How to cite this paper
Widodo, W. (2021). Enhancing teachers’ professional competence through grit, personality, and creativity.Management Science Letters , 11(1), 129-138.
Refrences
Abood, M.H., Alharbi, B.H., Mhaidat, F., & Gazo, A.M. (2020). The relationship between personality traits, academic self-efficacy, and academic adaptation among university students in Jordan. International Journal of Higher Educa-tion, 9(3), 120-124.
Alhadabi, A., & Karpinski, A.C. (2019). Grit, self-efficacy, achievement orientation goals, and academic performance in university students. International Journal of Adolescence and Youth, 1-17.
Amalia, L., & Saraswati, T. (2018). The impact of competencies toward teacher’s performance moderated by the certifica-tion in Indonesia, in The 2018 International Conference of Organizational Innovation, KnE Social Sciences, 86-98.
Andriani, S.D., Asriati, N., Syahrudin, H. (2018). The influence of professional competence and self-efficacy teachers’ on student achievement in economic learning. International Journal of Academic Research and Development, 3(3), 282-285.
Ashton, K. (2015). How to fly a horse: The secret history of creation, invention, and discovery. New York: Randon House LLC.
Avanzi, L., M. Miglioretti, V. Velasco, C. Balducci, L. Vecchio, F. Fraccaroli, and E. M. Skaalvik. (2013). Cross-validation of the Norwegian Teacher’s Self-efficacy Scale (NTSES). Teaching and Teacher Education, 31, 69–78.
Aydın, M. K., Bavlı, B., & Alcı, B. (2013). Examining the effects of pre-service teachers’ personality traits on their teach-ing competencies. International Online Journal of Educational Sciences, 5(3), 575-586.
Bandura, A. (1994). Self-efficacy, in V.S. Ramachandran (ed.) Encyclopedia of human behavior. New York: Academic Press.
Bandura, A. (1995). Exercise of Personal and Collective Efficacy in Changing Societies. In Self-efficacy in Changing So-cieties, edited by A. Bandura, 1–45. Cambridge: Cambridge University Press.
Bessant, J. R., & Tidd, J. (2018). Innovation and entrepreneurship. Chichester: Wiley.
Brouwers, A., and W. Tomic. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16, 236–253.
Bundu & Patta. (2019). Professional teacher competences at elementary education in the digital era. ICSTEE 2019, Sep-tember 14-15, Makassar, Indonesia, 1-8.
Carter, R. (2014). The human brain book (London, DK).
Chandrawaty, C., & Widodo, W. (2020). The mediation mechanism effect of self-efficacy and achievement motivation on job satisfaction: The personality perspective. Journal of Xi'an University of Architecture & Technology, XII(V), 258-266,
Ciccarelli, S. K., & Meyer, G.E. (2006). Psychology. New Jersey: Prentice-Hall.
Cohen, M.X., Schoene-Bake, J.C., Elger, C. E., & Weber, B. (2009). Connectivity-based segregation of the human stria-tum predicts personality characteristics. Nat. Neurosci, 12, 32–34.
Cosgrove, J.M., Chen, Y.T., & Castelli, D.M. (2018). Physical fitness, grit, school attendance, and academic performance among adolescents. Hindawi BioMed Research International, 1-8.
Costa, P. T., & McCrae, R. R. (1992). The NEO-PI Personality Inventory. Odessa, FL: Psychological Assessment Re-sources.
Credé, M., Tynan, M.C., & Harms, P.D. (2017). Much ado about grit: A meta-analytic synthesis of the grit literature. J. Person. Soc. Psychol., 13, 492–511.
Dante, G., & Ignacio, D. R. (2012). Professional competences: A classification of international models. Procedia-Social and Behavioral Sciences, 46, 1290-1296.
Deng, X., & Guan, Z. (2017). Creative leaders create "unsung heroes": leader creativity and subordinate organizational cit-izenship behavior. Frontiers of Business Research in China, 1-13.
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087–1101.
Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the Short Grit Scale (GRIT–S). Journal of Per-sonality Assessment, 91(2), 166–174.
Duckworth, A. L., Kirby, T. A., Tsukayama, E., Bernstein, H., & Ericsson, K. A. (2011). Deliberate practice spells success: Why grittier competitors triumph at the national spelling bee. Social Psychological and Personality Science, 2(2), 174–181.
Duckworth, A. L., & Eskreis-Winkler, L. (2013). True grit. The Observer, 26(4), 1–3.
Duckworth, A.L. (2016). Grit: The power of passion and perseverance. New York: Scribner.
Duncan-Hewitt, W. (2005). The development of a professional: a reinterpretation of the professionalization problem from the perspective of cognitive/moral development. Am J Pharm Educ, 69(1): Article 06.
Duran, E., Ballone-Duran, L., Haney, J., & Beltyukova, S. (2009). The impact of a professional development program in-tegrating informal science education on early childhood teachers’ self-efficacy and beliefs about inquiry-based science teaching. Journal of Elementary Science Education, 21(4), 53–70.
Eskreis-Winkler, L., Shulman, E. P., Beal, S. A., & Duckworth, A. L. (2014). The grit effect: Predicting retention in the military, the workplace, school, and marriage. Frontiers in Psychology, 5, 36.
Evers, W. J. E., Brouwers, A., & Tomic, W. (2002). Burnout and self-efficacy: a study on teachers’ beliefs when imple-menting an educational system in the Netherlands. British Journal of Educational Psychology, 72, 227–243.
Gambardella, A., & Panico, C. (2014). On the management of open innovation. Resource Policy, 43, 903–913.
Ghani, N. M. A., Yunus, N. S. N. M., & Bahry, N. S. (2016). Leader's personality traits and employee's job performance in the public sector, Putrajaya. Procedia Economics and Finance, 37, 46-51.
Glickman, C.D., Gordon, S.P., Ross-Gordon, J.M. (2010). Supervision and instructional leadership, eighth edi-tion. Boston: Pearson Education, Inc.
Grady, M.P., Helbling, K.C., & Lubeck, D.R. (2008). Teacher professionalism since a nation at risk. Phi Delta Kappan, 89, 603-604.
Guilford, J.P. (1950). Creativity. New York: American Psychologist.
Guo, Y., Connor, C.M., Yang, Y., Roehrig, A. D., &Morrison, F. J. (2012). The effects of teacher qualification, teacher self-efficacy, and classroom practices on fifth graders’ literacy outcomes. The Elementary School Journal, 113(1), 3–24.
Guo, J., Tang, X., & Xu, K.M. (2019). Capturing the multiplicative effect of perseverance and passion: Measurement is-sues of combining two grit facets. Psychological and Cognitive Sciences 116(10), 3938–3940.
Haase, J., Hoff, E.V., Hanel, P.H.P., & Innes-Ker, Å. (2018). A meta-analysis of the relation between creative self-efficacy and different creativity measurements. Creativity Research Journal, 30(1), 1-16.
Hagger, M.S., & Hamilton, K. (2019). Grit and self-discipline as predictors of effort and academic attainment. British Journal of Educational Psychology, 89, 324–342.
Hellriegel, D., & Slocum, Jr, J. W. (2011). Organizational behavior, 13th edition. Mason: South-Western, Cengage Learn-ing.
Hochanadel, A., & Finamore, D. (2015). Fixed and growth mindset in education and how grit helps students persist in the face of adversity. Journal of International Education Research, 11(1), 47-50.
Holdan, E.G., Lias, A.R., Locke, R.J., Elfen, H. H., & Buzzelli, A.A. (2018). Success without grit: an exploratory study of individuals with low grit scores and high academic performance. International Journal of Current Research, 10(09), 73250-73252.
Hollearn, M. K., & Domingo, A. (2017). The impact of academic incompletes upon academic self-efficacy, grit, and cop-ing strategies of college students. Journal International BUILD (California State University Long Beach / CSULB), 1.
Jachimowicz, J. M., Wihler, A., Bailey, E. R., & Galinsky, A. D. (2018). Why grit requires perseverance and passion for positively predict performance. Proceedings of the National Academy of Sciences, 1-6.
Jie, C., Mansor, N. N. A., & Widarman, B. 2020. The effect of professional competencies on job performance: a literature review. International Journal of Psychosocial Rehabilitation, 24(03),1643-1651.
Jose, A.S., & Manikandan, K. (2019). Influence of self-efficacy, year of study, and sex on grit among medical stu-dents. Think India (Quarterly Journal), 22(4), 5124-5131.
Keppens, K., Consuegra, E., & Vanderlinde, R. (2019). Exploring student teachers’ professional vision of inclusive class-rooms in primary education. International Journal of Inclusive Education, 1-17.
Kim, B., Nurunnabi, M., Kim, T., & Jung, S. (2018). The influence of corporate social responsibility on organizational commitment: The sequential mediating effect of meaningfulness of work and perceived organizational sup-port. Sustainability, 10(2208). 1-26.
Lester, S. (2014). Professional competence standards and frameworks in the United Kingdom. Assessment and Evaluation in Higher Education, 39 (1), 38-52.
McKenna, E. (2006). Business and psychology: Organizational behavior. New York: Psychology Press.
Mensah, H.K., Agyapong, A., & Nuertey, D. (2017). The effect of corporate social responsibility on organizational com-mitment of employees of rural and community banks in Ghana. Cogent Business & Management, 4, 1-19.
Mulder, M. (2014). Conceptions of professional competence. International Handbook of Research in Professional and Practice-based Learning. Dordrecht: Springer, 107-137.
Murugesan, R., & Jayavelu, R. (2017). The influence of big five personality traits and self-efficacy on entrepreneurial in-tention: The role of gender. Journal of Entrepreneurship and Innovation in Emerging Economies, 3(1), 41-61.
Neto, J.C., Filipe, J.A., & Caleiro, A.B. (2019). Creativity and innovation: A contribution of behavioral econom-ics. International Journal of Innovation Studies, 3, 12-21.
Nieß, C., & Zacher, H. (2015). Openness to experience as a predictor and outcome of upward job changes into managerial and professional positions. PLoS ONE, 10(6), 1-22.
Obiora, J. N., & Okpu, T. (2015). Creativity and organizational citizenship behavior in the Nigerian Hospitality Indus-try. International Journal of Managerial Studies and Research (IJMSR), 3(3), 9-20.
Pachler, D., Kuonath, A., & Frey, D. (2019). How transformational lecturers promote students' engagement, creativity, and task performance: The mediating role of trust in lecturer and self-efficacy. Learning and Individual Differences, 69, 162-172.
Passer, M.W., & Smith, R.E. (2007). Psychology: The science of mind and behavior. New York: McGraw-Hill.
Pratte, R., & Rury, J.L. (1991). Teachers, professionalism, and craft. Teachers College Record, 93(1), 59-72.
Regier, P., Savic, M. (2019). How teaching to foster mathematical creativity may impact student self-efficacy for prov-ing. Journal of Mathematical Behavior, 1-18.
Richardson, M., & Abraham, C. (2009). Conscientiousness and achievement motivation predict performance. European Journal of Personality Eur. J. Pers., 23, 589-605.
Rohmaniyah, A., & Nurhayati, T. (2017). Improving teacher performance based on creative model. International Jurnal of Islamic Business Ethics (IJIBE), 2(2), 347-364.
Rulandari, N. (2017). The effect of supervision and professionalism on staff performance at the office of social affairs in east Jakarta administrative city. International Journal of Humanities and Social Science, 7(2), 184-192.
Saleh, S., Ashari, Z. M., Kosnin, A.M., Rahmani, A.S., & Zainudin, N.F. (2019). Role of grit in secondary school students’ academic engagement and performance: A meta-examination. International Journal of Engineering and Advanced Technology (IJEAT), 8(6S3), 445-451.
Scheepers, R.A., Lombarts, K.M.J.M.H., van Aken, M.A.G., Heineman, M.J., & Arah, O.A. (2014). Personality traits af-fect teaching performance of attending physicians: Results of a multi-center observational study. PLoS ONE 9(5): 1-11.
Skaalvik, E. M., and S. Skaalvik. (2010). Teacher self-efficacy and teacher burnout: a study of relations. Teaching and Teacher Education, 26(4), 1059–1069.
Smith, S.A., Patmos, A., & Pitts, M.J. (2015). Communication and teleworking: A study of communication channel satis-faction, personality, and job satisfaction for teleworking employees. International Journal of Business Communica-tion, 1-25.
Southerland, S. A., S. Sowell, M. Blanchard, and E. M. Granger. (2011). Exploring the Construct of pedagogical discon-tentment: a tool to understand science teachers’ openness to reform. Research in Science Education, 41(3), 299–317.
Takeuchi, H., Taki, Y., Sassa, Y., Hashizume, H., & Sekiguchi, A. (2010). White matter structures associated with creativ-ity: evidence from diffusion tensor imaging. NeuroImage, 51, 11–18.
Toran, M. (2017): Does a sense of efficacy predict classroom management skills? An analysis of the pre-school teacher’s professional competency. Early Child Development and Care,189(8), 1271-1283.
Tschannen-Moran, A., & Hoy, A.W. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Edu-cation, 17(7), 783–805.
Tschannen-Moran, A., Hoy, A.W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educa-tional Research, 68(2), 202–248.
Vaganova, O. I., Korostelev, A. A., Smirnova, Z. V., Abramova, N. S., & Dolmatov, S. N. (2019). Improving teachers’ pro-fessionalism through the development of creativity. International Journal of Innovative Technology and Exploring Engineering (IJITEE), 8(8), 630-634.
Vally, Z., Salloum, L., AlQedra, D., El Shazly, S., Albloshi, M., Alsheraifi, S., Alkaabi, A. (2019). Examining the effects of creativity training on creative production, creative self-efficacy, and neuro-executive functioning. Thinking Skills and Creativity, 31, 70-78.
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Zocche, L., de Paula, I.C., & Kunrath, S.E. (2018). Variables that influence creativity in perception of professionals: A case study in innovative Brazilian companies. Thinking Skills and Creativity, 29, 170-184.
Alhadabi, A., & Karpinski, A.C. (2019). Grit, self-efficacy, achievement orientation goals, and academic performance in university students. International Journal of Adolescence and Youth, 1-17.
Amalia, L., & Saraswati, T. (2018). The impact of competencies toward teacher’s performance moderated by the certifica-tion in Indonesia, in The 2018 International Conference of Organizational Innovation, KnE Social Sciences, 86-98.
Andriani, S.D., Asriati, N., Syahrudin, H. (2018). The influence of professional competence and self-efficacy teachers’ on student achievement in economic learning. International Journal of Academic Research and Development, 3(3), 282-285.
Ashton, K. (2015). How to fly a horse: The secret history of creation, invention, and discovery. New York: Randon House LLC.
Avanzi, L., M. Miglioretti, V. Velasco, C. Balducci, L. Vecchio, F. Fraccaroli, and E. M. Skaalvik. (2013). Cross-validation of the Norwegian Teacher’s Self-efficacy Scale (NTSES). Teaching and Teacher Education, 31, 69–78.
Aydın, M. K., Bavlı, B., & Alcı, B. (2013). Examining the effects of pre-service teachers’ personality traits on their teach-ing competencies. International Online Journal of Educational Sciences, 5(3), 575-586.
Bandura, A. (1994). Self-efficacy, in V.S. Ramachandran (ed.) Encyclopedia of human behavior. New York: Academic Press.
Bandura, A. (1995). Exercise of Personal and Collective Efficacy in Changing Societies. In Self-efficacy in Changing So-cieties, edited by A. Bandura, 1–45. Cambridge: Cambridge University Press.
Bessant, J. R., & Tidd, J. (2018). Innovation and entrepreneurship. Chichester: Wiley.
Brouwers, A., and W. Tomic. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16, 236–253.
Bundu & Patta. (2019). Professional teacher competences at elementary education in the digital era. ICSTEE 2019, Sep-tember 14-15, Makassar, Indonesia, 1-8.
Carter, R. (2014). The human brain book (London, DK).
Chandrawaty, C., & Widodo, W. (2020). The mediation mechanism effect of self-efficacy and achievement motivation on job satisfaction: The personality perspective. Journal of Xi'an University of Architecture & Technology, XII(V), 258-266,
Ciccarelli, S. K., & Meyer, G.E. (2006). Psychology. New Jersey: Prentice-Hall.
Cohen, M.X., Schoene-Bake, J.C., Elger, C. E., & Weber, B. (2009). Connectivity-based segregation of the human stria-tum predicts personality characteristics. Nat. Neurosci, 12, 32–34.
Cosgrove, J.M., Chen, Y.T., & Castelli, D.M. (2018). Physical fitness, grit, school attendance, and academic performance among adolescents. Hindawi BioMed Research International, 1-8.
Costa, P. T., & McCrae, R. R. (1992). The NEO-PI Personality Inventory. Odessa, FL: Psychological Assessment Re-sources.
Credé, M., Tynan, M.C., & Harms, P.D. (2017). Much ado about grit: A meta-analytic synthesis of the grit literature. J. Person. Soc. Psychol., 13, 492–511.
Dante, G., & Ignacio, D. R. (2012). Professional competences: A classification of international models. Procedia-Social and Behavioral Sciences, 46, 1290-1296.
Deng, X., & Guan, Z. (2017). Creative leaders create "unsung heroes": leader creativity and subordinate organizational cit-izenship behavior. Frontiers of Business Research in China, 1-13.
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087–1101.
Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the Short Grit Scale (GRIT–S). Journal of Per-sonality Assessment, 91(2), 166–174.
Duckworth, A. L., Kirby, T. A., Tsukayama, E., Bernstein, H., & Ericsson, K. A. (2011). Deliberate practice spells success: Why grittier competitors triumph at the national spelling bee. Social Psychological and Personality Science, 2(2), 174–181.
Duckworth, A. L., & Eskreis-Winkler, L. (2013). True grit. The Observer, 26(4), 1–3.
Duckworth, A.L. (2016). Grit: The power of passion and perseverance. New York: Scribner.
Duncan-Hewitt, W. (2005). The development of a professional: a reinterpretation of the professionalization problem from the perspective of cognitive/moral development. Am J Pharm Educ, 69(1): Article 06.
Duran, E., Ballone-Duran, L., Haney, J., & Beltyukova, S. (2009). The impact of a professional development program in-tegrating informal science education on early childhood teachers’ self-efficacy and beliefs about inquiry-based science teaching. Journal of Elementary Science Education, 21(4), 53–70.
Eskreis-Winkler, L., Shulman, E. P., Beal, S. A., & Duckworth, A. L. (2014). The grit effect: Predicting retention in the military, the workplace, school, and marriage. Frontiers in Psychology, 5, 36.
Evers, W. J. E., Brouwers, A., & Tomic, W. (2002). Burnout and self-efficacy: a study on teachers’ beliefs when imple-menting an educational system in the Netherlands. British Journal of Educational Psychology, 72, 227–243.
Gambardella, A., & Panico, C. (2014). On the management of open innovation. Resource Policy, 43, 903–913.
Ghani, N. M. A., Yunus, N. S. N. M., & Bahry, N. S. (2016). Leader's personality traits and employee's job performance in the public sector, Putrajaya. Procedia Economics and Finance, 37, 46-51.
Glickman, C.D., Gordon, S.P., Ross-Gordon, J.M. (2010). Supervision and instructional leadership, eighth edi-tion. Boston: Pearson Education, Inc.
Grady, M.P., Helbling, K.C., & Lubeck, D.R. (2008). Teacher professionalism since a nation at risk. Phi Delta Kappan, 89, 603-604.
Guilford, J.P. (1950). Creativity. New York: American Psychologist.
Guo, Y., Connor, C.M., Yang, Y., Roehrig, A. D., &Morrison, F. J. (2012). The effects of teacher qualification, teacher self-efficacy, and classroom practices on fifth graders’ literacy outcomes. The Elementary School Journal, 113(1), 3–24.
Guo, J., Tang, X., & Xu, K.M. (2019). Capturing the multiplicative effect of perseverance and passion: Measurement is-sues of combining two grit facets. Psychological and Cognitive Sciences 116(10), 3938–3940.
Haase, J., Hoff, E.V., Hanel, P.H.P., & Innes-Ker, Å. (2018). A meta-analysis of the relation between creative self-efficacy and different creativity measurements. Creativity Research Journal, 30(1), 1-16.
Hagger, M.S., & Hamilton, K. (2019). Grit and self-discipline as predictors of effort and academic attainment. British Journal of Educational Psychology, 89, 324–342.
Hellriegel, D., & Slocum, Jr, J. W. (2011). Organizational behavior, 13th edition. Mason: South-Western, Cengage Learn-ing.
Hochanadel, A., & Finamore, D. (2015). Fixed and growth mindset in education and how grit helps students persist in the face of adversity. Journal of International Education Research, 11(1), 47-50.
Holdan, E.G., Lias, A.R., Locke, R.J., Elfen, H. H., & Buzzelli, A.A. (2018). Success without grit: an exploratory study of individuals with low grit scores and high academic performance. International Journal of Current Research, 10(09), 73250-73252.
Hollearn, M. K., & Domingo, A. (2017). The impact of academic incompletes upon academic self-efficacy, grit, and cop-ing strategies of college students. Journal International BUILD (California State University Long Beach / CSULB), 1.
Jachimowicz, J. M., Wihler, A., Bailey, E. R., & Galinsky, A. D. (2018). Why grit requires perseverance and passion for positively predict performance. Proceedings of the National Academy of Sciences, 1-6.
Jie, C., Mansor, N. N. A., & Widarman, B. 2020. The effect of professional competencies on job performance: a literature review. International Journal of Psychosocial Rehabilitation, 24(03),1643-1651.
Jose, A.S., & Manikandan, K. (2019). Influence of self-efficacy, year of study, and sex on grit among medical stu-dents. Think India (Quarterly Journal), 22(4), 5124-5131.
Keppens, K., Consuegra, E., & Vanderlinde, R. (2019). Exploring student teachers’ professional vision of inclusive class-rooms in primary education. International Journal of Inclusive Education, 1-17.
Kim, B., Nurunnabi, M., Kim, T., & Jung, S. (2018). The influence of corporate social responsibility on organizational commitment: The sequential mediating effect of meaningfulness of work and perceived organizational sup-port. Sustainability, 10(2208). 1-26.
Lester, S. (2014). Professional competence standards and frameworks in the United Kingdom. Assessment and Evaluation in Higher Education, 39 (1), 38-52.
McKenna, E. (2006). Business and psychology: Organizational behavior. New York: Psychology Press.
Mensah, H.K., Agyapong, A., & Nuertey, D. (2017). The effect of corporate social responsibility on organizational com-mitment of employees of rural and community banks in Ghana. Cogent Business & Management, 4, 1-19.
Mulder, M. (2014). Conceptions of professional competence. International Handbook of Research in Professional and Practice-based Learning. Dordrecht: Springer, 107-137.
Murugesan, R., & Jayavelu, R. (2017). The influence of big five personality traits and self-efficacy on entrepreneurial in-tention: The role of gender. Journal of Entrepreneurship and Innovation in Emerging Economies, 3(1), 41-61.
Neto, J.C., Filipe, J.A., & Caleiro, A.B. (2019). Creativity and innovation: A contribution of behavioral econom-ics. International Journal of Innovation Studies, 3, 12-21.
Nieß, C., & Zacher, H. (2015). Openness to experience as a predictor and outcome of upward job changes into managerial and professional positions. PLoS ONE, 10(6), 1-22.
Obiora, J. N., & Okpu, T. (2015). Creativity and organizational citizenship behavior in the Nigerian Hospitality Indus-try. International Journal of Managerial Studies and Research (IJMSR), 3(3), 9-20.
Pachler, D., Kuonath, A., & Frey, D. (2019). How transformational lecturers promote students' engagement, creativity, and task performance: The mediating role of trust in lecturer and self-efficacy. Learning and Individual Differences, 69, 162-172.
Passer, M.W., & Smith, R.E. (2007). Psychology: The science of mind and behavior. New York: McGraw-Hill.
Pratte, R., & Rury, J.L. (1991). Teachers, professionalism, and craft. Teachers College Record, 93(1), 59-72.
Regier, P., Savic, M. (2019). How teaching to foster mathematical creativity may impact student self-efficacy for prov-ing. Journal of Mathematical Behavior, 1-18.
Richardson, M., & Abraham, C. (2009). Conscientiousness and achievement motivation predict performance. European Journal of Personality Eur. J. Pers., 23, 589-605.
Rohmaniyah, A., & Nurhayati, T. (2017). Improving teacher performance based on creative model. International Jurnal of Islamic Business Ethics (IJIBE), 2(2), 347-364.
Rulandari, N. (2017). The effect of supervision and professionalism on staff performance at the office of social affairs in east Jakarta administrative city. International Journal of Humanities and Social Science, 7(2), 184-192.
Saleh, S., Ashari, Z. M., Kosnin, A.M., Rahmani, A.S., & Zainudin, N.F. (2019). Role of grit in secondary school students’ academic engagement and performance: A meta-examination. International Journal of Engineering and Advanced Technology (IJEAT), 8(6S3), 445-451.
Scheepers, R.A., Lombarts, K.M.J.M.H., van Aken, M.A.G., Heineman, M.J., & Arah, O.A. (2014). Personality traits af-fect teaching performance of attending physicians: Results of a multi-center observational study. PLoS ONE 9(5): 1-11.
Skaalvik, E. M., and S. Skaalvik. (2010). Teacher self-efficacy and teacher burnout: a study of relations. Teaching and Teacher Education, 26(4), 1059–1069.
Smith, S.A., Patmos, A., & Pitts, M.J. (2015). Communication and teleworking: A study of communication channel satis-faction, personality, and job satisfaction for teleworking employees. International Journal of Business Communica-tion, 1-25.
Southerland, S. A., S. Sowell, M. Blanchard, and E. M. Granger. (2011). Exploring the Construct of pedagogical discon-tentment: a tool to understand science teachers’ openness to reform. Research in Science Education, 41(3), 299–317.
Takeuchi, H., Taki, Y., Sassa, Y., Hashizume, H., & Sekiguchi, A. (2010). White matter structures associated with creativ-ity: evidence from diffusion tensor imaging. NeuroImage, 51, 11–18.
Toran, M. (2017): Does a sense of efficacy predict classroom management skills? An analysis of the pre-school teacher’s professional competency. Early Child Development and Care,189(8), 1271-1283.
Tschannen-Moran, A., & Hoy, A.W. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Edu-cation, 17(7), 783–805.
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