Idey Mulkiyah Fitroh, Etin Solihatin, Agus Martono
Program Studi PPKN FIS Universitas Negeri Jakarta
This study intends to obtain information and an overview of the relationship with the teacher’s educational background Civics teacher performance. The research was conducted from February to April 2013. The method used is the method of correlation with a quantitative approach. Sampling technique that uses cluster sampling technique with a total sample of 25 junior high school civics teacher in Pandeglang district (rayon rayon 1 and 2).
The instrument used to obtain data on the educational background of teachers (variable X) is a portfolio assessment rubric. Whereas, for teacher performance data (variable Y) is using a questionnaire with Likert scale models.
Based on the analysis of data, it can be concluded that there is a positive relationship between teachers’ educational background with teacher performance. Since r count is greater than r table (0.466> 0.396). The “t” correlation to determine the significance level of the relationship between two variables, the calculation of t 2.52. If consulted with t table at significant level a = 0.05 and df = 23, the obtained t table= 1.71. Thus t is greater than t table (2.52> 1.171). This indicates that the two variables have a meaningful relationship. The magnitude of the degree of relationship between the two variables can be seen from the coefficient of determination is 21.67%.
It can be concluded that the teacher’s performance is determined by the teachers’ educational background, and the background contribution of teacher education on teacher performance by 21.67%.Based on the above conclusion, the results of this study thus implies that: first, the teacher must be adapted to the field of study dimillikinya. Second, the incompatibility of teacher education background will improve the performance of teachers.
Keywords: teacher education background, performance of teachers.
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