Abstract

The purpose of this research was to analyze the layers of effectiveness of faculty members. Because faculty members, through their relationship with students as human-social capital and value-creating colleagues, can affect the perception, feelings, and lifestyle of students in addition to knowledge. The layers of effectiveness in this research are the attitude, value, knowledge, character, and action of faculty members in their professional affairs and in relation to students.
To answer the research question of what are the layers of effectiveness (attitude, value, knowledge, character, and action) of effective faculty members? A qualitative method and content analysis strategy were chosen. To collect data, 17 faculty members who were introduced as effective professors by colleagues and students were interviewed as participants in semi-structured in-depth interviews until saturation. Then, the data from the interviews conducted with Atlas Ti software were coded and categorized and analyzed at the levels of concepts, subcategories, and categories.
The findings of the study show that the effectiveness of faculty members in the university is as follows: a) In this study, attitude was categorized into 4 subcategories: attitude towards students, attitude towards society, attitude towards self, and commitment to ethics. Based on the findings, an effective professor is someone who respects and values ​​students, feels valuable in them, and pays attention to their concerns and needs while paying attention to the differences of students. Because he has a paternal and maternal view of his students, he feels sympathy and provides guidance and assistance when facing their problems. Such an effective professor also considers himself responsible for society and always prefers collective needs over his own individual needs and seeks to help not only his colleagues but also the society. He provides guidance and advice to officials and decision-makers in his field of expertise, in order to influence society and reduce some of its problems with a scientific method. He is also responsible for himself and considers himself obligated to continuously update his knowledge and make this knowledge available to others. In addition to teaching the course material, he reminds students of educational and ethical points in an eloquent and pleasant language. An effective professor is sensitive to issues, and sensitivity has a wide range that includes issues surrounding society, sometimes the region, the international sphere, local issues, environmental issues, and even individual changes in students. An effective professor has a moral commitment and considers himself responsible for the well-being and perfection of the student and considers himself accountable for this sense of responsibility.

B) The category of values; In this research, values ​​have 2 subcategories: belief values ​​and professional values, and the most attention of the participants in the field of values ​​was paid to the belief values ​​of the professors. According to the findings, an effective teacher, in addition to being in control of his or her own desires, has a coherent intellectual framework, adheres to professional principles, and is always careful about his or her actions and words. He or she is also committed to God, those around him or her, the environment, and his or her community, and values ​​humans and the environment.
c) Knowledge category; In this study, knowledge was classified into 3 subcategories: specialized knowledge, professional ethics knowledge, and educational sciences knowledge. The participants paid most attention to the specialized knowledge subcategory in this category. Based on the findings, an effective professor in educating students is someone who has complete knowledge of his/her specialized and educational field (in terms of knowledge and knowledge of institutions, experts, and leading theories) and is also not oblivious to other knowledge. Also, knowledge and science are institutionalized in the professor and he/she can apply it in life and problem solving. In order to better present knowledge to students and educate them, he/she also has knowledge of educational sciences and, in order to be aware of professional ethics, he/she considers it in his/her teaching. d) Character category; In this study, character was classified into 3 subcategories: behavioral characteristics, psychological characteristics, and ethical characteristics. In this category, the participants paid most attention to the behavioral characteristics subcategory. Based on the findings, it is appropriate that an effective professor should have characteristics such as being trustworthy, organized, creative, patient, organized, fair, moderate, conscientious, responsible, open to criticism, and positive thinking so that he can be a good role model for students and that students will accept such a person. This professor should also have high self-awareness and self-knowledge and behave honestly towards others, and his actions should be consistent with his words. An effective professor, in addition to being interested in learning and developing himself, is also interested in teaching and research and is eager to communicate with students. Belief in the trustworthiness of knowledge in the eyes of the teacher and acceptance of scientific authority, if accompanied by belief in God and reliance on supernatural power, the effect of the unseen on piety gives the teacher a different boldness in carrying out his professional responsibility, which not only frees him from merely paying attention to professional issues and career expediency, but also directs his horizon to a transcendental future based on transcendental needs and expands the scope of happiness. This scope, with regard to the recognition of blessings and gratitude based on the creation of his own responsibility, encompasses creation, the Creator, and nature, and considers not only materiality and physicality but also the spirit and meaning. He is a logical and humane analyst who is open to criticism and opens the way for criticism of others. Therefore, he tramples on narcissism and pride and avoids prejudice.
e) The category of action; In this study, action was classified into 5 subcategories: communication skills, student development skills, cognitive skills, teaching skills, and verbal skills. Based on the findings, an effective professor should also have effective communication skills. This communication can be with himself, with the creator, and with the creator. He should be able to have continuous and friendly communication with the student so that the student can easily share his problems with his professor. In addition to communicating with the student, he should also be in touch with the university and the community. He should devote a large part of his time to the student and not hesitate to provide guidance and advice to the student. He should strengthen self-confidence, self-belief, and patriotic spirit in the student. He should provide conditions for the student to become familiar with social issues and help the student solve these problems. He should transfer all the experiences that can be useful to the student to him at appropriate times. In addition to communication, he should also have a series of skills such as reasoning skills, conflict management, teaching, and art of expression so that he can carry out the teaching process and educate the students as best as possible.