According to Syafi’i (2007), relevant research is required to observe some previous researches conducted by other researcher in which they are relevant to our research. Relevant research is used to know the same and the difference about the variable of the research. To avoid plagiarism from previous research, there are some researches that have been conducted relates to this research as follows.
The First is the research that had been done by Utami, et al, (2020), they stated that having competencies can create work professionalism and are reflected in the teaching performance performed by a teacher. These competence components include personality and social competencies. This study aims to
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analyze the influence of personality and social competencies of Kindergarten teachers in their teaching performance based on the principal's assessment. The samples were 101 school principals who assessed 173 kindergarten teachers. The research method used was quantitative with ex-post facto design. The data were collected through a questionnaire with a Likert scale.
To determine the accuracy of the model, classical assumption testing was done which included normality test, multicollinearity test, and heteroscedasticity test. The analysis technique used was multiple regression analysis both partially and simultaneously. The results show that: first, there was a positive and significant influence between personality competences toward teacher performance with a significance of 41.8%. Second, there was a positive and significant influence between social competences toward teacher performance with a significant percentage of 47.8%. Third, there was a positive and significant influence between personality and social competencies toward teacher performance with a significant percentage of 51.9%. Through the results of these studies indicate that personal and social competence plays a role in the formation of teachers' performance, so it’s important for teachers to always try improve their ability to produce more optimal performance.
The second, the research from Kamal et al. (2021), they stated that The teachers are the factor that most determines the qualities of education, so the teachers required to have the potential to develop professionalism as a teacher.
But there are still many teachers who are not able to develop their social competences. Research focus in this study are (1) How do the teachers
understanding of social competence in the communication aspect in SDI No. 167 Mattoanging? (2) Do teachers in SDI No. 167 Mattoanging communicate affectively to students, professional friends (fellow teachers), and parents of students.
This study aims (a) to find out an overview of the understanding of social competence of classroom teachers in SDI No. 167 Mattoanging on the aspects of communication. (b) To find out teacher communication with the students, fellow educators, education staff and parents of the students. The type of research is a descriptive approach through a qualitative approach. The sources used in this study were the principal as the key informant, teacher, education staff, parents of the students, and the school committee as informant. Datum collected through observation, interviews, and documentation. Datum analyzed through the stages of data reduction, data presentation, and data validity checks. The results of the study show that (1) the teachers do understand every aspect of social interaction of competences (2) the teachers’ communication is not affective in terms of each social component.
The third relevant research was conducted by Pahrudin et al which entitled
“The Effect of Pedagogic Competency, Personality, Professional and Social Competency Teacher to Study Achievement of Economic Lesson in State Senior High School of East Lombok District Academic Year 2015/2016”. This research was conducted on 2016 in State Senior High School of East Lombok. The researcher used descriptive with kind of survey research. This research uses research population by using 32 state senior high school economic teachers as the
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subject in East Lombok. The Data in this research were collected through questionnaires and documentation, and then Analyzed with path analysis uses SPSS Version 19.
The result showed pedagogical competencies that teachers had direct effect positively to study achievement of economic study lesson by 18.7%, personality competency directly effect to study achievement of the economic lesson by 26%, the professional competency directly effect to study achievement of the economic lesson by 30.8%, social competence of teachers directly effect to study achievement of the economic lesson by 28.8%, pedagogical competence indirectly effect to study achievement through professional competency by 0,074, personal competence indirectly effect to study achievement through the professional competence by 0.082, and social competence indirectly effect to study achievement through professional competence by 0.158. From the explanation above, the researcher concluded that the different with this research are the researcher focuses on all of teachers’ competence. And the similarity in this research is the researcher also investigated about social competency.
The fourth relevant research was conducted by Wiwi Rif’atul Qodriyah which entitled “An Analysis of Teachers’ Pedagogical Competence in Teaching English for Young Learners at Nara Islamic School Cirebon. This research was conducted in Nara Islamic School Cirebon. The researcher used qualitative research. The data of this research was collected from the observation and interview which strengthens the data. This study shows that the teacher does various actions to manage the classroom which is the English young learner
classroom. Those various actions are conducted by the teacher to manage several things, such as classroom layout, classroom interaction, roles of the teacher, classroom language, error correction, and dealing with diversity. In addition, Harmer (2007) says that there are eight instructional media. Those are the students themselves, realia, pictures, course book, boards, overhead projector (OHP), flipchart, and computer-based presentation technology.
The teacher in this present study concerns to only three interactions proposed by Hadfield & Hadfield (2008). Those are teacher to students (60%), teacher to students and student (s) to teacher (37%), and student to student interaction (3%). From the explanation above, the researcher concluded that the different with this research are the researcher focuses on all of teachers’
pedagogical competence. And the similarity in this research is the researcher also investigated about competency.
The fifth relevant research was conducted by Kathleen Lynne Lane, Melinda R. Pierson and Christine C. Givner which entitled “Secondary Teachers’
Views on Social Competence: Skills Essential for Success”. This research was conducted at four schools (two middle schools and two high schools) located in Southern California. All four schools were large, culturally and ethnically diverse, and served predominantly Hispanic populations (45%–89%; M= 76.55, SD = 21.15). Percentages of student populations ranged as follows: White students, 2%
to 28% (M = 8.85, SD =12.97); African American students, 4% to 17% (M= 8.93, SD = 5.53); and Asian/Pacific Islanders, 1% to 8% (M = 4.90, SD = 3.37). The middle schools enrolled 1,100 and 1,300 students, and the high schools enrolled
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1,600 and 2,300 students. This result indicated that while middle and high school teachers are relatively similar in their expectations regarding cooperation and self-control skills, they have different opinions about the importance of assertion skills. However, none of the assertion items was rated by the majority of respondents as critical for success by any of the subgroups (program type, secondary level).
Findings also indicated that secondary level and program type were associated with the importance placed on assertion skills. These variables, as well as credential status, were also associated with teachers’ ratings about cooperation skills. Implications for pre referral interventions, inclusive programming, and transitioning from middle school to high school are discussed. From the explanation above, the researcher concluded that the different with this research are the researcher focuses on secondary teachers’ views. And the similarity in this research is the researcher also investigated about social competency.
The sixth relevant research was conducted by Annisa Nadia which entitled
“An Analysis of Teacher Competence on Teaching Learning Process of English at SMAIT Iqra’ Kota Bengkulu. Thesis, English Study Program, Tarbiyah and Tadris Faculty, State Institute for Islamic Studies (IAIN) Bengkulu”. This research was conducted in SMA IT Iqra’ Bengkulu City. This research was qualitative study using case study method. The observation of teacher competence (Pedagogic, personality, social, and professional competence) based on Minister of National Education Decree 16/2007 concerning standards of academic qualifications and teacher competence was consists of 4 competencies 14
sub-competencies and 78 indicators. The main findings indicate that personality competence and social competence are relatively higher than pedagogic and professional competence. Those competencies very needed to increase student potential and achievement. Furthermore, for some relevant and useful learning implication, it is recommended to increase teacher competence. As a whole it had been claimed as a professional teacher because it significantly concerned with things such as the mastery of material, the use of technology, and the professional of competence. From the explanation above, the researcher concluded that the different with this research are the researcher focuses on secondary teachers’
views. And the similarity in this research is the researcher also investigated about social competency.
Based on the relevant research above, the researcher concluded that many other researchers investigated the competency about English teacher competency, headmaster leadership and teacher competencies, all of teacher competency, pedagogical competency. And there were research about social competency but it was located in abroad. So that is why the researcher wants to investigate social competency on English teacher.