Main Article Content

Abstract

Performance is the work result in quality and quantity that can be achieved by an employee in carrying out tasks following the responsibilities assigned to him. Factors that affect performance include self-concept, emotional intelligence, organizational citizenship behavior (OCB), and the ability to manage stress at work. The purpose of this study was to analyze the relationship between self-concept, emotional intelligence, organizational citizenship behavior (OCB), and the ability to manage stress on teacher performance. The approach of this research is non-experimental quantitative. The population is all senior high school teachers in Kapuas district with 349 senior high school teachers in Kapuas district, and the sample size is determined by the Krejcie table. as many as 186 people. The results showed that : (1) there is a direct relationship between emotional intelligence and Organizational Citizenship Behavior (OCB), (2) Self-concept by Managing Stress, State Senior High Schools in Kapuas Regency Organizational Citizenship Behavior (OCB), Emotional Intelligence and Work Stress Teachers, Citizenship behavior (OCB) on Teacher Performance,  (3) Teacher Work Stress with Teacher Performance, Self-Concept with Teacher Performance, Emotional Intelligence with Teacher Performance, Emotional Intelligence with Teacher Performance through Organizational Citizenship behavior (OCB), Public High Schools in Kapuas District, Self-Concept with Teacher Performance through Job Stress, Self-Concept with Teacher Performance through Organizational Citizenship Behavior (OCB), Emotional Intelligence with Teacher Performance through Teacher Work Stress, Public High Schools in Kapuas Regency.

Article Details

Keywords
Self-concept, emotional intelligence, organizational citizenship behavior (OCB), ability to manage stress, teacher performance
How to Cite
Munawaroh, J. A. H. (2021). Relationship of Self-Concept, Emotional Intelligence, Organizational Citizenship Behavior (OCB) and the Ability to Manage Stress with the Performance of High School Teachers in Kapuas District. Journal of K6 Education and Management, 4(2), 136-150. Retrieved from http://j-k6em.org/index.php/jkemorg/article/view/436

References

Arikunto, S. (2010). Research procedure a practice approach. Jakarta: Rineka Cipta.
Asy'ari, M., Ekayati, I. N., & Matulessy, A. (2014). Self-concept, emotional intelligence and student motivation. Persona: Indonesian Psychology Journal, 3 (1), 83-89. Doi: https://doi.org/10.30996/persona.v3i01.372
Aulia. (2017). Job stress and performance: Meta analysis. Humanity, 13 (2), 85. Doi:10.26555/humanitas.v13i2.6066
Beketova, E., Leontyeva, I., Zubanova, S., Gryaznukhin, A., & Movchun, V. (2020). Creating an optimal environment for distance learning in higher education: discovering leadership issues. Palgrave Communication, 6 (66), 1-6. Doi: 10.1057/s41599-020-0456-x
Biru, M. H., Utami, & Mayowan, Y. (2016). Analysis of job stress factors affecting employee performance (study of permanent employees of Pg. Kebon Agung Malang Regency). Journal of Business Administration S1 Universitas Brawijaya, 39 (2), 50-56.
Blatchford, P., & Russell, A. (2020). : Class size and classroom processes: Teaching. In Rethinking Class Size: The complex story of impact on teaching and learning (pp. 90-134). London: UCL Press.
Burroughs, N., Gardner, J., Lee, Y., Guo, S., Jansen, K., & Schmidt, W. (2019). A review of the literature on teacher effectiveness and student outcomes. Teacher for Excellence and Equity, 6, 1-8.
Calero, A. D., Barreyro, J. P., & Injoque-Ricle, I. (2018). Emotional Intelligence and Self-Perception in Adolescents. Europe's Journal of Psychology, 14 (3), 632-643. https://doi.org/10.5964/ejop.v14i3.1506
Dini, & Tjahja, S. S. (2017). Phenomenological study of the academic self-concept of gifted underachiever students in Junior High School, Malang City. Postgraduate Dissertation and Thesis Um.
Dohmen, T., Falk, A., Huffman, D., & Sunde, U. (2018). On the relationship between cognitive ability and risk preference. The Journal of Economic Perspectives, 32(2), 115-134. Doi: 10.1257/jep.32.2.115
Enjelita, E., Darmayanti, N., & Aziz, A. (2019). The relationship between self-concept and emotional intelligence with work stress in the Batak Karo protestant church pastor in the Langkat Region. Tabularasa: Scientific Journal of Master of Psychology, 1 (2), 167-172. https://doi.org/10.2991/assehr.k.200311.014
Ferrer, C. M. (2012). Influence of emotional intelligence in self-concept. International Journal of Learning and Development, 2 (1), 232-240
Fitria, N. (2017). The Relationship Between Emotional Intelligence and Self-Concept on the Teaching Ability of Kindergarten Teachers. Journal of Al-Azhar Indonesia Humanities Series, 3 (2), 178-184.
Fitrianasari, D., Nimran, U., & Utami, H. (2017). The relationship between compensation and job satisfaction on Organizational Citizenship Behavior (OCb) and employee performance . Profit, (7), 165-170.
Gershgoren, L., & Shwartz, O. (2018). Emotional intelligence in coaches' leadership. Movement: Journal of Physical Education & Sport Sciences, 3 (11), 78.
Gillerbaart, M. (2018). The Operational’ Definition of Self-Control. Front. Psychol., 9, 1231. doi: 10.3389/fpsyg.2018.01231
Goleman, D. (2006). Emotional intelligence. T. Hermaya Translation. Jakarta: PT. Gramedia Pustaka Utama.
Haq, N., Tholkhah, I., & Primarni, A. (2019). The relationship between principal leadership and teacher self efficacy on teacher performance. Reslaj: Religion Education Social Laa Roiba Jurnal, 1 (2), 173-88.
Hendrati, F. (2014). The relationship of achievement motivation and self-esteem with the performance of elementary school teachers in Malang Indonesia Society Has the Best Hope. Journal of Psychology Tabularasa, 9 (2), 151-60.
Holland, T. (2018). Impact of a Departmental Instructional Skills Course on Graduate Students’ Beliefs About Science Teaching and Learning. Journal of College Science Teaching, 47(6), 57-65.
Huang, T.-C., Chen, M.-Y., & Hsu, W.-P. (2019). International Forum of Educational Technology & Society. Journal of Educational Technology & Society , 22 (1), 70-81.
Kanaya, T., Wai, J., & Miranda, B. (2019). Exploring the links between receiving special education services and adulthood outcomes. Front. Educ., 4, 1-14. https://doi.org/10.3389/feduc.2019.00056
Kassarnig, V., Mones, E., Bjerre-Nielse, A., Sapiezynski, P., Lassen, D. D., & Lehmann, S. (2018). Academic performance and behavioral patterns. EJP Data Sci, 7 (1), 10. https://doi.org/10.1140/epjds/s13688-018-0138-8
Lee, M.-A., & Kawachi, I. (2019). The keys to happiness: Associations between personal values regarding core life domains and happiness in South Korea. PLOS ONE, 4(1), e0209821. https://doi.org/10.1371/journal.pone.0209821
Liem, G. A. (2019). Academic performance and assessment. Educational Psychology, 39 (6), 705-708. https://doi.org/10.1080/01443410.2019.1625522
Lin, Y., Tseng, Y., Lee, Y., Wang, T., Tsai, S., & Yi, Y. (2018). Development of a SoLoMo game-based application for supporting local cultural learning in Taiwan. Journal of Educational Technology & Society, 21(4), 115-128.
Maleki, M., Mardani, A., Chehrzad, M. M., Dianatinasab, M., & Vaismoradi, M. (2019). Social Skills in Children at Home and in Preschool. Behavioral Sciences, 9(7). Doi:10.3390/bs9070074
McInerney, D. M. (2019). Motivation. An International Journal of Experimental Educational Psychology, 39(4), 427-429. Doi.org/10.1080/01443410.2019.1600774
McKenney, S., & Visscher, A. J. (2019). Technology for teacher learning and performance. Technology, Pedagogy, and Education, 28 (2), 129-132. https://doi.org/10.1080/1475939X.2019.1600859
Nwagu, E. N., Enebechi, J. C., & Odo, A. N. (2018). Self-control in learning for healthy living among students in a Nigerian College of Education. SAGE OPen, 8 (3), 1-5. https://doi.org/10.1177/2158244018793679
Oana, D. (2019). The consumer of University educational services - a central element of educational marketing. Studies in Business and Economics, 14 (2), 31-40. Doi:10.2478/sbe-2019-0023
Ratka, A. (2018). Empathy and the Development of Affective Skills. American Journal of Pharmaceutical Education, 82(10), 7192; Doi: https://doi.org/10.5688/ajpe7192
Skedsmo, G., & Huber, S. G. (2018). Teacher evaluation: the need for valid measures and increased teacher involvement. Educational Assessment, Evaluation and Accountability, 30, 1–5. https://doi.org/10.1007/s11092-018-9273-9
Stavrova, O., Pronk, T., & Kokkoris, M. D. (2020). Finding meaning in self-control: The effect of self-control on the perception of meaning in life. Self and Identity, 19 (2), 201-218. https://doi.org/10.1080/15298868.2018.1558107
Szanto, T., & Krueger, J. (2019). Introduction: Empathy, shared emotions, and social identity. Topoi, 38, 153-162.
Szorc, K., & Kunat, B. (2019). The importance of emotional intelligence in the creative activity of students. In Kowalczuk-Walêdziak M., Korzeniecka-Bondar A.,, & Danilewicz W., & Lauwers G. (Eds.),, Rethinking Teacher Education for the 21st Century: Trends, Challenges and New Directions (pp. 368-380). Opladen; Berlin; Toronto: Verlag Barbara Budrich.
Tavares-Junior, J. W., de Souza, A. C., Alves, G. S., Bonfadini, J. d., Siqueira-Neto, J. I., & Braga-Neto, P. (2019). Cognitive Assessment Tools for Screening Older Adults With Low Levels of Education: A Critical Review. Front Psychiatry, 10, 878. doi: 10.3389/fpsyt.2019.00878
Ulmer, J. (2018). Evolving characteristics of today’s applied engineering college-level educator: 2013 to 2017. The Journal of Technology Studies, 44(1), 28-40. Doi:10.21061/JOTS.V44I1.A.3
Wu, Y., Yu, W., Wu, X., Wan, H., Wang, Y., & Lu, G. (2020). Psychological resilience and positive coping styles among Chinese undergraduate students: a cross-sectional study. BMC Psychology, 8 (79), 1-5.
Yamin-Ali, J. (2019). et It begin with me: The forging of a professional teacher educator self. In Kowalczuk-Walêdziak M., Korzeniecka-Bondar A., , & Danilewicz W., & Lauwers G. (Eds.), Rethinking Teacher Education for the 21st Century: Trends, Challenges and New Directions (pp. 54-78). Opladen, Berlin, Toronto: Verlag Barbara Budrich.
Zaçellari, M. (2019). Teaching Practice in the Albanian Context: Student-Teachers’ Perceptions. In Marta Kowalczuk-Walêdziak, Alicja Korzeniecka-Bondar, Wioleta Danilewicz, & Gracienne Lauwers, Rethinking Teacher Education for the 21st Century: Trends, Challenges and New Directions (pp. 168-183). Opladen; Berlin; Toronto: Verlag Barbara Budrich.
Zhang, J.-H., Zhang, Y.-X., Zou, Q., & Huang, S. (2018). What Learning Analytics Tells Us: Group Behavior Analysis and Individual Learning Diagnosis based on Long-Term and Large-Scale Data. Journal of Educational Technology & Society , 21(2), 245-258.
Zhao, X., Wang, J., & Shi, C. (2020). The Influence of Mental Resilience on the Positive Coping Style of Air Force Soldiers: A Moderation- Mediation Model. Front. Psychol. 11:550. doi: 10.3389/fpsyg.2020.00550