Classroom management competence pertaining to superior^s perception, work-orientation, and self-development Agus Susiyowadi- Sudi Dul Aji- Lasim Muzammil
Master of Social Science Study Program, Postgraduate Program
Master of English Education Study Program, Postgraduate Program
Universitas Kanjuruhan Malang
Abstract
The present study aims to examine the simultaneous effect of superior^s perception, work-orientation, and self-development toward classroom management competence. It is a quantitative research design in which 82 teachers as the population taken from Perguruan Diponegoro Dampit, East Java, Indonesia. The total sampling technique was used because all populations were used as respondents. Based on the hypothesis testing result, first, there was a simultaneous significant effect of superior^s perception, work-orientation, and self-development toward classroom management competence since the Corrected Model in Tests of Between-Subjects Effects was less than alpha level (0.00 < 0.05- F=11.98). Second, there was a positive superior^s perception effect on classroom management competence since the difference was less than the significance level (0.00 < 0.05- t=5.686). Third, there was a significant effect of work-orientation on classroom management competence since the difference was less than the significance level (0.00 < 0.05- t=5.296). Finally, there was a significant effect of work-orientation on classroom management competence since the difference was less than the significance level (0.00 < 0.05- t=6.581). However, there was an only interaction effect between the superior^s perception and self-development. In short, the classroom management competence was not only influenced by superior^s perception and self-development but work-orientation as well. Therefore, teachers and syllabus designers are recommended to consider those three variables.
Keywords: Classroom management competence- self-development- superior^s perception- and work-orientation
Topic: Learning / Teaching Methodologies and Assessment
