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首页> 外文会议>Asian Education Symposium >Teacher's Innovation Improvement through the Development of Organizational Climate and Emotional Intelligence Using Correlation Statistical Analysis and Sitorem Method
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Teacher's Innovation Improvement through the Development of Organizational Climate and Emotional Intelligence Using Correlation Statistical Analysis and Sitorem Method

机译：教师通过相关统计分析和圣徒方法通过组织气候和情绪智能发展改善。

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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 pyx1 = 0.515 and there was a positive relationship between emotional intelligence and the teacher's innovation with the correlation coefficient pyx2 = 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.
机译：教师的创新是与实现教育目标的重要组成部分，即在科学，知识，技能和个性方面产生良好的人力资源。从初始调查中，表明教师的创新仍然没有预期。因此，教师的创新很有意思。使用相关统计方法进行该研究，以确定其他变量，即组织气候和情商，与教师的创新有着积极的关系。基于这些结果，使用Sitorem方法进行分析来提出建议并确定需要完成的改进的优先级顺序。本研究中的人口是茂物市公务员的教师，其中250人从人口中确定的样本量为154人。研究结果表明，组织气候与教师的创新与相关系数Pyx1 = 0.515之间存在正相关关系，情绪智力与教师的创新与相关系数pyx2 = 0.552之间存在正面关系。这表明教师的创新可以通过组织气候和情绪智能的发展以及教师创新本身的组成部分来改善。圣徒分析结果表明，组织气候，情绪智力和教师创新的组成部分被发现是良好的，只需要维持，包括：1）其他人的情感认可，2）工作场所的身体状况，3 ）领导力，4）管理政策，5）管理实践和6）使用学习媒体。仍然需要增加的组件是12个成分，具有以下优先权的改进序列：1）培养社会关系，2）自我控制，3）自动激励，4）精确解决，5）工具工作，6 ）组织成员，7）学校关系与社区，8）奖励制度，9）想法创造，10）接受新思路，11）在学习中实施思想，12）实施结果评估。

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