Biological Teachers’ Integrity during the Covid-19 Pandemic based on School Climate and Teachers’ Big-five Personality
- Author Sinta Prama Dewi
- Co-Author I Made Putrawan, Supriyatin
- DOI 10.17605/O
- Country : Indonesia
- Subject : Biological Education
Keywords : School climate, regression and correlation, reliability, big-five personality, and teachers’ integrity
Abstract
Educational sectors has been proven to be one of the human aspect affected by Covid-19 pandemic, especilly related to teaching and learning process. It cpuld be felt that all school system have changed and should adapt with information technology called internet of thing (IOT). It is probably the most spychological factors of all schools members have been attacked by those changes including school climate, teachers’ and students personality and, of course, teachers integrity, in term of how teachers are aware of their tasks and fucntions tio be more honset, consistents, and trusted. Related to these phenomena, this research was aimed at finding out whether teachers’ integrity could be contributed by school climate and personality variances. Therefore, a non-causal survey, in term of regression and correlational study conducted by selecting around 122 senior high school biological teachers. There were three instruments developed which its reliability was 0.77 for teachers’ integrity, and 0.92 for school climate and 0.87 for personality. Data analyzed by regression and correlation. Research results revealed that both school climate and personality all together have contribution positively and significantly with teachers’ integrity. It was around 40% teachers’ integrity variances has been determined by both school climate and teachers’ big-five personality. It could be concluded that if teachers’ intergity would be improved, especialy during this covid-19 pandemic, therefore, biological teachers positive view toward school climate and their personality, should be taken into consideration. Improving teachers positive view and personality should be directed to policy implication that schools should develop such kind of new policy by strengthening reinforcement and improving teachers’ involvement in intellectual stimulation activities during the pandemic distantly.
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