The Influence Of Teacher Professionalism And Competence On Teacher Performance And Its Impact On Student Learning Outcomes In Harapan Mandiri College
The Influence of Teacher Professionalism and Competence on Teacher Performance and Its Impact on Student Learning Outcomes in Harapan Mandiri College
Introduction
Harapan Mandiri College, located in Medan, is a private educational institution that has made a commitment to produce high-quality student learning outcomes. To achieve this goal, the roles of teachers and students are crucial. Quality students will certainly produce quality education output as well. Therefore, proper student management, with the support of quality teaching staff, is very important in boosting learning outcomes. This study aims to examine the influence of teacher professionalism and competence on their performance and its impact on student learning outcomes.
The Importance of Teacher Competencies and Professionalism
The importance of teacher competencies and professionalism cannot be ignored, because these two aspects are very contributing to determining the level of performance displayed by the teachers. Teacher performance, which includes their ability to apply teaching methods and provide guidance, directly affects student learning outcomes. In this context, teacher professionalism refers to the level of expertise, knowledge, and skills possessed by teachers, while teacher competence refers to the ability to apply this knowledge and skills in the classroom.
Methodology
This study uses a quantitative descriptive approach with a saturated sample method, where the entire population of 95 teacher respondents was taken as a sample. Data analysis is carried out using the path analysis method (path analysis) to uncover the relationship between variables. The path analysis method is a statistical technique used to analyze the relationships between variables in a complex system. In this study, the path analysis method is used to examine the relationships between teacher professionalism, teacher competence, teacher performance, and student learning outcomes.
Results
The results showed that teacher professionalism has a significant positive influence on their performance. This means that the higher the level of professionalism possessed by a teacher, the better the performance in teaching. In addition, teacher competence has also proven to have a positive and dominant effect on teacher performance. In other words, the ability and expertise possessed by teachers is a very important factor in improving their performance.
When both professionalism and teacher competencies are analyzed simultaneously, both show positive and significant influence on teacher performance. That is, these two factors support each other to increase the effectiveness of teaching in the classroom. High teacher performance further has a positive impact on student learning outcomes, shows that the quality of teaching is directly proportional to the success of students in understanding teaching material.
Discussion
The results of this study have several implications for Harapan Mandiri College and other educational institutions. Firstly, the study highlights the importance of teacher professionalism and competence in improving teacher performance and student learning outcomes. This suggests that educational institutions should prioritize the development of teacher professionalism and competence through training programs and quality improvement initiatives.
Secondly, the study shows that teacher performance functions as a partial mediator, which means that teacher performance mediates the relationship between professionalism, competence, and student learning outcomes. In this context, increasing professionalism and teacher competencies will directly affect their performance, which in turn will improve student learning outcomes.
Conclusion
In conclusion, this study has shown that teacher professionalism and competence have a significant positive influence on teacher performance and student learning outcomes. The results of this study have several implications for Harapan Mandiri College and other educational institutions. Firstly, the study highlights the importance of teacher professionalism and competence in improving teacher performance and student learning outcomes. Secondly, the study shows that teacher performance functions as a partial mediator, which means that teacher performance mediates the relationship between professionalism, competence, and student learning outcomes.
Recommendations
Based on the findings of this study, the following recommendations are made:
- Develop training programs for teachers: Educational institutions should develop training programs to improve teacher professionalism and competence.
- Implement quality improvement initiatives: Educational institutions should implement quality improvement initiatives to improve teacher performance and student learning outcomes.
- Monitor teacher performance: Educational institutions should monitor teacher performance to ensure that teachers are meeting the required standards.
- Provide support for teachers: Educational institutions should provide support for teachers to improve their professionalism and competence.
Limitations of the Study
This study has several limitations. Firstly, the study was conducted in a single educational institution, which may limit the generalizability of the findings. Secondly, the study used a quantitative descriptive approach, which may not capture the complexity of the relationships between variables.
Future Research Directions
Future research should build on the findings of this study by exploring the following research directions:
- Examine the relationship between teacher professionalism and competence and student learning outcomes in different educational contexts: Future research should examine the relationship between teacher professionalism and competence and student learning outcomes in different educational contexts.
- Investigate the impact of teacher performance on student learning outcomes: Future research should investigate the impact of teacher performance on student learning outcomes.
- Develop a comprehensive model of teacher professionalism and competence: Future research should develop a comprehensive model of teacher professionalism and competence that takes into account the complex relationships between variables.
References
- [List of references cited in the study]
Appendix
- [Appendix materials, such as additional tables, figures, and data]
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Frequently Asked Questions (FAQs) about the Influence of Teacher Professionalism and Competence on Teacher Performance and Student Learning Outcomes
Q: What is the main focus of this study?
A: The main focus of this study is to examine the influence of teacher professionalism and competence on teacher performance and its impact on student learning outcomes in Harapan Mandiri College.
Q: What is teacher professionalism?
A: Teacher professionalism refers to the level of expertise, knowledge, and skills possessed by teachers, which enables them to perform their duties effectively.
Q: What is teacher competence?
A: Teacher competence refers to the ability to apply the knowledge and skills possessed by teachers in the classroom, which enables them to deliver high-quality instruction.
Q: How does teacher professionalism affect teacher performance?
A: The study found that teacher professionalism has a significant positive influence on teacher performance, meaning that the higher the level of professionalism possessed by a teacher, the better the performance in teaching.
Q: How does teacher competence affect teacher performance?
A: The study found that teacher competence has a positive and dominant effect on teacher performance, meaning that the ability and expertise possessed by teachers is a very important factor in improving their performance.
Q: What is the relationship between teacher performance and student learning outcomes?
A: The study found that high teacher performance has a positive impact on student learning outcomes, meaning that the quality of teaching is directly proportional to the success of students in understanding teaching material.
Q: What are the implications of this study for educational institutions?
A: The study highlights the importance of teacher professionalism and competence in improving teacher performance and student learning outcomes. Educational institutions should prioritize the development of teacher professionalism and competence through training programs and quality improvement initiatives.
Q: What are the limitations of this study?
A: The study has several limitations, including the use of a single educational institution as the sample and the use of a quantitative descriptive approach, which may not capture the complexity of the relationships between variables.
Q: What are the future research directions based on this study?
A: Future research should build on the findings of this study by examining the relationship between teacher professionalism and competence and student learning outcomes in different educational contexts, investigating the impact of teacher performance on student learning outcomes, and developing a comprehensive model of teacher professionalism and competence.
Q: What are the recommendations for educational institutions based on this study?
A: The study recommends that educational institutions should develop training programs for teachers, implement quality improvement initiatives, monitor teacher performance, and provide support for teachers to improve their professionalism and competence.
Q: What are the benefits of improving teacher professionalism and competence?
A: Improving teacher professionalism and competence can lead to improved teacher performance, which in turn can lead to improved student learning outcomes, increased student motivation, and a more positive learning environment.
Q: How can educational institutions measure the effectiveness of their teacher development programs?
A: Educational institutions can measure the effectiveness of their teacher development programs by using a combination of quantitative and qualitative methods, including surveys, focus groups, and observations, to assess teacher performance and student learning outcomes.
Q: What are the challenges of implementing teacher development programs?
A: The challenges of implementing teacher development programs include limited resources, lack of support from administrators, and difficulty in measuring the effectiveness of the programs.
Q: How can educational institutions overcome these challenges?
A: Educational institutions can overcome these challenges by prioritizing teacher development, providing ongoing support and resources, and using a combination of quantitative and qualitative methods to measure the effectiveness of the programs.