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Mulyasa, (2005). Menjadi Guru Profesional Menciptakan Pembelajaran Kreatif dan Menyenangkan. Bandung: Remaja Rosda Karya.

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Article

Mathematics Teachers’ Response towards Teacher Empowerment at Junior High School in Indonesia

1Mathematics Department, University of Muhammadiyah Malang, Indonesia


American Journal of Educational Research. 2015, Vol. 3 No. 4, 439-445
DOI: 10.12691/education-3-4-8
Copyright © 2015 Science and Education Publishing

Cite this paper:
Akhsanul In’am. Mathematics Teachers’ Response towards Teacher Empowerment at Junior High School in Indonesia. American Journal of Educational Research. 2015; 3(4):439-445. doi: 10.12691/education-3-4-8.

Correspondence to: Akhsanul  In’am, Mathematics Department, University of Muhammadiyah Malang, Indonesia. Email: ahsanul_in@yahoo.com

Abstract

The research objective was to analyze teachers’ response towards the implementation of mathematics teacher empowerment after the implementation of certification consisted of six dimensions: namely 1) the involvement in making decision; 2) professional development; 3) status; 4) confidence; 5) autonomy; 6) influence. The approach conducted in this research was quantitative and qualitative. Data were collected through the instrument and interview by the data source was mathematic teachers from 12 Junior High Schools in Malang consisted of 8 private schools and 4 public schools with the number of the respondents was 38 teachers. The result showed that: the involvement in making decision had the mean 3.03; professional development was 2.67; status was 3.23; confidence 3.16; autonomy was 3.29 and the influence was 3.36. These six aspects are categorized as good except professional development, which was satisfactory.

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