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Erni
Riau University
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Teachers’ Perception of Disposition in English Language Teaching English at Junior High School Erni; Yuanita Putri; Dahnilsyah; Aulia Agustiani
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 10 No. 3 (2026): May
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v10i3.1474

Abstract

Disposition influences teachers’ behaviour, which in turn impacts student learning, motivation, and development. Therefore, teachers' dispositions must be continuously developed to realise the competencies they possess. This study employed a mixed-methods approach to analyse teachers' perceptions of disposition in English language teaching at senior high schools in Dumai City, Riau Province, Indonesia. Forty-three teachers who enrolled in the English teacher centre were selected as respondents in this study through purposive sampling. The research instruments consisted of questionnaires and observation. The triangulation method and statistical analysis were applied to assess data validity and reliability. The descriptive statistic was applied  for the quantitative data analysis, and thematic analysis was applied for the qualitative data analysis.  The findings revealed that the average score of teachers’ perceptions of disposition was 3.02, which is categorised as moderate. The results indicate that teachers generally have positive perceptions of disposition in English language teaching. However, the observation data showed that teachers still pay limited attention to the implementation of disposition in classroom practices. Therefore, teachers’ dispositions need to be further developed to actualise the competencies they possess. Considering that most students currently utilise artificial intelligence (AI) in learning English, program evaluation and training are necessary to strengthen teachers' dispositions in English language teaching.
Primary School Teacher Professionalism: Analysis Based On Principal Managerial Competencies and Teacher Tpack In Rumbai District Pekanbaru City Mely Jumika; Erni; Erlisnawati
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 10 No. 4 (2026): July
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v10i4.1562

Abstract

This study aims to analyze the influence of principals' managerial competence and teachers' Technological Pedagogical Content Knowledge (TPACK) on the professionalism of public elementary school teachers in Rumbai District, Pekanbaru City. This study uses a quantitative, ex post facto research design. The population was 360 teachers from 20 public elementary schools in Rumbai District. The research sample was determined using the Slovin formula and obtained 190 respondents with a proportional random sampling technique. The instrument trial was conducted on 30 teachers outside the research sample. The data collection technique used a distributed questionnaire. Data analysis used SPSS version 26, including descriptive and inferential statistical analyses, as well as classical assumption tests and hypothesis tests. The novelty of this study lies in testing the simultaneous influence of principals' managerial competence and teachers' TPACK on teacher professionalism at the elementary school level. The results showed that principals' managerial competence and TPACK had a positive and significant effect on teacher professionalism. In addition, principals' managerial competence and teachers' TPACK simultaneously had a positive and significant effect on teacher professionalism, contributing 42.5% in the moderate category. Research findings show that increasing teacher professionalism is influenced by the principal's ability to manage the school effectively and by teachers' ability to integrate technology, pedagogy, and content into the learning process.
Co-Authors Aulia Agustiani Dahnilsyah Erlisnawati Mely Jumika Yuanita Putri