Professional development and interpersonal communication: Influence on vocational teachers teaching performance

Masduki Ahmad, (Scopus ID: Faculty of Science Education, Universitas Negeri Jakarta, Indonesia
Heni Rochimah, (Scopus ID: 57404646200) Faculty of Teacher Training and Education, Universitas Islam As-Syafi'iyah, Indonesia

Abstract


This research was conducted to see the impact of professional development and interpersonal communication on the teaching performance of vocational teachers in  West Cikarang, West Java Province, Indonesia. The research method used is the survey method and data examination, namely multiple linear regression. The populace in this research was 119, with the Slovin formula with a 5% of significance level, then the research sample obtained was 92 vocational teachers. Data collection techniques using questionnaires and hypothesis testing using t-test and F-test. The outcome of this calculation shows that professional development and interpersonal communication on teacher teaching performance have simultaneous effects as indicated by the Fcount 34.453 > Ftable 3.10 and the significance value 0.000 > 0.05. The large effect of professional development and interpersonal communication on teaching performance is shown throughout the coefficient determination of 0.443 or 44.3%, with the influence of professional development variables of 13.9% while interpersonal communication variables of 30.2%.


Keywords


Interpersonal communication; profesional development; vocational teacher teaching performance

Full Text:

PDF

References


Afi, A. D. El. (2019). The impact of professional development training on teachers’ performance in Abu Dhabi Cycle Two and Three schools. Teacher Development, 23(3), 366–386. https://doi.org/10.1080/13664530.2019.1589562

Bafadal, I., Juharyanto Juharyanto, Nurabadi, A., & Gunawan, I. (2018). Principal leadership and its relationship with student learning achievements: A regression analysis. 3rd International Conference on Educational Management and Administration (CoEMA 2018). https://doi.org/10.2991/coema-18.2018.38

Bicaj, A., & Treska, T. (2014). The effect of teacher professional development in raising the quality of teaching (pilot research). Academic Journal of Interdisciplinary Studies, 3(6), 369–378. https://doi.org/10.5901/ajis.2014.v3n6p369

Busyra, S., & Sani, L. (2020). Kinerja mengajar dengan sistem work from home (wfh) pada guru di SMK Purnawarman Purwakarta. IQ (Ilmu Al-Qur’an): Jurnal Pendidikan Islam, 3(1), 1–18. https://journal.ptiq.ac.id/index.php/iq/article/download/51/41

Caena, F. (2011). Literature review quality in teachers’ continuing professional development. European Commission Directorate-General for Education and Culture. https://www.researchgate.net/profile/Francesca-Caena-2/publication/344906256_Literature_review_Quality_in_Teachers’_continuing_professional_development/links/5f988be5a6fdccfd7b84aa8c/Literature-review-Quality-in-Teachers-continuing-professional-development.pdf

Cahyaningrum, C. F., Sudharto, S., & Nurkolis, N. (2021). Pengaruh Pengembangan Keprofesian Berkelanjutan (PKB) dan motivasi kerja terhadap kinerja guru SD di Kecamatan Pucakwangi Kabupaten Pati. Indonesian Journal of Elementary School, 1(1). http://103.98.176.9/index.php/ijes/article/view/8798

Darmawati, D., Zainuddin, Z., Situmorang, B., Nasrun, N., & Akmaluddin, A. (2020). The effect of interpersonal communication and work satisfaction on teacher performance at SD Negeri Bandar Baru, Pidie Jaya Aceh. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences, 3(3), 2046–2052. https://doi.org/10.33258/birci.v3i3.1138

Dewi, R. S., Kurniaitun, T. C., & Abubakar, A. (2018). Kemampuan profesional guru dan motivasi kerja. Jurnal Administrasi Pendidikan, 25(1), 150–158. https://doi.org/10.17509/jap.v25i1.11581

Diana, R., Ahmad, S., & Wahidy, A. (2020). Pengaruh motivasi kerja dan komunikasi interpersonal terhadap kinerja guru. Jurnal Pendidikan Tambusai, 4(3), 1828–1835. https://jptam.org/index.php/jptam/article/view/653

Efu, S. I. (2020). An evaluative inquiry into continuing professional development : understanding faculty perceptions. Teacher Development, 24(5), 688–708. https://doi.org/10.1080/13664530.2020.1823463

Eriyanti, E., Arafat, Y., & Eddy, S. (2021). Pengaruh komunikasi interpersonal dan manajemen konflik terhadap kinerja guru. Jurnal Pendidikan Tambusai, 5(2), 2998–3004. https://jptam.org/index.php/jptam/article/view/1332

Grieve, A. M., & McGinley, B. P. (2010). Enhancing professionalism? Teachers’ voices on continuing professional development in Scotland. Teaching Education, 21(2), 171–184. https://doi.org/10.1080/10476210903281482

Jalalkamali, M., Ali, A. J., Hyun, S. S., & Nikbin, D. (2016). Relationships between work values, communication satisfaction, and employee job performance: The case of international joint ventures in Iran. Ventures in Iran: Mangement Decision, 54(4), 796–814. https://doi.org/10.1108/MD-01-2015-0003

Kartini, K., Ahmad, S., & Eddy, S. (2020). Pengaruh gaya kepemimpinan kepala sekolah dan komunikasi interpersonal terhadap kinerja guru. Journal of Education Research, 1(3), 290–294. https://doi.org/10.37985/jer.v1i3.34

Kementerian Pendidikan Nasional Republik Indonesia. (2010). Pedoman pengelolaan Pengembangan Keprofesian Berkelanjutan (PKB). Kementerian Pendidikan Nasional, Direktorat Jendral Peningkatan Mutu Pendidik dan Tenaga Kependidikan Republik Indonesia. https://smk2pangkalpinang.sch.id/wp-content/uploads/2012/10/Buku-1-PKB-Guru.pdf

Komara, E., & Mauludin, A. (2016). Pengembangan Keprofesian Berkelanjutan (PKB) dan Penelitian Tindakan Kelas (PTK) bagi guru (D. Wildani (ed.); 1st ed.). Refika Aditama.

Kusumaningrum, D. E., Sumarsono, R. B., & Gunawan, I. (2019). Professional ethics and teacher teaching performance: Measurement of teacher empowerment with a soft system methodology approach. International Journal of Innovation, Creativity and Change, 5(4), 611–624. https://www.ijicc.net/images/vol5iss4/Pt_2/54216_Kusumaningrum_2019_E_R.pdf

Majid, A. (2017). Strategi pembelajaran. Remaja Rosdakarya Offset.

Murniasih, Y., Djuniadi Djuniadi, & Rahardjo, T. J. (2016). Pengaruh Supervisi Akademik, Komunikasi Interpersonal dan Motivasi Kerja terhadap Kinerja Guru di Jepara. Educational Management, 5(2), 148–155. https://journal.unnes.ac.id/sju/index.php/eduman/article/view/12971

Murtiningsih, M., Kristiawan, M., & Lian, B. (2019). The correlation between supervision of headmaster and interpersonal communication with work ethnos of the teacher. European Journal of Education Studies, 6(1), 246–256. https://doi.org/10.5281/zenodo.2649535

Nilasari, S., Fitria, H., & Rohana, R. (2020). Pengaruh komunikasi interpersonal dan disiplin kerja terhadap kinerja guru. Attractive : Innovative Education Journal, 2(3), 15–20. https://doi.org/10.51278/aj.v2i3.72

Putri, A. D. K., & Imaniyati, N. (2017). Pengembangan profesi guru dalam meningkatkan kinerja guru. Jurnal Pendidikan Manajemen Perkantoran, 2(2), 202–211. https://doi.org/10.17509/jpm.v2i2.8109

Robbins, S., Judge, T. A., Millett, B., & Boyle, M. (2013). Organisational behaviour (Seventeent). Pearson Higher Education AU.

Rodríguez, A. M., Capelleras, J., & Garcia, V. M. G. (2014). Teaching performance: Determinants of the student assessment. Academia Revista Latinoamericana de Administración, 27(3), 402–418. https://doi.org/10.1108/ARLA-11-2013-0177

Ruktiari, R., Septiana, A. I., & Piu, S. W. (2021). Analisis tingkat kesiapan pembelajaran daring di masa Pandemi COVID-19 pada guru SMK. Jurnal INSTEK (Informatika Sains Dan Teknologi), 6(2), 150–159. https://doi.org/10.24252/instek.v6i2.21181

Setyana, M. E., Suntoro, I., & Sumadi Sumadi. (2013). Pengaruh supervisi akademik kepala sekolah, komunikasi interpersonal dan motivasi kerja terhadap kinerja guru. Jurnal Manajemen Mutu Pendidikan, 1(3). http://jurnal.fkip.unila.ac.id/index.php/jmmp/article/view/4064

Tanang, H., & Abu, B. (2014). Teacher professionalism and professional development practices in South Sulawesi, Indonesia. Journal of Curriculum and Teaching, 3(2), 25–42. https://doi.org/10.5430/jct.v3n2p25

Tati, W., & Meitana, M. (2014). Pengaruh pengembangan profesionalisme dan motivasi kerja terhadap kinerja guru (Studi pada guru-guru SMA Negeri di Pangkalan Bun). JSM (Jurnal Sains Manajemen), 3(2), 112–119. https://adoc.pub/pengaruh-pengembangan-profesionalisme-dan-motivasi-kerja-ter.html

Widayati, A., Maccallum, J., & Woods-mcconney, A. (2021). Teachers’ perceptions of continuing professional development: A study of vocational high school teachers in Indonesia. Teacher Development, 25(5), 1–18. https://doi.org/10.1080/13664530.2021.1933159

Yulianingsih, L. T., & Sobandi, A. (2017). Kinerja mengajar guru sebagai faktor determinan prestasi belajar siswa. Jurnal Pendidikan Manajemen Perkantoran, 2(2), 157–165. https://pdfs.semanticscholar.org/c152/67941f9055e08adf64d204fc80caa393cb19.pdf




DOI: https://doi.org/10.21831/jpv.v12i1.44218

Refbacks

  • There are currently no refbacks.




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

Our journal indexed by:
       

ISSN 2088-2866 (print) || ISSN 2476-9401 (online)

View Journal Visitor Stats