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Kinerja Guru dan Permasalahannya Atik Likai Tanjua; Desy Eka Citra Dewi; Nur Puspasari; Hilman Nugraha; Deli Meylindo
Sinar Dunia: Jurnal Riset Sosial Humaniora dan Ilmu Pendidikan Vol. 3 No. 4 (2024): Desember : Jurnal Riset Sosial Humaniora dan Ilmu Pendidikan
Publisher : Universitas Maritim AMNI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58192/sidu.v3i4.2729

Abstract

Teacher performance is one of the determining factors in the success of education and the quality of learning in schools. Although many efforts have been made to improve the quality of teaching, various problems faced by teachers often hinder this achievement. These problems can come from internal factors such as motivation, job satisfaction, and professional skills, as well as external factors such as education policies, school facilities, and social support. This study aims to analyze the factors that influence teacher performance, identify problems often faced by teachers, and provide recommendations to improve the quality of their performance. This study uses a library research approach, by reviewing various relevant literature, both from books, articles, research reports, and related policy documents. The results of the study indicate that internal factors that influence teacher performance include motivation, level of job satisfaction, and the quality of professional skills possessed by teachers. Teachers who feel appreciated, have high motivation, and are satisfied with their work tend to have better performance. In addition, professional skills that are continuously updated through training and development are important factors in improving the quality of teaching. Meanwhile, external factors such as inflexible education policies, lack of adequate facilities, and low teacher welfare conditions also worsen teacher performance in the field. Policies that focus too much on exam results or high administrative burdens often make teachers unable to focus on developing the quality of learning.
Sejarah Perbandingan Manajemen Pendidikan Retno Ambar Wati; Atik Likai Tanjua; Kristanti Olivia; Asiyah Asiyah
Dinamika Pembelajaran : Jurnal Pendidikan dan bahasa Vol. 2 No. 4 (2025): November : Dinamika Pembelajaran : Jurnal Pendidikan dan Bahasa
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/dilan.v2i4.2398

Abstract

This study aims to analyze the contribution of classical and modern management theories in establishing the foundations of educational management in Indonesia. The study focuses on Frederick W. Taylor's scientific management theory, Henri Fayol's administrative theory, Max Weber's bureaucracy theory, and Peter F. Drucker's modern management theory. The research method used is library research with a content analysis approach, which examines relevant literature in the form of books, journals, and articles. The results of the study show that Taylor emphasizes work efficiency through systematic procedures, Fayol emphasizes the importance of managerial functions (planning, organizing, directing, controlling), Weber emphasizes order and formal legitimacy through rational rules, while Drucker focuses more on achieving vision, innovation, and empowering people as knowledge workers. In general, the theories of Taylor, Fayol, and Weber provide a classical foundation for educational management with an orientation towards structure, efficiency, and rules, while Drucker provides a modern foundation that emphasizes flexibility, innovation, and social relevance. Thus, a combination of classical and modern theories can be used as a strategic basis to strengthen Indonesian educational management to be more adaptive in facing global challenges and the digital era.