Strengthening emotional intelligence in developing the madrasah teachers’ professionalism
The purpose of this study is to analyze contributions of emotional intelligence in developing professionalism of madrasah. A total of 320 teachers was in volvedas the sample of this study consisted of public and private Madrasah Aliyah teachers in 12 districts/cities throughout Riau Province, In...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Kebangsaan Malaysia
2020
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| Online Access: | http://journalarticle.ukm.my/16456/ http://journalarticle.ukm.my/16456/1/21741-132346-1-PB.pdf |
| Summary: | The purpose of this study is to analyze contributions of emotional intelligence in developing professionalism of
madrasah. A total of 320 teachers was in volvedas the sample of this study consisted of public and private Madrasah
Aliyah teachers in 12 districts/cities throughout Riau Province, Indonesia. This study utilized ex post facto research
approach in quantitative research design. Data were analyzed using descriptive and inferential statistics. The results
showed that the level of emotional intelligence was high while professionalism was low. There was no effect of gender on
the emotional intelligence of the teachers, as well as the teacher’s age, while certification and teaching duration have
an impact on the emotional intelligence. Teacher who is over 5 years of certification has a high emotional intelligence,
and who teach between 21-30 years have a high level of emotional intelligence. There is no influence of gender in
developing the professionalism of madrasah teachers, while teacher age, certification, and teaching duration have
an influence. The ages of teacher between 41-50 have a high professionalism and teacher who are over 5 years of
certification have high professionalism, and teachers with 20-30 years of teaching experience have high professionalism.
Emotional intelligence had a small but significant contribution to professionalism. This study supported the formation
of prevention modules and the intervention of teacher professionalism through emotional intelligence elements. |
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