Teachers’ Involvement Model in Managing Class at Primary Schools

Abstract

The teachers’ involvement became the problem are needed to solve immediately in Indonesia because their involvement is still not yet maximal. The Teacher involvement in classroom learning is an essential factor in increasing education's success. This study finds a new structural model that describes what factors can affect the effectiveness or teachers' involvement in classroom management. These factors will determine the effectiveness of teacher involvement in classroom management in Yogyakarta Province primary schools, which will be the basis to develop policies dealing with effective classroom management. This study was conducted in a quantitative correlational approach. The sample in this study was partly primary school teachers in Yogyakarta Province who were taken in clusters. Data was collected through expert-validated and empirically validated questionnaires. Data analysis with SEM (Structural Equation Modelling) approach was used to determine whether the indicators obtained in the field were valid and exogenous variables were significant to endogenous variables. The results show a significant effect of the Principal's Role, self-efficacy, and colleague variables on teacher involvement in classroom management, t-values of 1.99, 2.30, and 2.43, respectively. The environment has no significant effect on teacher involvement in classroom management. Environment significantly affects self-efficacy with a tvalue of 2.63. Self-efficacy significantly affects colleagues with a t-value of 2.90. Principal's Role significantly effects on environment variable with t-value of 2.38.