Indian Journal of Public Health Research & Development

Tri Ayu Astuti ¹, I. Made Putrawan ², Rusdi ³

Affiliations
1 Master, Biology Education, Universitas Negeri Jakarta, ID
2 Professor, Biology Education, Universitas Negeri Jakarta, ID
3 Lecturer, Biology Education, Universitas Negeri Jakarta, ID

Abstract

Adopting to development of technology at the era of globalization, quality of human resource has a vital role in improving the quality of education which mostly depend on teachers’ quality as well. This research, therefore, aimed at finding out whether teachers’ personality (big-five personality) and motivation affected on teachers’ citizenship behavior/CB (performance). A causal survey used by selecting 81 teachers randomly. Three instruments developed to measure personality with reliability of .930, motivation (.918), and citizenship behavior with reliability of .884. Data was analyzed by regression, correlation and path analysis. Research results showed that teachers’ motivation was good and non significant as mediated factor between personality and teachers’ CB, personality directly and significantly affect teachers’ CB, and motivation directly and significantly affect teachers’ CB. Based on these findings, it could be concluded that variation of teachers’ CB or in more specific, teachers’ performance, influenced by teachers’ personality and motivation variation, so when biological teachers’ performance would be improved, the role of teachers’ personality (big-five factors) and motivation should be taken into consideration, especially in making decision in improving continuously the quality of junior high school, particularly biological teaching and learning.

Keywords

Big-Five Personality, Citizenship Behavior, Regression and Correlation and Path Analysis.

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Dewi Robiatun ¹, I. Made Putrawan ², Rusdi ³

Affiliations
1 Magister Student, State University of Jakarta, ID
2 Professor, State University of Jakarta, ID
3 Associate Professor, State University of Jakarta, ID

Abstract

School culture has been viewed as a vital variable in building school climate to be more condusive. Whether this factor will affect biological teachers job satisfaction and finally affect teachers’ task performance was the problem of this research. A causal survey used by selecting randomly 90 senior high school biological teachers as sample. There were three instruments developed to measure teachers’ task performance, school culture and job satisfaction which has been already validated. Data analyzed by regression, correlation and path analysis. Research findings showed that teachers task performance directly and significantly affected by school culture and job satisfaction as well, and based on this finding, job satisfaction was good mediated variable in connecting school culture and teachers’ task performance. It was logic findings when teachers’ performance expected to be more positive, all of teachers, especially biological teachers, require a positive atmosphere reflected by school culture and also to what extent teachers felt satisfied treated by the school system. Therefore, educational policy makers should pay more attention on how to improve school culture to be more conducive, teachers felt more satisfied then will have an impact on school quality reflected by teachers’ task performance.

Keywords

Task Performance, School Climate, School Culture, Path Analysis.

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