CD Tesis

Pengaruh Supervisi Kepala Sekolah, Pelatihan, Dan Self Efficacy Terhadap Kinerja Guru Bimbingan Konseling SMA Kota Pekanbaru

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In the educational process, quality human resources can be obtained, because education is a major factor in building quality humans. Education is a process of changing the attitudes and behavior of a person or group in an effort to mature humans through the learning process.
The teacher is the key to the success of the quality of education. As professional teachers also need supervision and guidance in order to improve the implementation of the teaching and learning process that they have been doing so far. Not only subject teachers but Guidance and Counseling Teachers also have a role in guiding students.
The educational process in which there are teacher teaching activities, student participation in learning, administrative management systems, and principal leadership mechanisms are things that need to be optimized so that the quality of education can be improved. One of the factors that measure the success of schools is teacher performance. Teacher performance can be interpreted as a condition that shows the ability of a teacher to carry out his duties at school and describes an act that is displayed by the teacher during learning activities. Teacher performance is not only shown by work results, but also by work behavior. The performance of teachers who are assessed is not only subject teachers but also guidance and counseling teachers who are also part of the education staff.
The educational process in which there are teacher teaching activities, student participation in learning, administrative management systems, and principal leadership mechanisms are things that need to be optimized so that the quality of education can be improved. One of the factors used to measure school success is teacher performance. Teacher performance can be interpreted as a condition that shows the ability of a teacher to carry out his duties at school and describes an act that is displayed by the teacher during learning activities. Teacher performance is not only shown by work results, but also by work behavior. The performance of teachers who are assessed is not only subject teachers but there are guidance and counseling teachers who are also part of the education staff. The problem of counseling teachers in the field is that there are also many Counseling Guidance teachers who do not have a background in the Guidance and Counseling study program or who have participated in the teacher training program. Guidance and Counseling from non-Guidance and Counseling backgrounds. But there are subject teachers who do not have teaching hours because there are too many subject teachers to become Counseling Guidance teachers. There are still those who think that the Counseling Guidance teacher is a school security guard who only scolds students if they are late and go around looking for school students when the Counseling Guidance teacher retires or moves to another place. Whereas in the Regulation of the Minister of National Education No.111 of 2014, it is explained that Counseling Guidance teachers receive 1 hour of teaching time per class per week. But the reality in the field is that there are so many people who don't get class hours. 1 (one) Counseling
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Guidance teacher is ideal for 150-160 students, which happens 1 (one) Counseling Guidance teacher guiding more than 300 people. This kind of thing becomes very ineffective. So that the services provided are only incidental, not programmed. And the services provided are only students who have done or who excel, while other than these students are considered students who have no problems and can solve their own problems.
There are many counseling teachers who do not have the opportunity to attend training on counseling guidance. So that the counseling guidance teacher is not sure what abilities they have. Counseling guidance teachers must always follow the development of existing problems so that we as teachers can empathize with the problems of students.
Based on the background above, in this case the researcher formulates the following problems: 1) Is there a significant influence between the supervision of the principal on the performance of BK teachers in SMA Kota Pekanbaru ?. 2) Is there a significant influence between training on the performance of BK teachers in SMA Kota Pekanbaru? 3) Is there a significant influence between self-efficacy on the performance of BK teachers at SMA Kota Pekanbaru? 4) Is there a significant influence between principal supervision, training, and self-efficacy of BK teachers at SMA Pekanbaru City?
To answer the problem formulation above, this study aims to prove that there is a significant influence between the independent variables on the dependent variable, namely how much school principal supervision, training, and self-efficacy of BK teachers at SMA Pekanbaru City. This study uses quantitative research methods with survey design using a questionnaire as a data collection tool. The population of this research is 85 high school counseling teachers in Pekanbaru. The sampling technique used was random sampling with a sample size of 71 people. The data analysis used is descriptive statistical analysis and inferential statistical analysis. Hypothesis testing with simple linear regression analysis and multiple linear regression, first performed the analysis requirements test, namely the normality test, multicollinearity test and linearity test.
Based on the results of research and data processing, it can be concluded that the supervision of the principal (X1), training (X2) and self-efficacy (X3) together on the performance of BK teachers at SMA Pekanbaru City is 28.5%. The suggestion from this research is that counseling teachers pay more attention to the supervision of the principal. BK teachers must also actively participate in BK training. And BK teachers must also improve their abilities and feel confident in their abilities.
Keywords: Principal supervision, training, self-efficacy, teacher performance

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

10 04. 220 (0079)

Penerbit

Pekanbaru : Universitas Riau – Pascasarjana – Tesis Administrasi Pendidikan., 2020

Deskripsi Fisik

xv, 189 hlm.: ill.: 29 cm

Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

10 04. 220 (0079)

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

ADMINISTRASI PENDIDIKAN

Info Detail Spesifik

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Pernyataan Tanggungjawab

FATAH

Versi lain/terkait

Lampiran Berkas

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