1. Home
  2. Vol 5, No 2 (2021)
  3. Santoso

Career guidance of vocational school teacher

Yulianto Santoso(1*),

(1) Universitas Negeri Padang
(*) Corresponding Author




Abstract

This paper aims to explain the results of research on teacher career guidance conducted by the principal of vocational school. As for the indicators are 1) providing motivation 2) implementing job rotation 3) opportunity to participate in training/upgrading 4) opportunity to continue education. The study population numbered 75 teachers at Sekolah Menengah Kejuruan 3 Padang. Samples were taken using stratified random sampling technique, so that a sample of 54 respondents were obtained. The research instrument used in the form of a questionnaire compiled in the form of a Likert Scale model and tested for validity using the formula of the hierarchical correlation and reliability test using the alpha formula. The index of validity and reliability is significant at 95% confidence level. Analysis of data research using the average formula. The results of data analysis of the research show that the average teacher career guidance by the principal with a score of 3.50, which means that it is in the category quite good. With this it can be concluded that career guidance by the principal is still not optimal yet. So it needs a more effort from the principal so that the teacher's career guidance takes place as expected.

Keywords

Career guidance, Teacher's career, Principal, Vocational school

References

Boudersa, N. (2016). Expériences Pédagogiques Revue en ligne éditée par l ’ Ecole Normale Supérieure d ’ Oran -Algérie. October.

Caena, F. (2013). Supporting Teacher Competence Development for Better Learning Outcomes. European Commission, Education and Training.

Cochran, W. G. (2007). Sampling techniques third edition. 75.

Dagomie, U. (2018). Impact of Teachers Job Rotation on Students ’ Academic Performance in Rivers State , Nigeria. 6(3), 18–26.

Guzman, JL, C. M. L. J. M. R. (2013). Effective teacher training policies to ensure effective schools: a perspective from Central america and the dominican republic. Icsei, 1–20.

Han, J., & Yin, H. (2016). Teacher motivation: Definition, research development and implications for teachers. Cogent Education, 3(1). https://doi.org/10.1080/2331186X.2016.1217819

Handoko, T. H. (2016). Manajemen personalia dan sumberdaya manusia.

Kotherja, O. (2013). Teachers’ motivation importance and Burnout effect in the educational development. Albania International Conference on Education., July, 358–365.

Manasia, L., Ianos, M. G., & Chicioreanu, T. D. (2020). Pre-service teacher preparedness for fostering education for sustainable development: An empirical analysis of central dimensions of teaching readiness. Sustainability (Switzerland), 12(1), 4–6. https://doi.org/10.3390/SU12010166

Rahman, F., Nabi Bux, J., Akhter, Y., Saeed Ul Hasan, C., & Ajmal, M. (2011). Relationship Between Training Of Teachers And Effectiveness Teaching. International Journal of Business and Social Science, 2Rahman, F, 150–160. http://search.proquest.com/docview/904524261?accountid=12253%5Cnhttp://openurl.man.ac.uk/sfxlcl3?url_ver=Z39.882004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&genre=article&sid=ProQ:ProQ:abiglobal&atitle=Relationship+Between+Training+Of+Teachers+And+Effect

Siadari, H.M, W. (2013). Jurnal Akuntabilitas Manajemen Pendidikan. 2(3), 44–57.

Zulkifli, O. (2014). The Need for In- Service Training for Teachers and It ’ s Effectiveness In School The need for in-service training for teachers. 2, 1–9.


Full Text: PDF

DOI: 10.24036/4.15444
10.24036/4.15444

Article Metrics

Abstract View : 240 times
PDF : 189 times

Refbacks

  • There are currently no refbacks.