Classroom Management Skills dierence seen from the Gender and Emotional Intelligence Special School Teachers

Mareta Parlina Rachman

Abstract


In the world of education, teachers are
required to prepare the Human Resources (HR) quality.
The role of teachers as classroom managers are able to
manage the classroom as a learning environment and
is an aspect of the school environment that need to be
organized. To improve the skills of classroom management
skills of special school teachers must have eective ways of
teaching, professional and the emotional back. The Goals
to be achieved in this study was to determine the extent of
dierences in classroom management skills views of gender
and emotional intelligence special-ed teacher. Research
in the School of Extraordinary held in Depok and Bogor
Special School, with the subject as many as 60 people,
consisting of 30 male teachers and 30 female teachers. The
data obtained were analyzed using a technique independent
sample t-test with SPSS version 12, 0 for Windows. To
measure classroom management skills is by using a scale of
classroom management skills based on the components of
classroom management skills of Usman (2003) in the form
of Likert scale. Of the 100 items used, obtained 48 valid
items, while 52 other items declared killed, the item has a
valid correlation values ??between 0.308 to 0.707 with the
reliability coecient of 0.935. while to measure emotional
intelligence is by using a scale based on emotional intelli-
gence domains of emotional intelligence Daniel Goleman
(1996) in the form of Likert scale. Of the 100 items used,
obtained 64 valid items, while 36 others are listed as items
that fall, the item has a valid correlation values ??between
0.342 to 0.764 with a reliability coecient of 0.958. Based
on data analysis performed using independent sample
t-test on classroom management skills known value of t:
-0.102 with a signicance value of 0.919. This means there
is no sign ikan dierences in classroom management skills
among special-ed teacher of men with women's special-ed
teacher, these results indicate that the hypothesis which
says classroom management skills of female teachers is
higher than teachers' classroom management skills of men,
were rejected. While the data analysis is done using the
Independent Sample t-test on the emotional intelligence,
obtained t value of 9.732 with a signicance of 0.000 (p
<0.05). This means there is a signicant dierences in
classroom management skills among teachers who have
high emotional intelligence with the management skills of
classroom teachers have
low emotional intelligence, these results indicate that
the hypothesis which says teachers' classroom management
skills that have high emotional intelligence with the man-
agement skills of classroom teachers who have low emotional
intelligence, accepted. Based on the results of research can
be concluded that the absence of dierences in teachers'
classroom management skills of men with female teachers
in this study, is caused by other factors such as teacher pro-
fessionalism, emotional intelligence, education and teacher
experience in teaching in schools. While the dierences
are signicant classroom management skills among teachers
who have high emotional intelligence with the management
skills of classroom teachers who have low emotional intelli-
gence in this study, due to individual factors in controlling
the emotional and the individual's own environment. Sug-
gestions for special-ed teachers to better master the skills of
classroom management and improve emotional intelligence
in the classroom during the learning process.

Full Text:

Full Paper

Download File : 14556-40933-1-PB.pdf aneka ragam manfaat dan khasiat sejuta manfaat artikel unik sejarah kerajaan