The Relationship of Religiosity towards Students’ Perceived Teacher Management Skills and Its Implications for Guidance and Counseling Practice

Abstract

The present study aimed to examine the relationship between religiosity and students' perceived teacher management skills, and to explore the implications of this relationship for guidance and counseling practice. A sample of 102 participants was collected from a specific population and cultural context, and religiosity and perceived teacher management skills were measured using adapted and validated scales. Results of a regression analysis showed that there is a weak but statistically significant relationship between religiosity and perceived teacher management skills, with religiosity explaining a small percentage of the variance in perceived teacher management skills. These findings suggest that religiosity may play a small role in shaping students' perceptions of their teachers' management skills, but it is not the only factor. Overall, the study suggests that guidance and counseling practice should consider other factors such as the teachers' personal characteristics, teaching methods and environmental factors when working with teachers. It would beneficial to make an effective teaching for the teacher and learning for the students. Keywords: Teacher Management Skills, Students' Perceptions, Guidance and Counseling Practice

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Jurnal Iqra’ : Kajian Ilmu Pendidikan 8(1): 1-8
The Relationship of Religiosity Towards Students’ Perceived Teacher
Management Skills: Implications for Guidance and Counseling
Practice
Mispani1*, Aprezo Pardodi Maba2
1,2 Institut Agama Islam Ma’arif NU (IAIMNU) Metro Lampung, Indonesia.
mispani@iaimnumetrolampung.ac.id*
ARTICLE INFO
Article history:
Received
July 25, 2022
Revised
January 21, 2023
Accepted
March 01, 2023
ABSTRACT
The present study aimed to examine the relationship between religiosity
and students' perceived teacher management skills, and to explore the
implications of this relationship for guidance and counseling practice. A
sample of 102 participants was collected from a specific population and
cultural context, and religiosity and perceived teacher management skills
were measured using adapted and validated scales. Results of a
regression analysis showed that there is a weak but statistically significant
relationship between religiosity and perceived teacher management skills,
with religiosity explaining a small percentage of the variance in perceived
teacher management skills. These findings suggest that religiosity may
play a small role in shaping students' perceptions of their teachers'
management skills, but it is not the only factor. Overall, the study
suggests that guidance and counseling practice should consider other
factors such as the teachers' personal characteristics, teaching methods
and environmental factors when working with teachers. It would
beneficial to make an effective teaching for the teacher and learning for
the students.
Keywords: Teacher Management Skills, Students' Perceptions, Guidance and
Counseling Practice.
How to cite Mispani, M. & Maba, A. P. (2023). The Relationship of Religiosity Towards
Students’ Perceived Teacher Management Skills: Implications for Guidance and
Counseling Practice. Jurnal Iqra’: Kajian Ilmu Pendidikan, 8(1).1-8.
https://doi.org/10.25217/ji.v8i1.2587
Journal Homepage https://journal.iaimnumetrolampung.ac.id/index.php/ji/
This is an open access article under the CC BY SA license
https://creativecommons.org/licenses/by-sa/4.0/
INTRODUCTION
The relationship between religiosity and teacher management skills has been
widely studied in recent years. Research suggests that religiosity can have a positive
impact on teacher management skills (Al-Husseini et al., 2020), as religious individuals
may possess characteristics such as compassion, patience, and a strong sense of moral
responsibility (Rye et al., 2000), which can lead to effective teaching practices. Research
on the relationship between religiosity and teacher management skills has focused on
various aspects of teaching practice, such as teacher self-efficacy and job satisfaction
(Bigdeloo & Bozorgi, 2016), classroom management (Warner-Søderholm & Kriger,
2014), and commitment to students (Chomarindariyana et al., 2021). One of the main
findings from this literature is that religious teachers tend to score higher on measures
of teacher self-efficacy (Bigdeloo & Bozorgi, 2016), which is the belief in one's ability to
effectively perform teaching tasks. A study found that religious teachers have a
E-ISSN: 2548-7892 & P-ISSN: 2527-4449
Volume 8, Number 1, June 2023

The Relationship of Religiosity Towards Students’ Perceived Teacher Management Skills: Implications
for Guidance and Counseling Practice
2
significant differences in class management than non-religious teachers (Romi, 2004),
and another study found that religiosity was positively correlated with self-efficacy
(Bigdeloo & Bozorgi, 2016).
The positive impact of religiosity on teacher management skills has been
explained in terms of the positive personal characteristics that religious individuals
may possess, such as compassion, patience, and a strong sense of moral responsibility
(Rye et al., 2000). These characteristics are thought to be beneficial for effective teaching
practices, as they can help teachers to create a positive classroom environment and to
effectively manage their students. It's important to note that these findings are not
conclusive and some studies have shown inconsistent or no correlation between
religiosity and teacher management skills (Romi, 2004). It's also important to consider
that religiosity can be a complex construct and there are many different ways of
measuring it (Aminnuddin & Hamid, 2021; Fatima et al., 2018; Garcia & Yap, 2021;
Sultan et al., 2020). Therefore, more research is needed to fully understand the
relationship between religiosity and teacher management skills.
In terms of the implications for guidance and counseling practice, research
suggests that understanding the relationship between religiosity and teacher
management skills can inform the development of teacher training programs, as well
as interventions for teachers experiencing difficulties in the classroom. It may also
provide useful information for school counselors and guidance counselors working
with teachers, in order to help them address any challenges they may be facing in their
teaching practice. Overall, the literature suggests that religiosity can have a positive
impact on teacher management skills, but further research is needed to fully
understand the relationship between the two variables.
The objective of this study is to examine the relationship between religiosity and
students' perceived teacher management skills and to explore the implications of this
relationship for guidance and counseling practice. We believe that this research will
contribute to the literature, particularly in the field of management and counseling.
METHODS
This study utilizes a cross-sectional design, specifically, a survey research design.
Total of 102 Muslims participant (45 males, 57 females; age M = 16.93, SD = 1.77) from
several schools in Lampung, Indonesia conveniently involved in this study. Google
form was used to collect the data. Participants were asked to accept the invitation
before fill the self-report instruments and required to fill an informed consent before
the data can used for analysis.
Three instruments were utilized in this study: demographic questions, perceived
teacher management skills, and religiosity. Demographic questions included gender,
age, and religion. Authors were used guidelines provided by Hernández et al. (2020) to
adapt the English version of the instruments to Bahasa Indonesia. The perceived
teacher management skills instrument consisted of 11 questions and was adapted from
the School-Wide Climate Scale (Muñoz et al., 2018). Participants were asked to respond
on a scale of 0 (never) to 4 (always). The sample of items include “Guru-guru di sekolah
akur antara satu dengan yang lain.”, “Guru membantu kami memecahkan masalah.”, and
“Keluarga siswa dilibatkan dalam kegiatan sekolah.” The Cronbach alpha of the scale in this
study was .911. The religiosity instrument consisted of two questions (Aminnuddin &
Abd. Hamid, 2021) pertaining to worship activities and the role of God in daily life.
The first item answers were ranging from 1 (never) to 8 (several times a day). The

The Relationship of Religiosity Towards Students’ Perceived Teacher Management Skills: Implications
for Guidance and Counseling Practice
3
second question answers were ranging from 1 (not important at all) to 10 (very
important).
Data were analyzed using descriptive statistics to examine the demographic
characteristics of the sample and linear regression to examine the effect of religiosity on
perceived teacher management skills. This analysis was conducted after the
assumptions of normality of residuals and the absence of multicollinearity were met
(Alin, 2010; Stevens, 2012).
RESULTS AND DISCUSSION
Results
The table 1 describes the characteristics of a sample of 102 participants. It
provides information about the gender, age, religiosity, and perceived teacher
management skills of the participants. The gender distribution shows that there are
slightly more female participants than male participants. The mean age of the
participants is 16.93 years old, which indicates that the majority of the participants are
likely teenagers. The standard deviation of 1.77 suggests that the ages of the
participants are relatively similar, but there is some variation. The age range of 14 to 25
years old suggests that there may be some young adults included in the sample as
well.
The mean religiosity score of 17.31 suggests that the majority of the participants
have a moderate level of religiosity. The standard deviation of 1.63 indicates that there
is some variation in religiosity scores among the participants. The score range of 9 to 18
suggests that there may be some participants with relatively low or high religiosity
scores in the sample.
The mean perceived teacher management skills score of 34.97 suggests that the
majority of the participants perceive the teacher management skills as relatively high.
The standard deviation of 3.11 indicates that there is some variation in perceived
teacher management skills scores among the participants. The score range of 3 to 39
suggests that there may be some participants who perceive the teacher management
skills as low or high in the sample.
Table 1. Demographical data of participants
Variable
N
M
SD
Min
Max
Gender
Male
Female
45
57
Age
102
16.93
1.77
14
25
Religiosity
102
17.31
1.63
9
18
PTMS
102
34.97
3.11
3
39
Table 2. Results of regression analysis with Perceived teacher
management skills as dependent variable
Variabel
B
Std. Error
Beta
t
Sig.
Religiosity
.602
.263
.223
2.285
.024
PTMS as DV
df
F
R2
Adj. R2
Sig
1
5.221
.050
.040
.024
Note: PTMS = Perceived teacher management skills

The Relationship of Religiosity Towards Students’ Perceived Teacher Management Skills: Implications
for Guidance and Counseling Practice
4
Thise results of a regression analysis (Table 2) show that there is a statistically
significant relationship between an independent variable and the dependent variable
of perceived teacher management skills. The coefficient B = .602, which means that for
a one-unit increase in the independent variable, the perceived teacher management
skills score increases by .602 units on average. The standard error of the coefficient is
.263, which is a measure of the precision of the estimate of B. The Beta or standardized
coefficient is .223, which means that the relationship between the independent variable
and the dependent variable is weak. The t-value of 2.285 and the significance level of
.024 indicate that the relationship between the independent variable and the dependent
variable is statistically significant, meaning that the results are unlikely to have
occurred by chance.
The F-value of 5.221 and the R-squared value of .050 suggest that the
independent variable explains 5% of the variance in the dependent variable. The
adjusted R-squared value of .04 takes into account the number of independent
variables in the model, and it indicates that the independent variable explains 4% of
the variance in the dependent variable after accounting for the number of variables in
the model. The significance level of .024 is used to test the overall significance of the
model, it means that there is a 2.4% chance that the observed relationship is due to
random chance.
In summary, these results show that there is a weak but statistically significant
relationship between the independent variable and the dependent variable of
perceived teacher management skills, with the independent variable explaining a small
percentage of the variance in the dependent variable.
The objective of this study is to examine the relationship between religiosity and
students' perceived teacher management skills and to explore the implications of this
relationship for guidance and counseling practice. The results of this study indicate
that there is a weak but statistically significant relationship between religiosity and
perceived teacher management skills. This suggests that religiosity may play a small
role in shaping students' perceptions of their teachers' management skills, but it is not
the only factor.
One possible explanation for this finding is that religious individuals may
possess certain personal characteristics, such as compassion, patience, and a strong
sense of moral responsibility (Rye et al., 2000), that can contribute to effective teaching
practices and positively influence students' perceptions of their teachers' management
skills. However, it is also possible that other factors such as the teachers' personal
characteristics (Collie et al., 2015; Cugmas, 2011), teaching methods (Babinčáková &
Bernard, 2020; Iahad et al., 2013), and environmental factors (Marchand et al., 2014)
may play a more important role in determining students' perceptions .
It is important to note that while the relationship between religiosity and
perceived teacher management skills was found to be statistically significant, the
independent variable (religiosity) only explained a small percentage of the variance in
the dependent variable (perceived teacher management skills) (R-squared = .050). This
suggests that other factors may be more important in determining students'
perceptions of their teachers' management skills. Additionally, it's worth noting that
the relationship between religiosity and perceived teacher management skills was
weak, which means that religiosity is not a powerful predictor of perceived teacher
management skills. This may be due to the fact that religiosity is a complex construct,
and there are many different ways of measuring it (Aminnuddin & Hamid, 2021;

The Relationship of Religiosity Towards Students’ Perceived Teacher Management Skills: Implications
for Guidance and Counseling Practice
5
Fatima et al., 2018; Garcia & Yap, 2021; Sultan et al., 2020). Therefore, it's important to
consider the limitations of the measurement used in this study.
Overall, the results of this study contribute to the existing literature on the
relationship between religiosity and teacher management skills by providing a more
detailed understanding of the relationship and its implications for guidance and
counseling practice. However, further research is needed to fully understand the
relationship between religiosity and teacher management skills, and to explore other
factors that may contribute to students' perceptions of their teachers' management
skills.
The relationship between religiosity and teacher management skills has
implications for guidance and counseling practice in several ways. Firstly,
understanding the relationship between religiosity and teacher management skills can
inform the development of teacher training programs. For example, if research finds
that religiosity is positively related to teacher self-efficacy and classroom management
skills, teacher training programs can incorporate strategies that aim to enhance
religious teachers' self-efficacy and classroom management skills.
Secondly, research on the relationship between religiosity and teacher
management skills can inform interventions for teachers experiencing difficulties in the
classroom. For example, if religiosity is found to be positively related to teacher self-
efficacy, school counselors can use religious interventions to help teachers increase
their self-efficacy and improve their classroom management skills.
Finally, understanding the relationship between religiosity and teacher
management skills can provide useful information for school counselors working with
teachers. For example, if a teacher is experiencing difficulties in the classroom, a school
counselor can use information about the teacher's religiosity to inform their
interventions. For example, if the teacher is religious, the counselor may suggest
incorporating religious interventions to help the teacher overcome their difficulties.
It's important to note that these implications are based on the assumption that
religiosity has a positive impact on teacher management skills. However, as previously
mentioned, research on this topic is not conclusive, and more research is needed to
fully understand the relationship between religiosity and teacher management skills
and its implications for guidance and counseling practice.
The limitations of this study include (1) the sample size of this study might not be
sufficient to generalize the results to a larger population, (2) religiosity is a complex
construct, and there are many different ways of measuring it. The measurement used
in this study may not fully capture the nuances of religiosity, (3) the cross-sectional
design of this study does not allow for conclusions about causality or temporal
precedence between religiosity and perceived teacher management skills, (4) the study
was conducted with a specific population and cultural context, which may limit the
generalizability of the findings to other populations or cultures, and (5) his study only
looked at one aspect of the teacher management skills, it may be beneficial to explore
other aspects of the teacher management skills in future studies.
Future directions for research include (1) replicating this study with a larger
sample size to increase the generalizability of the findings, (2) using multiple measures
of religiosity to gain a more comprehensive understanding of the relationship between
religiosity and perceived teacher management skills, (3) conducting a longitudinal
study to examine the temporal relationship between religiosity and perceived teacher
management skills, (4) examining the relationship between religiosity and perceived

The Relationship of Religiosity Towards Students’ Perceived Teacher Management Skills: Implications
for Guidance and Counseling Practice
6
teacher management skills in different cultures and populations, (5) investigating the
relationship between religiosity and other aspects of teacher management skills to gain
a more comprehensive understanding of the relationship between religiosity and
teacher management skills, and (6) using qualitative methods to gain a deeper
understanding of the relationship between religiosity and perceived teacher
management skills, by exploring the personal experiences and beliefs of religious
teachers.
CONCLUSION
In conclusion, this study aimed to examine the relationship between religiosity
and students' perceived teacher management skills, and to explore the implications of
this relationship for guidance and counseling practice. The results of this study indicate
that there is a weak but statistically significant relationship between religiosity and
perceived teacher management skills, suggesting that religiosity may play a small role
in shaping students' perceptions of their teachers' management skills, but it is not the
only factor. Overall, the study suggests that guidance and counseling practice should
consider other factors such as the teachers' personal characteristics, teaching methods
and environmental factors when working with teachers.
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