INTRODUCTION
According to Permendikbud 31
of 2014, Educational Cooperation Unit (SPK)
is an educational institution organized in collaboration with the Foreign
Education Institution (LPA). In
principle, this institution organizes education in schools under regulations
determined by the Government. However, the institution is unique because of the
programs and the management system. SPK
is a response to the trend of globalization that carries diversity in unity.
This global and futuristic vision has become the distinctive paradigm of SPK. It intersected with the goals of
education to create an individual with good quality and strong character who
also has a broad view of the future to achieve an expected goal and the ability
to adapt to various environments quickly and precisely (Sari, 2019). The global
paradigm presented in the local experience becomes a laboratory for students to
meet various academic and social experiences. This experience provides insight
into the knowledge and fosters self-class management for a student to be ready
to enter the world community in the future.
Considering their encounters, the most apparent
interaction between teachers and students occurs intensively in the classroom,
where the school organizational climate is sown and developed. Teachers as
school representatives are the backbones of a positive and productive school
climate. Building a conducive classroom is a challenge that is no less
important as the foundation of academic priorities. In SPK, most students experience stress due to the excessive volume of
assessments due to the implementation of dual curriculums. The relationship
between teachers and students in classroom management tends to rely on
pedagogical and professional competencies, namely teaching content and how to
teach it (Wubbels et al., 2014).
Meanwhile, the social dimension, such as
non-intellectual relations, which underlies the overall communication in the
classroom, tends to be neglected. However, looking at the cases above, there is
a need for every teacher to attain further development related to the
subjective dimension of background experience that forges their own unique
personal character as a teacher. This means that a teacher is equipped with
intellectual and personal intelligence to manage relationships in the
classroom. The teacher's presence as an exemplary figure can be an agent of
change for the students in the class.
Teachers have a significant role in influencing
students' emotions and academic performance (Nizolek, 2015). These social
skills are part of the four main competencies of teachers (pedagogical,
professional, classroom management, and social competencies). However, the
existence and role of social competencies are often missed from the sustainable
development program of teacher professional development. A teacher will have
difficulties fulfilling his role as a teacher and an educator without social
competence. To construct effective communication, a teacher needs to be
critical, starting from the knowledge of himself and how to present himself in
front of students, parents, and other fellow teachers. Theoretical knowledge
and ability to deliver the material to students and the unique dimensions of
classroom management will only be constructive for students if effective
communication practices cover it.
Emotional intelligence is a person's ability to
understand himself (emotions, feelings, affection) and control it through
behavior towards others. Significant conceptual overlap exists between
emotional intelligence and personality evaluation (Ain, Munir & Suneel,
2021). In the classroom context, the teacher-student relationship
plays a role in educators' ability to introspect and understand themselves and
others to build healthy teacher-student relationships (Parsons & Stephenson, 2005). Based on the
opinions above, both theoretically and juridically, it can be explained that
the relationship between teachers and students does not only concern the
dimensions of academic qualifications. The difference between this study and
the previous there is a teacher-student non-academic (affective) area that has
broader potential to be explored further, considering its latent and
significant influence and role in the presence of a healthy and conducive
learning environment. Spilt, Koomen, and Thijs (2011)
stated that the influence of student behavior on the teacher (which causes
stress) would be better understood from the perspective of the teacher-student
relationship itself.
For this reason, the authors suspect that the
emotional intelligence of teachers relates to classroom management abilities
and the organizational climate that affects teacher and student interactions.
Therefore, more detailed and structured efforts are needed in the form of
research on the relationship between emotional intelligence, classroom
management, and organizational climate in teacher and student interactions.
This effort also departs from the lack of academic review of the quality of
teacher-student relationships in the school environment (Herliani, 2016). On the other hand, these factors are recognized as
essential things that cannot be ignored for establishing an ideal learning
environment.
METHOD
This
study uses a mixed-method between quantitative and qualitative. This method is
chosen due to the comprehensive possibility of the mixed method to accommodate
both significant positive data and descriptive data from reality in the
classroom and school environment to conclude (Creswell, 2012). This strategy
collects and analyzes quantitative data, followed by the collection and
analysis of qualitative data, which builds on the initial quantitative results.
The priority weight of this strategy rests on quantitative data.
Quantitatively, this research uses a survey method through a path analysis
approach. The instrument used on all variables is in the form of a
questionnaire. Before being used in the study, the instrument was tested to
test the validation and reliability of each item of the instrument so that it
could be used in research. The study was conducted on 105 high school teachers
as a sample in SPK at the Senior High
school level in South Tangerang City, Indonesia. The number of samples was
taken as a sample using the Slovin formula. The data in this
study were collected using an instrument in the form of a questionnaire that
included a questionnaire on teacher-student interaction behavior, emotional
intelligence, classroom management, and school organizational climate, which
had gone through the stages of empirical validation through instrument testing.
The relationship between each variable in this study is presented in the form
of a constellation as follows:
![]()
Figure 1: Constellation
RESULTS
AND DISCUSSION
For regression analysis to be carried out, requirements testing is a must.
Data analysis to test the research hypothesis was carried out by statistical
analysis or path analysis. Before testing the hypothesis, the requirements
analysis test was carried out, which included the following: (1) normality test
for the estimated error, and (2) significance test and regression linearity.
The normality test for the estimated error used the Liliefors test. The test criteria are if L count < L
table at = 0.05, then the regression equation is usually distributed. Based on
the estimated normality error test calculation, everything shows that L count
< L table so that all regression equations are typically distributed.
Table 1
Normality Test Results
|
No
|
Estimated
Error
|
L count
|
L table
|
Results
Normality
test
|
|
1
|
Y top X 1
|
0.040
|
0.086
|
Normal Distribution
|
|
2
|
Y over X 2
|
0.077
|
0.086
|
Normal Distribution
|
|
3
|
Y over X 3
|
0.067
|
0.086
|
Normal Distribution
|
|
4
|
X 3 top X 1
|
0.075
|
0.086
|
Normal Distribution
|
|
5
|
X 3 over X 2
|
0.054
|
0.086
|
Normal Distribution
|
|
6
|
X 2 top X 1
|
0.062
|
0.086
|
Normal Distribution
|
For the significance test, the ANOVA calculation with
the test criteria is if F count > F table at = 0.05, then the regression
coefficient between variables is significant. Based on the calculation of the
significance test, everything shows that F count > F table, then the
regression coefficient between all variables is very significant. To test the
linearity of the simple regression equation with the criteria that if F count
< F table, the relationship between variables is linear. Based on the
linearity test calculation results, everything shows that F count g < F
table, then all relationships between variables are linear.
Table 2
Significance Test Results and Linearity Test
|
Reg
|
Equality
|
Significance Test
|
Linearity Test
|
Conclusion
|
|
F count
|
F table
|
F count
|
F table
|
|
= 0.01
|
= 0.05
|
|
Y top X 1
|
= 35,726 + 0.793 X 1
|
76.529
|
6,887 ns
|
0.878
|
1,830 **
|
Very Significant/
linear
|
|
Y over X 2
|
= 59.161 + 0.610 X 2
|
31,430
|
6,887 ns
|
1,486
|
1,830 **
|
Very Significant/
linear
|
|
Y top X 3
|
= 44.113 + 0.711 X 1
|
60.030
|
6,887 ns
|
0.821
|
1,830 **
|
Very Significant/
linear
|
|
X 3 on X 1
|
 3 = 47.258 + 0.697 X 1
|
85.023
|
6,887 ns
|
1,790
|
1,830 **
|
Very Significant/
linear
|
|
X 3 on X 2
|
3 = 62.339 + 0.574 X 1
|
40.947
|
6,887 ns
|
0.856
|
1,830 **
|
Very Significant/
linear
|
|
X 2 on X 1
|
3 = 91.332 + 0.381 X 1
|
19,105
|
6,887 ns
|
1,291
|
1,830 **
|
Very Significant/
linear
|
After the estimated error normality test, significance
test, and regression linearity were carried out, and path analysis was carried
out to test the research hypothesis. The following table describes the results
of the calculation and testing of path coefficients with t table = 1.659 for =
0.05 with the criteria if t count > from t table then h path coefficient
test results show that the path is significant and t table = 2,363 for = 0.05
with the criteria if t count > from t table then the results of the path
coefficient test show that the path is very significant in explaining the
influence between variables.
Table 3
Results of Calculation and Testing of Path
Coefficients
|
Track
|
Correlation coefficient
|
Path Coefficient
|
T count
|
|
X 1 against Y
|
r 1y = 0.653
|
p y1 = 0.433
|
4,581
|
|
X 2 against Y
|
r 2y = 0.484
|
p y2 = 0.201
|
2,429
|
|
X 3 against Y
|
r 3y = 0.607
|
p y3 = 0.208
|
2.026
|
|
X 1 against X 3
|
r13 = 0.672 _
|
p31 = 0.547 _
|
7,457
|
|
X 2 against X 3
|
r 23 = 0.533
|
p32 = 0.317 _
|
4,320
|
|
X 1 against X 2
|
r12 = 0.396 _
|
p31 = 0.396 _
|
4,371
|
Thus, it can be concluded that the path between
emotional intelligence variables to Teacher and Student Interaction Behavior,
classroom management towards Teacher and Student Interaction Behavior, and
school organizational climate towards Teacher and Student Interaction Behavior,
emotional intelligence to school organizational climate, classroom management
on school organizational climate, and emotional intelligence on classroom
management, the path coefficient is significant because the t value > from t
table. The results of the path coefficient test in this study indicate that the
path is very well shaped and can explain the influence of emotional
intelligence, class management, and school organizational climate on the
Interaction Behavior of Teachers and Students in SPK at the Senior High School level in South Tangerang City,
Indonesia. Thus, it can explain the effect of the exogenous variables with the
analyzed endogenous variables.
A. Effect of Emotional Intelligence on Teacher and Student Interaction
Behavior
Calculating the influence of work
emotional intelligence on the interaction behavior of teachers and students
obtained a path coefficient of 0.433 and the t-aritmethic
�value of this path coefficient of t-aritmethic �= 4.581
> t-table = 2,363, then the research hypothesis is accepted. It can be
concluded that emotional intelligence has a direct positive influence on the
interaction behavior of teachers and students. That is, an increase in
emotional intelligence will increase teacher-student interaction behavior. It
can be interpreted that the emotional intelligence of the teacher causes an
increase in the interaction behavior of teachers and students in SPK at the Senior High School Level in
South Tangerang City, Indonesia. Based on this empirical evidence, it is said
that this finding shows that emotional intelligence is one of the variables
that directly affect the teacher-student interaction behavior variable.
The results of this study are by
the opinion of Cherniss
(2001), who states that emotional
intelligence includes not only our emotions but also the moods and feelings
that we express during interacting with other people, in this case, students in
class. For this reason, the teacher's ability to manage his mentality
influences the teaching and learning situation in the classroom, namely the
interaction between the teacher and the students themselves. The same thing was
conveyed by (Ravhuhali,
Kutame, & Mutshaeni, 2015) in their research on emotional behavior in teacher-student relations in
the nursing class for 45 students and 4 teachers at Venda University, South
Africa, showing that teacher emotions will contribute to each of them well.
Thus, good emotional intelligence increases the interaction behavior of
teachers and students in SPK at the
Senior High School Level in South Tangerang City, Indonesia.
B. The Effect of
Classroom Management on Teacher and Student Interaction Behavior
The calculation of the influence
of class management on the interaction behavior of teachers and students
obtained a path coefficient of 0.201, and the t-aritmethic
�value of this path coefficient of t-aritmethic = 2,429 > t-table = 2,363, then the research
hypothesis is accepted. Thus, it is concluded that classroom management has a
direct positive influence on the interaction behavior of teachers and students.
The results of the study indicate that classroom management affects
teacher-student interaction behavior. It can be interpreted that good classroom
management will lead to increased teacher-student interaction behavior in the
classroom of SPK at the Senior High
School Level in South Tangerang City, Indonesia. Based on this empirical
evidence, it can be said that this finding shows that classroom management is
one of the variables that directly affect the teacher-student interaction
behavior variable.
In a narrow sense, class
management means minimizing student behavior that interferes with the course of
the class (Spilt
et al., 2011). Duchesne
and McMaugh (2018) state that classroom management lies in the teacher's decision to support
and offer maximum learning opportunities. Meanwhile, in Seng,
Parsons, Hinson, and Sardo-Brown (2003), classroom management involves activities to facilitate order in an
encouraging environment. Everyday classroom activities such as material preparation,
planning and organization, classroom decoration, and enforcing classroom rules
require efforts to maintain an atmosphere to provide favorable conditions for
learning. A teacher with classroom management skills will create effective
communication in doing his or her job. An attitude of mutual trust will be
formed. Thus, good classroom management increases the interaction behavior of
teachers and students in SPK at the
Senior High School Level in South Tangerang City, Indonesia.
C. The Effect of School Organizational Climate on Teacher and Student
Interaction Behavior
The calculation of the influence
of school organizational climate on teacher-student interaction behavior
obtained a path coefficient of 0.208. The t-aritmethic
�value of this path coefficient of t-aritmethic = 2.026 > t-table = 1.651, then the research
hypothesis is accepted. Thus, it is concluded that there is a positive direct
effect on school organizational climate on teacher and student interaction
behavior. The study results indicate that the school organizational climate
affects the interaction behavior of teachers and students. It can be
interpreted that an increase in the school organizational climate perceived by
teachers will lead to an increase in the interaction behavior of teachers and
students in SPK at the Senior High
School Level in South Tangerang City, Indonesia. Based on this empirical
evidence, it can be said that this finding shows that the school organizational
climate is one of the variables that directly affect the interaction behavior
of teachers and students.
The interaction of various school
and classroom climate factors can create a support network that enables all
members of the school community to teach and learn at optimal levels. By Dernowska (2017), a positive school climate means an environment that creates conditions
for students and teachers to work and study effectively, feel supported, safe,
motivated, and satisfied with their results, and be ready to contribute to
school improvement. Thus, it can be said that the reality of the school climate
gives a general picture of how teacher-student interactions occur. Thus, a good
school organizational climate increases the interaction behavior of teachers
and students in SPK at the Senior
High School Level in South Tangerang City, Indonesia.
D. The Effect of Emotional Intelligence on School Organizational Climate
The results of the calculation of
the influence of emotional intelligence on the school organizational climate,
the path coefficient is 0.547, and the t-aritmethic �value of this path coefficient is t-aritmethic = 7,457 < t-table = 2,363, then the research
hypothesis is accepted. Thus, it is concluded that emotional intelligence has a
positive direct effect on the school organizational climate. Good emotional
intelligence will have an impact on improving the school's organizational
climate. It can be interpreted that the right emotional intelligence possessed
by teachers will increase the school organizational climate in SPK at the Senior High School Level in
South Tangerang City, Indonesia. Based on this empirical evidence, it is said
that these findings indicate that emotional intelligence is one of the
variables that directly affect the classroom management variable.
Some instructions based on
emotional intelligence are given to teachers to support the development of
their classroom management as teachers. The results of this study are supported
by Morton
(2014), an intrinsic case study that
tries to understand the impacts that occur when knowledge of emotional intelligence
is transmitted to teachers and its application in the school environment. It
turns out that teachers' emotional intelligence can indeed be developed, and
from there, it positively affects the school climate. Thus, good emotional
intelligence results in an improvement in the organizational climate of SPK at the Senior High School Level in
South Tangerang City, Indonesia.
E.
The Effect of Classroom Management
on School Organizational Climate
The results of the calculation of
the influence of class management on the school organizational climate, the
path coefficient is 0.317. The t-aritmethic value of
this path coefficient is t-aritmethic �= 4.320 < t-table = 2.363, then the
hypothesis is accepted. Thus, it is concluded that classroom management has a
positive direct effect on the school organizational climate. The study results
indicate that classroom management affects the school's organizational climate.
It can be interpreted that good classroom management will lead to an increase
in the level of school organizational climate in South Tangerang City SPK. Based on this empirical evidence,
it can be said that this finding shows that classroom management is one of the
variables that directly affect the school organizational climate variable.
A good school climate or high
student achievement is not possible without the collective use of high-quality
classroom management practices that make it possible. This was stated by Shindler,
Jones, Williams, Taylor, and Cardenas (2012), who revealed that if we want to
improve the quality of the school climate, the way is through improved
pedagogy, including more effective classroom management practices. Classroom
management practice not only has the effect of generating conditions for
learning but is a teaching practice that will lead to student achievements. His
findings in 30 schools in California showed a strong correlation between
classroom management and school organizational climate. Teachers who apply
discipline in the classroom by imposing logical consequences and refrain from
punishing or shaming students with an orientation on student progress get a
positive response from the class so that students are motivated and focus on
their studies. Thus, good classroom management improves the school
organizational climate in SPK at the
Senior High School Level in South Tangerang City, Indonesia.
F.
Effect of Emotional Intelligence
on Class Management
The calculation of the influence
of emotional intelligence on classroom management obtained a path coefficient
of 0.396. The t-aritmethic �value of this path coefficient is t-aritmethic �= 4.371
< t-table = 2,363, then the research hypothesis is accepted. Thus, it is
concluded that emotional intelligence has a positive direct effect on classroom
management. It can be interpreted that a teacher's good emotional intelligence
will lead to increased class management in SPK
at the Senior High School Level in South Tangerang City, Indonesia. Based on
this empirical evidence, it is said that these findings indicate that emotional
intelligence is one of the variables that directly affect the classroom
management variable.
The results of this study are
supported by the opinion of Meanwell
and Kleiner (2014), showing that teachers with higher levels of emotion and lower frustration
are those who teach more, focusing on what students do and experience in class.
However, high emotions do not necessarily include the anger of a teacher. McPherson,
Kearney, and Plax (2003) see that teacher anger is not a violation of classroom etiquette. Anger is
an expression of emotion that should be included in personal awareness. If the
teacher controls his anger and tries to calm down and discuss the problem with
the class, it must be acceptable behavior. On the other hand, if the teacher's
reaction to dissatisfaction with the class is to use emotional language or act
physically, it will be difficult for students to accept it. Thus, good
emotional intelligence improves the organizational climate of schools in SPK at the Senior High School Level in
South Tangerang City, Indonesia.
CONCLUSION
Empathy
is an indicator of emotional intelligence that has the most significant
influence on the interaction behavior of teachers and students, with a path
coefficient of 0.436. Control or supervision is an indicator of classroom
management that has the most significant influence on the interaction behavior
of teachers and students, with a path coefficient of 0.444. School resources
are indicators of school organizational climate that have the most significant
influence on teacher-student interaction behavior, with a path coefficient of
0.463. Relationships with other people are an indicator of emotional
intelligence that significantly influences the school organizational climate
with a path coefficient of 0.545. Control is an indicator of classroom
management that has the most significant influence on the school organizational
climate with a path coefficient of 0.490. Relationships with other people are
an indicator of emotional intelligence that has the most significant influence
on classroom management, with a path coefficient of 0.278. Emotional
intelligence has a positive indirect effect on the interaction behavior of
teachers and students through the school organizational climate with a partial
correlation coefficient of 0.416. Class management positively affects the
interaction behavior of teachers and students through the school's
organizational climate with a partial correlation coefficient of 0.238. The
problem of teacher-student interaction behavior is a problem that should
receive serious attention. The higher emotional intelligence, good classroom
management, and a very conducive school organizational climate will increase
the interaction behavior of teachers and students in SPK at the Senior High School Level in South Tangerang City,
Indonesia.
REFERENCES
Ain, N. U., Munir, M., & Suneel, I. (2021). Role of
emotional intelligence and grit in life satisfaction. Heliyon, 7(4),
e06829. Scopus
Cherniss, C. (2001). Emotional intelligence and
organizational effectiveness. The Emotionally Intelligent Workplace: How to
Select for, Measure, and Improve Emotional Intelligence in Individuals, Groups,
and Organizations, 27, 44. Google Scholar
Creswell, J. W. (2012). Educational research: Planning
conducting and evaluating quantitative and qualitative research (4th ad.).
Boston, MA. Google Scholar
Dernowska, U. (2017). Teacher and student perceptions of
school climate. Some conclusions from school culture and climate research. Journal
of Modern Science, 32(1), 63�82. Google Scholar
Duchesne, S., & McMaugh, A. (2018). Educational
psychology for learning and teaching. Cengage AU. Google Scholar
Herliani, N. (2016). Teacher�Students Interaction Patterns
In EFL Classroom. Bandung: Universitas Pendidikan Indonesia. Google Scholar
McPherson, M. B., Kearney, P., & Plax, T. G. (2003). The
dark side of instruction: Teacher anger as classroom norm violations. Journal
of Applied Communication Research, 31(1), 76�90. Google Scholar
Meanwell, E., & Kleiner, S. (2014). The emotional
experience of first-time teaching: Reflections from graduate instructors,
1997�2006. Teaching Sociology, 42(1), 17�27. Google Scholar
Morton, C. L. (2014). Exploring teacher emotional
intelligence and its impact on school climate. Kansas State University. Google Scholar
Nizolek, K. (2015). Evaluating teacher stress and its
effect on student behaviors in an alternative school. Google Scholar
Parsons, M., & Stephenson, M. (2005). Developing
reflective practice in student teachers: Collaboration and critical
partnerships. Teachers and Teaching, 11(1), 95�116. Google Scholar
Ravhuhali, F., Kutame, A. P., & Mutshaeni, H. N. (2015).
Teachers� perceptions of the impact of continuing professional development on
promoting quality teaching and learning. International Journal of
Educational Sciences, 10(1), 1�7. Google Scholar
Sari, D. (2019). Education Management in Tackling Social
Exclusion and Child Poverty. University of Huddersfield. Google Scholar
Seng, T. O., Parsons, R. D., Hinson, S. L., & Sardo-Brown,
D. (2003). Educational Psychology, A Practitioner-Reseacher Approach. Singapore:
Thomson Asia Pte Ltd. Google Scholar
Shindler, J., Jones, A., Williams, A. D., Taylor, C., &
Cardenas, H. (2012). Inciting something better than �best practice.� Taking a
closer look at relationships among classroom management practices, school
climate, and student achievement. Management v. Achievement, 1(17),
1. Google Scholar
Spilt, J. L., Koomen, H. M. Y., & Thijs, J. T. (2011).
Teacher wellbeing: The importance of teacher�student relationships. Educational
Psychology Review, 23(4), 457�477. Google Scholar
Wubbels, T., Brekelmans, M., Den Brok, P., Wijsman, L.,
Mainhard, T., & Van Tartwijk, J. (2014). Teacher-student relationships and
classroom management. Handbook of Classroom Management, 2,
363�386. Google Scholar
TEACHER'S EMOTIONAL INTELLIGENCE, CLASS MANAGEMENT, AND SCHOOL
ORGANIZATIONAL CLIMATE ON INTERACTION BEHAVIOR AMONG
TEACHERS AND STUDENTS