A Skill Application Model to Improve Teacher Competence and Professionalism

ABSTRACT
 Based on the facts, almost in junior high school professional competence has not been satisfactory, especially social studies teachers, ironically the attitude of students' self-concept is lower in teaching and learning activities. This fact is determined by many factors, internal factors include lack of interest, weak motivation, weak level of intellectual intelligence, while external factors are teachers influencing student learning outcomes in schools. The weak self-concept of students in the classroom is closely related to the weak professional competence of teachers and the work ethic of teachers. one _ part of the teacher's internal factors which implicitly determine the success of students in growing students' self-concepts, especially in social studies subjects, professional competence and teacher work ethic. Professional teachers are teachers who are able to carry out their duties competently, both conceptually and applicable and have the ability to carry out teacher duties. Research was conducted in private MTs in Rupit District, North Musirawas Regency. The purpose of the study was to determine the effect of teacher professional competence and teacher work ethic on the self-concept of private MTs students in Rupit District, North Musirawas Regency, either simultaneously or partially. The sample in this study were private MTs students in Rupit District as many as 90 students. The results obtained are: The partial test (t test) which was carried out proved the professional competence of teachers and the work ethic of the teacher partially significant effect on the self-concept of private MTs students in Rupit District t count > t table and also significant at 0.001 < 0.05. This means that the variable of professional competence has an effect on students' self-concept. The teacher's work ethic on students' self-concept in private MTs in Rupit District. Where t count > t table and also significant at 0.001 < 0.05. This means that the teacher's work ethic variable has an effect on students' self-concept. Teacher professional competence and teacher work ethic simultaneously significantly influence the self-concept of private MTs students in Rupit District where F count > F table and sig of 0.001 < 0.05. This means that the variables of teacher professional competence and teacher work ethic have an effect on students' self-concept.
 Keywords : Teacher Professional Competence, Teacher Work Ethic , Student Self Concept

Good pedagogical and professional competence of teachers will have implications for the graduates produced. The learning process of Islamic education that is in accordance with the standards and also taught by professional teachers will have implications for the quality of Islamic religious education learning itself. Currently, research on the learning process of Islamic religion that is in accordance with the standards, namely taught by professional teachers, has not been widely studied. Therefore, in this study, researchers were interested in discussing these issues precisely in the MTsN 3 East Aceh. The research method used was descriptive qualitative research. In collecting data, researchers conducted observations and interviews with five participants. The collected data were analyzed using interactive data analysis techniques. The results showed that Islamic education teachers at MTsN 3 East Aceh have met the criteria for pedagogical competence and are included in the category of professional teachers.

This research aims to discuss Pedagogic and Professional Competence of teacher and determine the extent and effects of the Pedagogic and Professional Competence of the Arabic language teacher from Nurul Ilmi Integrated High School on the Arabic language learning score for tenth grade students. the results are based on the questionnaire about pedagogic and professional competence’s score respondent. the Pedagogic and Professional Competence of the Arabic language teacher from Nurul Ilmi Integrated High School was very good, and the Arabic language learning score for tenth grade students are very good with total score 5963 and median students’ score 91,75 The Pedagogic competence (x1) and professional competence (x2) for the Arabic language learning score(y) of the students are 0.813, which indicates that there are strong effects, and the ratio of the variable (x1) and the variable (x2) = (0.813)2 x 100% = 67%. The researcher found that there are effects of the Pedagogic and Professional Competence of the Arabic language teacher from Nurul Ilmi Integrated High School on the Arabic language learning score for tenth grade students, with a percentage range of 67% or (Ha) acceptable.

Kompetensi profesional guru SMP Negeri di Sub Rayon 02 Kabupaten Demak masih rendah, diduga dipengaruhi oleh keterampilan manajerial kepala sekolah yang belum optimal dan rendahnya disiplin kerja guru dalam melaksanakan tugasnya. Hasil penelitian ini adalah: (1) korelasi antara keterampilan manajerial kepala sekolah terhadap komepetensi profesional guru sebesar 0,810 termasuk kategori sangat kuat. Besarnya pengaruh keterampilan manajerial kepala sekolah terhadap kompetensi profesional guru sebesar 65,6% dan sisanya 34,4% kompetensi professional guru dipengaruhi oleh variabel lainnya diluar variabel yang diteliti. Dengan persamaan regresi Ŷ= 33,329 + 0,784 X1. (2) Disiplin kerja guru mempunyai korelasi yang cukup kuat dengan kompetensi profesional guru yang ditunjukkan dengan nilai korelasi sebesar 0,597) dan besaran pengaruh disiplin kerja guru terhadap kompetensi profesional guru sebesar adalah 35,7% dengan koefisien regresi Ŷ = 59,392 + 0,580X2. Sisanya sebesar 64,3% kompetensi profesional guru dipengaruhi oleh variabel selain disiplin kerja guru. (3) Besarnya pengaruh keterampilan manajerial Kepala Sekolah dan disiplin kerja secara bersama- sama terhadap kompetensi profesional guru diperoleh nilai Adjusted R square sebesar 0,664, artinya bahwa besarnya pengaruh variabel X1 dan X2 terhadap Y sebesar 66,4% dan sisanya 33,6% kompetensi profesional guru SMP Negeri di Sub Rayon 02 Kabupaten Demak dipengaruhi selain kedua variabel tersebut.Kata kunci : keterampilan manajerial kepala sekolah, disiplin kerja guru, kompetensiprofesional guruThe professional competence of state junior high school teachers in Sub Rayon 02, Demak Regency is still low, allegedly influenced by the managerial skills of the principal who are not optimal and the teacher's work discipline is low in carrying out their duties. The results of this study are: (1) the correlation between the managerial skills of the principal on the professional competence of teachers is 0.810, including the very strong category. The magnitude of the influence of the principal's managerial skills on the professional competence of teachers is 65.6% and the remaining 34.4% of the professional competence of teachers is influenced by other variables outside the variables studied. With the regression equation = 33.329 + 0.784 X1. (2) Teacher work discipline has a strong enough correlation with teacher professional competence as indicated by a correlation value of 0.597) and the magnitude of the influence of teacher work discipline on teacher professional competence is 35.7% with a regression coefficient = 59.392 + 0.580X2. The remaining 64.3% of teachers' professional competence is influenced by variables other than teacher work discipline. (3) The magnitude of the influence of the principal's managerial skills and work discipline together on the professional competence of teachers is obtained by the Adjusted R square value of 0.664, meaning that the magnitude of the influence of the X1 and X2 variables on Y is 66.4% and the remaining 33.6% competence The professional teacher of SMP Negeri in Sub Rayon 02, Demak Regency is influenced in addition to these two variables.Keywords : principal managerial skills, teacher work discipline, teacher professional competence

The article is devoted to theoretical and empirical research of the terminological field of the problem of forming professional and pedagogical competence of future teachers of higher education in the conditions of postgraduate studies at a technical university. The authors emphasize that the meaning of the concepts of “competence”, “professional competence”, “pedagogical competence” and “professional and pedagogical competence of future higher education teachers” is not determined by their terms (names), but is revealed through their definitions. The article presents the results of a study of theoretical works by scientists and the results of empirical research involving university postgraduate students to determine the substantive characteristics of the main definitions of “competence”, “professional competence”, “pedagogical competence”, “professional pedagogical competence” and “professional pedagogical competence of future higher education teachers”.The researchers propose a substantive model of professional pedagogical competence of future higher education teachers as an integral complex that combines a high level of theoretical and practical training for innovative pedagogical activity, qualities that are professionally significant for teachers, and ensures the successful performance of teaching functions, where the structural blocks are: motivational, cognitive, organizational-activity, and personal-reflective components.

<p>W artykule opisano istotę pojęć kompetencji oraz kompetencji zawodowych nauczyciela edukacji przedszkolnej, które są wielowymiarowe i niejednoznaczne. Kształtowanie kompetencji zawodowych przyszłego nauczyciela edukacji przedszkolnej jest priorytetowym zadaniem edukacji pedagogicznej. Badacze uważają, że kompetencje zawodowe wychowawcy są warunkiem koniecznym do poprawy jakości procesu edukacyjnego w placówkach przedszkolnych. Głównymi elementami struktury kompetencji zawodowych są: motywacja, aktywność zawodowa i działalność zawodowa. W artykule omówiono etapy kształtowania kompetencji zawodowych nauczyciela edukacji przedszkolnej na studiach (orientacja adaptacyjna, refleksja merytoryczna, praktyczno-transformacyjna). Szczególną uwagę zwrócono na znaczenie motywów szkoleniowych w kształtowaniu kompetencji zawodowych. Zaproponowano autorską definicję pojęcia kompetencji zawodowych nauczyciela edukacji przedszkolnej.</p>

The professionalism and competence of teachers in developing Islamic religious education learning is a must carried out by a PAI teacher. From the professionalism and competence possessed, it can make the development of learning more effective and efficient. The purpose of this study is to find and explain the form of efforts in realizing the development of PAI learning based on professionalism and teacher competence in learning. The research method used is qualitative by applying literature studies as a theoretical reference developed into a reflective conceptual implementation based on experience and conditions in the field, in this case PAI learning in schools. The findings of this study are related to the competence of PAI teachers in the development of the transition period after the Covid-19 pandemic, the duties and obligations of a PAI teacher that must be lived, as well as the concept of developing PAI learning combined with indonesian culture with Islamic value and learning development using the internet and applications to create effective and efficient learning.

The purpose of this study is to analyze the description of the effect of continuous professional development on the professional competence of high school teachers in Cileunyi District, Bandung Regency. The research method used in this research is descriptive research method with a quantitative approach. The calculation analysis in this study uses the help of Microsoft Excel 2013 and SPSS version 25.00 for Windows.The correlation analysis between continuous professional development and teacher professional competence has a fairly strong relationship with a correlation coefficient of 0.572. The magnitude of the influence of the continuing professional development program on the professional competence of teachers from the results of the determination test is 32.8%. The results of the calculation of significance obtained the value of tcount of 5.72, while ttable with = 0.05 is 1.672 meaning tcount ttable which is 5.72 1.672 there is a significant relationship between the X and Y variables

Teacher quality has gained importance over the years. To ensure the quality of teaching and teachers, the pre-service teacher training programs are of great importance to gain the necessary competencies. In many countries, including Turkey, the ‘notion of a graduate who is ready-to-teach is the norm’. Thus, to gain necessary teacher competencies throughout the training programs becomes of great importance. In this study, rather than looking at competency gains of only senior students -which appears to be the case with most recent research into pre-service teachers’ teacher competencies in Turkey- ELT pre-service teachers’ teacher competencies are examined cross-sectionally with 132 pre-service teachers in different years of study at a ELT department of a state university in Turkey within the framework of the updated teacher competences (MoNE, 2017) presented by the Ministry of Education. A survey method research design is utilized in this study. The data for the study is gathered through an instrument prepared by transforming the teacher competency indicators into Likert-type Can Do statements. The results of the study showed that 2nd year pre-service teachers have the lowest perceived teacher competency and even the 4th year pre-service teachers perceive themselves as not having full competency in all indicators. There is a steady growth in teacher competencies over the years. Professional knowledge related teacher competency domain develop in the 3rd year, whereas professional skill related teacher competency develop steadily over the 2nd and 3rd year and fostered in the 4th year. The results of the study revealed how the students gained and developed teacher competencies throughout teacher training and 4th year students felt more competent just before their teaching career. Article visualizations:

Today's teachers are not only fixated on their professional competencies, but in the 21st century a teacher gets demands for additional competencies based on technology, critical thinking, creative and innovative. This research aims to describe some of the demands for the competence of a professional Indonesian teacher in facing the 21st century. This type of research is a qualitative descriptive with the Systemic Literature Review method as steps to describe the competence of a professional Indonesian teacher in the 21st century. Data collection is carried out through secondary data, namely a study the theory and the results of previous studies that have been carried out by researchers through access to google schooler, google trend, google maps, publish or perish. The data collection analysis technique in this study was through the steps of describing, comparing, and evaluating or describing. findings. The results show that the demands for the competence of Indonesian language professional teachers do not have to be fixed in 4 components such as pedagogical, professional, personality and social but also must have additional Technological Pedogical Content Knowledge (TPACK), Critical Thinking, Communication, Collaboration, Creativity and Innovation (TPACK) skills. 4C), Higher Order Thinking Skills (HOTs), Massive Open Online Courses (MOOCs) and digital literacy.

Teacher Professional Education (PPG) is seen as a strategic instrument to improve the quality of teachers, but factual achievements need to be reviewed further. This study aims to analyze the pedagogic and professional competence of teachers after participating in PPG by examining the relationship between the two in teaching practice. The study uses a quantitative approach with an ex post facto correlational design. The subject of the study is 859 alumni of the Pre-Service PPG of the State University of Malang class of 2022–2023 who have been actively teaching. Data was collected through a Likert scale questionnaire that had been validated by experts, including 23 indicators of pedagogic competence and 25 indicators of professional competence. The analysis was carried out descriptively and inferentially with the Spearman's rho correlation test. The results of the study showed that the pedagogic and professional competence of PPG alumni was in the high category, with the tendency of respondents' answers in the category of agree and strongly agree. The dimension of the use of learning technology obtained the highest score on pedagogic competence, while mastery of teaching materials occupied the dominant position in professional competence. However, the aspect of self-reflection in professional competence is relatively lower. The Spearman's rho correlation test yielded a coefficient of 0.863 (p < 0.001), indicating a strong positive relationship between pedagogic and professional competence. This indicates that mastery of pedagogic aspects is closely correlated with strengthening professional competence, and vice versa. These findings confirm the effectiveness of PPG in equipping novice teachers with core competencies, although it is still necessary to strengthen self-reflection, consistency of technology integration, and balance administrative burden. The implications of this research provide direction for PPG organizers to expand field practices, strengthen teacher guidance, and develop sustainable coaching strategies to produce adaptive teachers in the digital era.

This study aims to discuss the professionalism of fiqh teachers in improving student learning outcomes at MTs Negeri 12 Indramayu. Because the role of teacher professionalism is something that must be possessed by a teacher, including a fiqh teacher. Because the professionalism of a teacher has a very dominant role in teacher competence, even though the sophistication of technology is already very impressive. With a qualitative approach research and field study type. The results of this study show how big the teacher factor is in helping students learn, so teachers must have a professional attitude. So that it can be that a good relationship between a teacher and students will make students love their teachers and students will like fiqh subjects, and allow students to learn as well as possible. An educator revealed that school factors influence learning including teaching methods, teacher-student relationships, curriculum, learning methods, and homework.

In response to wide ranging social and political conditions a variety of school reform and teacher professional development activities have been implemented across Australia with the view of revitalising teacher professionalism. In this paper I argue that during the late 1980s and early 1990s award restructuring and school reform have provided the political and professional conditions to facilitate the development of a public debate regarding teacher professionalism and its enactment within educational institutions and bureaucracies. Furthermore, these activities provide the opportunity for teachers collectively to be active in reclaiming the agenda of what counts as teacher professionalism. In this paper I use the experience of two national Australian projects The National Schools Network and the Innovative Links Between Schools and Universities project as exemplars of how teachers, both individually and collectively, have been active in the project of reclaiming the agenda for teacher professionalism in Australia.

Due to low levels of student engagement during the COVID-19 pandemic, elementary school students suffered significant learning losses, which served as the driving force behind this research. Teachers should be the key to solving problems. This research aims to measure how much influence the competence of professional elementary school teachers has on student engagement in Indonesia. This research uses a quantitative approach with a correlational design and survey method. Data collection was carried out through teacher professional competency and student involvement questionnaires, with data sources coming from elementary school teachers and students in the western, eastern, and central regions of Indonesia. Samples were taken using the cluster random sampling technique. Quantitative data analysis was used with descriptive statistical stages, correlation analysis, regression analysis, and comparative analysis. The results of the hypothesis test also show that professional competence in the aspect of understanding content and understanding the curriculum has a significant influence on student engagement, while in the aspect of understanding student character, it does not have a significant influence. These results make an important contribution to teachers' ongoing professional development. Aspects of content development and curriculum development are recommended as priorities for self-development.

The purpose of this descriptive correlational research is to investigate the attitudes and professional qualification of BEED students enrolled in teaching multi-grade classes. The results showed that the respondents had an agreeable attitude towards the teaching profession. The mean score of the responses on professional qualification was very high, indicating that prospective teachers have a good understanding of the skills and competencies required for effective teaching in a multi-grade classroom setting. However, there was a negative correlation between attitudes towards teaching profession and professional qualification, which was not significant. The study highlighted the need for teacher education programs to provide more practical training opportunities and relevant curricula to enhance the professional competence of prospective teachers. The results also emphasized the importance of considering age and teaching experience when tailoring training programs to better address the needs of different groups of prospective teachers. Further research with a larger and more diverse group of participants is necessary to better understand the complex relationship between attitudes towards teaching profession and professional qualification. KEYWORDS: pre-service teachers, professional qualification, teaching multi-grade classes, teaching profession