacher personality competence 98% (very good) and Counseling Guidance 100% (very good), social competence of subject teachers lesson 86% (good) and Counseling Guidance 83% (good), as well as the professional competence of subject teachers 83% (good) and Counseling Guidance 79% (good). However, there are several competency indicators for subject teachers whose mastery is 75% (sufficient) and Counseling Guidance 50% (moderate). Even though the results of the Teacher Performance Assessment have been good, the principal needs to control the implementation and reporting so that the results are more credible, can be accounted for, not only for aborting obligations as well as one of the requirements for submitting credit scores for teachers.