The influence of personality competence, social competence, and professional competence of school principals on teacher performance in Kopang District, Central Lombok

Saidati Marhamah, Basilius Redan Werang, I Putu Wisna Ariawan — Thu, 06 Feb 2025 00:00:00 +0000

The purpose of this study was to analyze and describe the influence of the variables of personality, social, and professional competence of the principal on teacher1performance. This study was ex-post-facto on teachers of Public Elementary Schools in Kopang District, Central Lombok. The population of this study was 314 teachers spread across 47 schools. The research sample of 173 people was determined through the Isaac and Michael formula developed by Sugiyono. The data collection technique used a questionnaire and the analysis method was simple regression, multiple regression using the SPSS application. The results were; (1) Personality competence a very significant influence on teacher performance as evidenced by the regression equation Y = 32.161 + 1.072X1 correlation coefficient 0.204 and SE 14.52%. (2) Social competence a very significant influence on teacher performance evidenced by the regression equation Y= 26.448+1.590X2 correlation coefficient 0.439 and SE 37.72% (3) Professional competence has a very significant influence on teacher performance as evidenced by the regression equation Y= 20.777+1.295X3 correlation coefficient 0.343 and SE 29.46% (4) Simultaneously personality, social and professional have a very significant influence on teacher performance as evidenced by regression equation Y= -0.755+0.307X1+0.812X2+0.517X3 correlation coefficient 0.904 results from F-Count 251.733 and SE 81.70%.

The active method in the development of reading and writing in middle school students

Jessenia Auxiliadora Quiroz Cedeño — Thu, 06 Mar 2025 00:00:00 +0000

Literacy is a basic process in developing cognitive skills that begins in the first years of education; sometimes it presents as a deficit in the first years of learning since it is where they acquire basic skills such as reading and writing. The objective was to analyze the active methods in the development of reading and writing in secondary basic education students. The methodology used was quantitative and qualitative, experts carried out the validation of the instruments, an observation sheet and a survey were applied to a sample of 35 fifth-year students and 6 teachers from the same sublevel of the Dr. Gonzalo Abad Grijalva Educational Unit of the Chone-Manabí canton, Ecuador, school year 2023-2024. The result was that 89% of the observed students did not read at an adequate speed for the educational level and 83% did not read with fluency and intonation; 27% do not review or correct errors when writing and 23% do not have originality when writing. In contrast, 21% show interest in reading and writing and 33% prefer to work with the active approach.

International research journal of management, IT and social sciences

The influence of personality competence, social competence, and professional competence of school principals on teacher performance in Kopang District, Central Lombok

The active method in the development of reading and writing in middle school students