CD Skripsi

Dukungan Sosial dan Budaya Sekolah terhadap Kompetensi Sosial Guru SMK Kecamatan Tuah Madani Kota Pekanbaru

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Teachers are one of the most important elements in the education process, who interact directly with students. Teachers are the main factor that greatly determines the results of the education process and teachers are a unique profession because there are so many competencies that they must have in carrying out their duties to prepare the next generation. One of the competencies that teachers must have is social competence. Social competence is the ability of teachers to establish good relationships with superiors, students, fellow professionals, education personnel and the surrounding community. Social competence can help teachers build relationships and trust with others, even have a more sympathetic attitude and prefer to help. Teachers' social competence will be good if they get social support from the surrounding environment and a conducive school culture.
This study will examine: Does social and cultural support of schools have a positive and significant effect on the social competence of SMK teachers in Tuah Madani District, Pekanbaru City, both simultaneously and partially? The purpose of this study is: to determine and analyze the effect of social and cultural support of schools on the social competence of SMK teachers in Tuah Madani District, Pekanbaru City, simultaneously and partially. This study uses a quantitative research method with the Ex post facto type. The target or population in this study were 168 Vocational School (SMK) teachers in Tuah Madani District, Pekanbaru City. Then the number of samples used in the study after being calculated using the Slovin formula was 118 people, which were taken using Cluster sampling. Furthermore, the research trial was conducted on 30 teachers outside the research sample. The technique used in data collection was a questionnaire. The data analysis technique used in this study used descriptive and quantitative analysis techniques (path analysis) with the help of SPSS 25. The results of the study showed that positive and significant social support (X1) and school culture (X2) on teacher social competence (Y) were 48.1% with a moderate interpretation, there was a positive and significant influence of social support (X1) on teacher social competence (Y) of 10.7% with a low interpretation, and there was a positive and insignificant influence of school culture (X2) on teacher social competence (Y) of 48.1% with a moderate interpretation.
Based on these findings, it can be concluded that social support and school culture can determine the good or bad social competence of teachers. Teachers with good social competence can be seen from the teacher's ability to behave and act objectively; adapt to the environment; communicate effectively, empathetically and politely; communicate with their own professional community and other professions. Teachers as educators and instructors who interact directly with students in carrying out their duties must receive conducive social support and school culture. Teachers who receive good social support from their colleagues and superiors are able to interact well with the school community. A positive school culture can increase teacher involvement in school activities, create security, and teacher comfort at school.

Keywords: Teacher Social Competence, Social Support and School Culture

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

2210247816

Penerbit

Pekanbaru : Universitas Riau – Pascasarjana – Tesis Administrasi Pendidikan., 2025

Deskripsi Fisik

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Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

2210247816

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

Jaka

Versi lain/terkait

Lampiran Berkas

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