Efikasi Mengajar Sebagai Mediator Peranan Faktor Kepribadian terhadap Performasi Mengajar Guru

Abstract

The aim of this study is to test the role of teaching efficacy as a mediator relationship between personality factors and optimal teaching performance. Construct personality factor involved is Big Five personality. Participants in this study were 142 teachers who are representatives of the provinces in Indonesia. Measurement instruments are Five Factors Personality Scale, Teaching Efficacy Scale and Teaching Performance Scale. This study suggest that the role of personality factors indirectly effect is better to explain variations in teaching performance than directly effect. This conclusions are based on two results of the statistical analysis: (1) results from hierarchical regression analysis indicates that at final stage, entering factors of teaching efficacy has reduced the role of all five factors of personality to the teaching performance of teachers (F = 17.81 p<0.01; R2 = 21.8%). Comparison of coefficient value from two types of effect (direct effect versus indirect effect) in structural equation modeling (SEM), suggest that the indirect effect coefficient more significant than direct effect. In general, our findings suggest that construct personality has a broad scope that require other construct more specific or narrower trait as a mediator in explaining the behavior of the criteria.