Hubungan antara Tipe Kepribadian dengan Performansi Mengajar Guru TK dan RA

Muhammad Nur Ghufron, Rini Risnawita S

Abstract


The aim of the present study was to determine the relationship between
big five personality and performance of teachers in the kindergarten and Islamic
kindergarten. The subjects of this study were teachers in the kindergarten and
Islamic kindergarten Kudus. Samples (N=77) were collected through a convenience
sampling technique, and completed a questionnaire in the form of a scale. The
results of the study showed that there was a positive significant relationship
between extraversion, openness to experience, agreeableness and performance of
teachers in the kindergarten and Islamic kindergarten and in contrast there was a
negative significant relationship between neuroticism and conscientiousness and
performance of teachers in the kindergarten and Islamic kindergarten.


Keywords


Personality and performance of teachers in the kindergarten and Islamic kindergarten

Full Text:

PDF

References


Andrews, J. J. W. (2004). Teaching Effectiveness. Encyclopedia of

AppliedPsychology. Retrieved from http://ezproxy.mica.edu:2060/

entry/estappliedpsyc/teaching_effectiveness

Brouwer, (1983).Psikologi Fenomenologis.Jakarta: Gramedia.

Carver, C. S., & Scheier, M. F. (1996). Perspectives on personality (Third Edition). Needham Heights, MA: Allyn & Bacon.

Feist, J., Feist, G.J. (1998). Theories of Personality. 4th ed. New York: Mc Graw Hill Companies.

Hadjam, M. N & Widhiarso, W (2011). efikasi mengajar sebagai mediator peranan faktor kepribadian terhadap performasi mengajar guru. Humanitas, Vol. VIII No.1 , 1-16

Hall, C.S., Lindzey. (1993). Teori-Teori Psikodinamik (Klinis). Editor

Supratiknya. Yogyakarta: Penerbit Kanisius.

Honigmann J. (1953). Culture and Personality, New York: Harper& Brothers.

Mangkunegoro, A.P. (2001). Manajemen sumber daya manusia perusahaan, Bandung : Remaja Rosda Karya.

Matthews, G., Deary, I. J., & Whiteman, M. C. (2003). Personality Traits. NewYork: Cambridge University Press

McCrae, R. R., & Costa, P. T., Jr. (2003). Personality in adulthood: A Five-Factor Theory perspective (2nd ed.). New York: Guilford.

Mulyasa, E. (2006). Menjadi Guru Profesional Menciptakan Pembelajaran Kreatif dan Menyenangkan. Bandung: Remaja Rosdakarya Offset.

Prawirosentono. S. (1999). Kebijakan kinerja karyawan. Yogyakarta : BPFE.

Raka Joni,T. (1991). Pokok-pokok pikiran mengenai pendidikan guru: mencari strategi pengembangan pendidikan nasional menjelang abad 21. Jakarta: PT Grasindo.

Renmin, Y. E. (2000). The effects of teacher characteristics, beliefs, relationswith students, and in-service education on student scienceachievement.

Unpublished Dissertation, Texas Technology University

Rommel, J. R. (1992). The relationship of teacher personality types to

classroom effectiveness with at-risk students in special education

residential schools. Unpublished Electronic Doctoral Dissertations for UMassAmherst.

Rothbarth, M.K., Evans, D.E. Ahadi, S.A. (2000). Temperament and Personality: Simamora, H. (1995) Manajemen Sumber Daya Manusia, Yogyakarta, Penerbit STIE YKPN.

Soekidjo, N. (2009). Pengembangan Sumber Daya Manusia. Jakarta:

RienekaCipta.

Soeprihanto, J. (2000). Penilaian Kinerja dan Pengembangan karyawan. Yogyakarta: BPFE

Suryabrata, S. 2002. Psikologi Kepribadian. Jakarta: Raja Grafindo Persada.

Timotty, A.P. Bono, J.E, Ilies, R dan Gerhardt, M.W (2002) Personality and Leadership: A Qualitative and Quantitative Review. Journal of Applied Psychology, 87, 4, 765




DOI: http://dx.doi.org/10.21043/thufula.v3i1.4730

Refbacks

  • There are currently no refbacks.


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