Teacher’s Innovation Improvement through the Development of Organizational Climate and Emotional Intelligence Using Correlation Statistical Analysis and Sitorem Method
- 10.2991/aes-18.2019.11How to use a DOI?
- teacher’s innovation; organizational climate; emotional intelligence; sitorem analysis
Teacher’s innovation is an important element related to the achievement of educational goals, namely to produce good quality human resources, both in terms of science, knowledge, skills and personality. From the initial survey, it was shown that the teacher's innovation was still not as expected. Therefore, the teacher's innovation is interesting to be studied. The study was conducted using correlation statistical methods to determine whether other variables, namely organizational climate and emotional intelligence, had a positive relationship with the teacher's innovation. Based on these results, an analysis is performed using the Sitorem Method to make recommendations and determine the priority sequence of improvements that need to be done. The Population in this research was teachers of civil servants in the city of Bogor, amounting 250 people with sample determined from population randomly amounted to 154 people. The results of the research showed that there was a positive relationship between organizational climate and the teacher's innovation with correlation coefficient ρyx1 = 0.515 and there was a positive relationship between emotional intelligence and the teacher's innovation with the correlation coefficient ρyx2 = 0.552. This shows that the teacher's innovation can be improved through the development of organizational climate and emotional intelligence and from the components of the teacher’s innovation itself. The results of the Sitorem Analysis show that the components of organizational climate, emotional intelligence, and teacher's innovation that are found to be good and only need to be maintained include: 1) emotional recognition of others, 2) physical condition of the workplace, 3) leadership, 4) management policies, 5) management practices, and 6) use of learning media. Components that still need to be increased are 12 components with the following priority sequence of improvements: 1) fostering social relations, 2) self-control, 3) self-motivation, 4) accuracy in problem solving, 5) facilities to work, 6) relationships between organizational members, 7) school relations with the community, 8) reward system, 9) idea creation, 10) acceptance of new ideas, 11) implementation of ideas in learning, and 12) evaluation of implementation results.
- © 2019, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Sri Setyaningsih AU - Dinni Sukanti AU - Soewarto Hardhienata PY - 2019/04 DA - 2019/04 TI - Teacher’s Innovation Improvement through the Development of Organizational Climate and Emotional Intelligence Using Correlation Statistical Analysis and Sitorem Method BT - Proceedings of the 3rd Asian Education Symposium (AES 2018) PB - Atlantis Press SP - 45 EP - 49 SN - 2352-5398 UR - https://doi.org/10.2991/aes-18.2019.11 DO - 10.2991/aes-18.2019.11 ID - Setyaningsih2019/04 ER -