Abstract

Teacher learning assessment is vital for developing a school organization, including teacher performance and students’ achievement. Accordingly, this study aims to investigate teachers’ learning assessment, teacher professional identity, psychological capital, and emotional intelligence from a perspective that also seeks to discover the mediating role of emotional intelligence in the relationship between teacher professional identity and psychological capital, as it relates to teachers’ learning assessment. Using an ex post facto approach, the researchers created a Likert scale model questionnaire. They shared it with 522 government-employed Indonesian language teachers from senior high schools; researchers were selected through accidental sampling from 11 regencies. Structural equation modeling, supported by correlational, descriptive, and standard method bias analyses, is employed in the data analysis. Teacher professional identity, psychological capital, and emotional intelligence were found to have a direct influence on teachers’ learning assessment in this study. Furthermore, emotional intelligence has mediated the indirect influence of teacher professional identity and psychological capital on teachers’ learning assessment. It has been established that a novel model of emotional intelligence mediates the impact of teacher professional identity and psychological capital on teachers’ learning assessment. As a result, teachers’ learning assessment can be enhanced through improved teacher professional identity, psychological capital, and emotional intelligence. Therefore, the new empirical model can be discussed in depth and critically before being applied and modified by researchers and practitioners in their future work.  

Keywords

References

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