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All Journal Technomedia Journal Jurnal Ekonomi dan Bisnis Journal of Linguistics, Culture and Communication Jurnal Cakrawala Bahari Jurnal Pendidikan Progresif
Salsabila, Alifa
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Journal : Jurnal Pendidikan Progresif

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Structural Equation Modelling Analysis of Improving Teachers’ Teaching Creativity:The Role of Professional Identity and Emotional Intelligence Syah, Muhammad Fahmi Johan; Ishartono, Naufal; Susilo, Agus; Inayati, Nurul Latifatul; Janudin, Sharul Effendy; Mansor, Mahaliza; Rahmadhani, Salma; Salsabila, Alifa; Intan Jelita, Hanifah Tria
Jurnal Pendidikan Progresif Vol 14, No 2 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Abstract

Structural Equation Modelling Analysis of Improving Teachers' Teaching Creativity: The Role of Professional Identity and Emotional Intelligence. Objective: The study aimed to examine a comprehensive structural model comprising three variables namely teaching creativity, emotional intelligence, and professional identity. Methods: The study involved 170 prospective teachers enrolled in teacher professional education programs in Indonesia by using a simple random sampling technique. Data were collected online using instruments adapted from previous research. The data were analysed by using covariance-based Structural Equation Modelling (CB-SEM) with the assistance of AMOS.  Findings: The findings revealed that the model confirmed a strong relationship among the three variables. Partial regression analysis reveals that emotional intelligence influences professional identity and teaching creativity, while professional identity influences teaching creativity. Nevertheless, the full model analysis revealed a contrary result that emotional intelligence could not directly enhance teaching creativity. Emotional intelligence must be accompanied by a strong professional identity to boost creativity in teaching effectively. These results suggest that professional identity functions as a full mediator in the relationship between emotional intelligence and teaching creativity. Conclusions: Efforts to enhance teaching creativity should focus not only on developing emotional intelligence but also on strengthening professional identity. This identity comprises several components, including cultural knowledge, blending, interpersonal skills, and active engagement in the professional community. Neglecting professional identity may hinder improvements in teaching creativity, even if emotional intelligence is high. Stakeholders should prioritise both aspects to cultivate creative educators. Keywords: teaching creativity, emotional intelligence, professional identity, SEM, teacher.DOI: http://dx.doi.org/10.23960/jpp.v14.i2.202498
Learning Engagement as the Primary Catalyst for Transforming Social Support into Rural Teaching Commitment Among Prospective Teachers Syah, Muhammad Fahmi Johan; Huda, Miftakhul; Utomo, Arief Cahyo; Assidik, Gallant Karunia; Mansor, Mahaliza; Jelita, Hanifah Tria Intan; Salsabila, Alifa; Sari, Salma Rahmadhani Puspita
Jurnal Pendidikan Progresif Vol 16, No 2 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i2.pp773-792

Abstract

This study aims to analyze the prediction of social support role on rural teaching commitment (RTC), with learning engagement as a mediator. The study involved 350 prospective teachers at the undergraduate and professional teacher education (PPG) levels in Indonesia. Data were analyzed using the Partial Least Squares-Structural Equation Modeling (PLS-SEM) approach. The results showed that the majority of respondents had moderate levels of social support, learning engagement, and RTC. Specific findings indicate that emotional support is the most fundamental social support item in forming engagement. The PLS-SEM analysis confirmed the prediction that learning engagement functions as a strong partial mediator. Although social support contributes directly to teaching commitment in remote areas, its influence becomes even more significant when mediated by learning engagement, namely vigor, dedication, and absorption. However, the current RTC component remains dominated by the normative aspect (obligation), indicating a risk of low teacher retention. This study concludes that teacher placement policies cannot rely solely on administrative and normative approaches; they must integrate strengthening the basic capital within prospective teachers with a conducive school and community environment to create a sustainable commitment in rural areas of Indonesia. Furthermore, this study highlights the need for curriculum reform in both undergraduate teacher education and professional teacher education programs. These curricula should be deliberately designed to internalize key dimensions such as social support, learning engagement, and long-term teaching commitment. This can be achieved by integrating structured learning experiences, including community-based teaching practices, reflective activities, mentoring systems, and immersion programs in rural contexts. Such initiatives are expected to not only enhance prospective teachers’ adaptive capacities but also strengthen their emotional attachment, sense of purpose, and resilience in undertaking teaching assignments in underserved areas. Keywords: learning engagement, social support, rural teaching commitment, pre-service teacher, PLS-SEM.
Co-Authors Agus Susilo Ananda, Bethi Risqi Arief Cahyo Utomo Arsy, Rahima Nur Syafira Fadhilahwati, Alma Gallant Karunia Assidik Inayati, Nurul Latifatul Intan Jelita, Hanifah Tria Janudin, Sharul Effendy Jelita, Hanifah Tria Intan Mansor, Mahaliza Markus Asta Patma Nugraha Miftakhul Huda Muhammad Fahmi Johan Syah Naufal Ishartono Rahmadhani, Salma Restie, Maria Rika Yunita, Rika Rozikin, Chaerur Sapitriani, Anriya Sari, Salma Rahmadhani Puspita Septian, Nurul Hidayah Syaputra, Lianar Zuhdiyah, Hilyatuz