Teachers’ Empowerment, Self-Regulation and being Istiqamahas Key Features of Job Performance in Non-Formal Education Setting
Abstract
Indonesia menyadari perlunya penguatan pendidikan nonformal sebagai salah satu elemen penting dalam meningkatkan indeks pendidikan. Baik pemerintah maupun lembaga swadaya masyarakat telah berpartisipasi aktif dalam mewujudkan pendidikan nonformal yang lebih mudah diakses dan nyaman. Persoalan mendasar adalah kualitas guru dalam pendidikan masih di bawah harapan. Selain itu, pendidikan nonformal menghadapi dilema dalam menciptakan kinerja guru yang optimal karena bersifat nonprofit. Oleh karena itu, makalah ini akan menyelidiki faktor-faktor penentu dari pengaturan unik tersebut. Instrumen penelitian ini adalah skala pemberdayaan psikologis yang digunakan oleh Spreitzer (1995), The Self-Regulation Questionnaire (SRQ) (Brown, Miller, & Lawendowski, 1999), skala etos kerja Islami (Ali, 1988) dan angket kinerja diri guru. Kuesioner penilaian (TJPSQ) digunakan sebagai ukuran kinerja guru. Hasil penelitian menunjukkan bahwa pemberdayaan dan istiqamah berpengaruh signifikan terhadap prestasi kerja guru, sedangkan regulasi diri tidak berpengaruh signifikan terhadap prestasi kerja.
Indonesia have acknowledged the needs to strengthen the non-formal education as an important element in enhancing the education index. Both government and non-government organization have participated actively in establishing the non-formal education to be more accessible and convenience. Nevertheless, it is evidenced that they still manage to deliver their jobs adequately. Therefore, this paper will investigate the determining factors of such unique setting. This study’s instruments are the psychological empowerment scale used by Spreitzer (1995), The Self-Regulation Questionnaire (SRQ) (Brown, Miller, &Lawendowski, 1999), Islamic work ethic scaling (Ali, 1988) and the questionnaire teachers’ job performance self-rating questionnaire (TJPSQ) were utilized as a measurement of teachers’ job performance. The result indicates that empowerment and istiqamah have significantly influenced to teachers’ job performance, while self-regulations have no significant effect on Job performance.
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DOI: http://dx.doi.org/10.21043/quality.v8i1.6605
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