Emotional Quotient vs Lingkungan Sekolah: Manakah yang Lebih Dominan dalam Meningkatkan Kinerja Guru?
DOI:
https://doi.org/10.24246/j.jk.2025.v12.i1.p17-30Keywords:
Emotional Intelligence, School Environment, Teacher Performance, Quality EducationAbstract
Education is a conscious and planned effort to develop students’ potential through effective learning. In this process, teachers play a crucial role, as the success of education largely depends on their competence. However, despite many teachers having good emotional intelligence, their performance may still fall short without support from a conducive school environment. This study examines the influence of emotional intelligence and school environment on the performance of public junior high school teachers in Probolinggo City. The research method used was quantitative. A total of 96 junior high school teachers in Probolinggo City were the subjects of this study. The data analysis technique was carried out in several stages of testing, namely the validity test to measure the validity of the instrument using product moment correlation, and the reliability test using the Cronbach's Alpha method. The data were then analyzed using the classical assumption test which includes normality, multicollinearity, and heteroscedasticity tests. Further analysis was conducted using multiple linear regression (regression test, f test, and t test). The results revealed that emotional intelligence alone did not significantly affect teacher performance (p = 0.269 > 0.05), while the school environment did (p = 0.000 < 0.05). Simultaneously, both variables significantly influenced performance, indicated by an F value of 24.422 > F table 3.18. These findings highlight the dominant role of the school environment in enhancing teacher performance. Moreover, the interaction between emotional intelligence and a supportive environment can collectively improve the quality of teaching.
Downloads
References
Alzoraiki, M., Ahmad, A. R., Ateeq, A. A., Naji, G. M. A., Almaamari, Q., & Beshr, B. A. H. (2023). Impact of Teachers’ Commitment to the Relationship between Transformational Leadership and Sustainable Teaching Performance. Sustainability, 15(5), 4620. https://doi.org/10.3390/su15054620
Antera, S. (2021). Professional Competence of Vocational Teachers: a Conceptual Review. Vocations and Learning, 14(3), 459–479. https://doi.org/10.1007/s12186-021-09271-7
Ardiansah, D., & Rizana, D. (2023). Pengaruh Kepemimpinan, Kecerdasan Emosional dan Iklim Kerja Terhadap Kinerja Guru PNS di SMP Negeri 1 Kebumen. Jurnal Riset Akuntansi Dan Bisnis Indonesia, 3(1), 1–20. https://doi.org/https://doi.org/10.32477/jrabi.v3i1.558
Baskoro, D. H. A., Joko Susilo, T., Apriliani, E. I., Romadlon, F. R., & Amin, D. K. (2024). Pengaruh Kecerdasan Emosional terhadap Kinerja Guru di TKIT Nurussalam Grogol. Indonesian Journal of Early Childhood: Jurnal Dunia Anak Usia Dini, 6(1), 186–191. https://doi.org/https://doi.org/10.31004/jptam.v7i3.9824
Bechter, B. E., Whipp, P. R., Dimmock, J. A., & Jackson, B. (2023). Emotional intelligence and interpersonal relationship quality as predictors of high school physical education teachers’ intrinsic motivation. Current Psychology, 42(9), 7457–7465. https://doi.org/10.1007/s12144-021-02096-6
Chen, J., & Guo, W. (2020). Emotional intelligence can make a difference: The impact of principals’ emotional intelligence on teaching strategy mediated by instructional leadership. Educational Management Administration and Leadership, 48(1), 82–105. https://doi.org/10.1177/1741143218781066
Daniel, K., Msambwa, M. M., Antony, F., & Wan, X. (2024). Motivate students for better academic achievement: A systematic review of blended innovative teaching and its impact on learning. Computer Applications in Engineering Education, 32(4). https://doi.org/10.1002/cae.22733
Elly, Y., & Soraya, J. (2020). Kepemimpinan Kepala Sekolah dan Lingkungan Sekolah terhadap Kinerja Guru. Jurnal Penelitian Dan Pendidikan IPS (JPPI), 14(2), 55–61. https://doi.org/https://doi.org/10.21067/jppi.v14i2.4856
Estrada, M., Monferrer, D., Rodríguez, A., & Moliner, M. Á. (2021). Does Emotional Intelligence Influence Academic Performance? The Role of Compassion and Engagement in Education for Sustainable Development. Sustainability, 13(4), 1721. https://doi.org/10.3390/su13041721
Feng, X., Wei, Y., Pan, X., Qiu, L., & Ma, Y. (2020). Academic emotion classification and recognition method for large-scale online learning environment—based on A-CNN and LSTM-ATT deep learning pipeline method. International Journal of Environmental Research and Public Health, 17(6). https://doi.org/10.3390/ijerph17061941
Fteiha, M., & Awwad, N. (2020). Emotional intelligence and its relationship with stress coping style. Health Psychology Open, 7(2). https://doi.org/10.1177/2055102920970416
Goh, E., & Sigala, M. (2020). Integrating Information & Communication Technologies (ICT) into classroom instruction: teaching tips for hospitality educators from a diffusion of innovation approach. Journal of Teaching in Travel & Tourism, 20(2), 156–165. https://doi.org/10.1080/15313220.2020.1740636
Hooda, M., Rana, C., Dahiya, O., Rizwan, A., & Hossain, M. S. (2022). Artificial Intelligence for Assessment and Feedback to Enhance Student Success in Higher Education. Mathematical Problems in Engineering, 2022, 1–19. https://doi.org/10.1155/2022/5215722
Hsieh, C.-C., Li, H.-C., Liang, J.-K., & Chiu, Y.-C. (2024). Empowering teachers through principals’ emotional intelligence: Unlocking the potential of organizational citizenship behavior in Taiwan’s elementary schools. Acta Psychologica, 243, 104142. https://doi.org/10.1016/j.actpsy.2024.104142
Kálmán, O., Tynjälä, P., & Skaniakos, T. (2020). Patterns of university teachers’ approaches to teaching, professional development and perceived departmental cultures. Teaching in Higher Education, 25(5), 595–614. https://doi.org/10.1080/13562517.2019.1586667
Kamboj, K. P., & Garg, P. (2021). Teachers’ psychological well-being role of emotional intelligence and resilient character traits in determining the psychological well-being of Indian school teachers. International Journal of Educational Management, 35(4), 768–788. https://doi.org/10.1108/IJEM-08-2019-0278
Kanya, N., Fathoni, A. B., & Ramdani, Z. (2021). Factors affecting teacher performance. International Journal of Evaluation and Research in Education (IJERE), 10(4), 1462. https://doi.org/10.11591/ijere.v10i4.21693
Khassawneh, O., Mohammad, T., Ben-Abdallah, R., & Alabidi, S. (2022). The Relationship between Emotional Intelligence and Educators’ Performance in Higher Education Sector. Behavioral Sciences, 12(12), 511. https://doi.org/10.3390/bs12120511
Kim, S., Raza, M., & Seidman, E. (2019). Improving 21st-century teaching skills: The key to effective 21st-century learners. Research in Comparative and International Education, 14(1), 99–117. https://doi.org/10.1177/1745499919829214
Kurnia Irmawati, D., Mega Asri, T., & Luqman Aziz, A. (2021). How EFL Teachers Deal with Pedagogical Competence Development for the Teaching of Writing: A Study on Higher Educational Level in Indonesian Context. Journal of Education and E-Learning Research, 8(1), 42–51. https://doi.org/10.20448/journal.509.2021.81.42.51
Lin, C.-L., & Tsai, C.-Y. (2021). The Effect of a Pedagogical STEAM Model on Students’ Project Competence and Learning Motivation. Journal of Science Education and Technology, 30(1), 112–124. https://doi.org/10.1007/s10956-020-09885-x
Maamari, B. E., & Majdalani, J. F. (2019). The effect of highly emotionally intelligent teachers on their students’ satisfaction. International Journal of Educational Management, 33(1), 179–193. https://doi.org/10.1108/IJEM-11-2017-0338
Mohamad Hsbollah, H., & Hassan, H. (2022). CREATING MEANINGFUL LEARNING EXPERIENCES WITH ACTIVE, FUN, AND TECHNOLOGY ELEMENTS IN THE PROBLEM-BASED LEARNING APPROACH AND ITS IMPLICATIONS. Malaysian Journal of Learning and Instruction, 19. https://doi.org/10.32890/mjli2022.19.1.6
Munna, A. S., & Kalam, M. A. (2021). Teaching and learning process to enhance teaching effectiveness: literature review. International Journal of Humanities and Innovation (IJHI), 4(1), 1–4. https://doi.org/10.33750/ijhi.v4i1.102
Palaigeorgiou, G., & Papadopoulou, A. (2019). Promoting self-paced learning in the elementary classroom with interactive video, an online course platform and tablets. Education and Information Technologies, 24(1), 805–823. https://doi.org/10.1007/s10639-018-9804-5
Podkhodova, N., Snegurova, V., Stefanova, N., Triapitsyna, A., & Pisareva, S. (2020). ASSESSMENT OF MATHEMATICS TEACHERS’ PROFESSIONAL COMPETENCE. Journal on Mathematics Education, 11(3), 477–500. https://doi.org/10.22342/jme.11.3.11848.477-500
Prasetyono, H., Abdillah, A., Djuhartono, T., Ramdayana, I. P., & Desnaranti, L. (2021). Improvement of teacher’s professional competency in strengthening learning methods to maximize curriculum implementation. International Journal of Evaluation and Research in Education (IJERE), 10(2), 720. https://doi.org/10.11591/ijere.v10i2.21010
Puertas Molero, P., Zurita Ortega, F., Ubago Jiménez, J. L., & González Valero, G. (2019). Influence of Emotional Intelligence and Burnout Syndrome on Teachers Well-Being: A Systematic Review. Social Sciences, 8(6), 185. https://doi.org/10.3390/socsci8060185
Rahman, M. H., Bin Amin, M., Yusof, M. F., Islam, M. A., & Afrin, S. (2024). Influence of teachers’ emotional intelligence on students’ motivation for academic learning: an empirical study on university students of Bangladesh. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2327752
Reba, Y. A., Saud, H., Saputra, A. A., & Pristanti, N. A. (2022). Kinerja Guru Bimbingan Dan Konseling Ditinjau Dari Kompetensi Profesional Dan Dukungan Sistem. Jurnal Bimbingan Konseling Indonesia, 7, 65–73.
Sari, N. P., & Azizah, S. N. (2023). Pengaruh Kecerdasan Emosional, Kecerdasan Spiritual dan Kreativitas Terhadap Kinerja Guru (Studi pada Guru PNS MAN 2 Kebumen). Jurnal Ilmiah Mahasiswa Manajemen, Bisnis Dan Akuntansi, 5(3), 349–361. https://doi.org/https://doi.org/10.32639/jimmba.v5i3.459
Sirait, D., Suriansyah, Ngadimun, & Suhaimi. (2021). The Influence of Principal Transformational Leadership, Work Culture and Work Environment on Teacher Performance in State Senior High Schools throughout Banjarbaru City. Journal of Advances in Education and Philosophy, 5(12), 391–400. https://doi.org/10.36348/jaep.2021.v05i12.004
Siri, A., Supartha, I. W. G., Sukaatmadja, I. P. G., & Rahyuda, A. G. (2020). Does teacher competence and commitment improve teacher’s professionalism. Cogent Business & Management, 7(1), 1781993. https://doi.org/10.1080/23311975.2020.1781993
Sulfemi, W. B. (2016). Hubungan Persepsi Peserta Didik Tentang Kompetensi Guru Mata Pelajaran Sejarah Dengan Hasil Belajar Peserta Didik Mata Pelajaran Sejarah Di Kelas X SMA Negeri 1 Pamijahan Kabupaten Bogor. Jurnal Fascho, 5(2), 1–18.
Suryawati, C. T., Ma’rifatin, I. K., Susilo, A. T., Asrowi, & Surur, N. (2024). Enhancing Effectiveness of Guidance and Counseling Services Through Web-Based Interactive Media. Ingenierie Des Systemes d’Information, 29(1), 37–48. https://doi.org/10.18280/isi.290105
Tai, M. K., & Abdull Kareem, O. (2019). The relationship between emotional intelligence of school principals in managing change and teacher attitudes towards change. International Journal of Leadership in Education, 22(4), 469–485. https://doi.org/10.1080/13603124.2018.1481535
Toropova, A., Myrberg, E., & Johansson, S. (2021). Teacher job satisfaction: the importance of school working conditions and teacher characteristics. Educational Review, 73(1), 71–97. https://doi.org/10.1080/00131911.2019.1705247
Valente, S., & Lourenço, A. A. (2020). Conflict in the Classroom: How Teachers’ Emotional Intelligence Influences Conflict Management. Frontiers in Education, 5. https://doi.org/10.3389/feduc.2020.00005
Valente, S., Monteiro, A. P., & Lourenço, A. A. (2019). The relationship between teachers’ emotional intelligence and classroom discipline management. Psychology in the Schools, 56(5), 741–750. https://doi.org/10.1002/pits.22218
Wang, L. (2022). Exploring the Relationship Among Teacher Emotional Intelligence, Work Engagement, Teacher Self-Efficacy, and Student Academic Achievement: A Moderated Mediation Model. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.810559
Wang, X. (2023). Exploring positive teacher-student relationships: the synergy of teacher mindfulness and emotional intelligence. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1301786
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Kelola: Jurnal Manajemen Pendidikan
This work is licensed under a Creative Commons Attribution 4.0 International License.
Kelola: Jurnal Manajemen Pendidikan is licensed under a Creative Commons Attribution 4.0 International License
