Improvement of Teacher Competence and Professionalism and School Management Development in Indonesia

Iskandar Agung^1,

¹Center of Research Policy of Education and Culture, Ministry of Education and Culture of Republic of Indonesia, Jakarta, Indonesia

Cite this paper:
Iskandar Agung. Improvement of Teacher Competence and Professionalism and School Management Development in Indonesia. American Journal of Educational Research. 2018; 6(10):1388-1396. doi: 10.12691/education-6-10-8

Abstract

The aim of this study is to find the results of training through the Teacher Learning Program conducted by the Directorate General of Teachers and Education Personnel, Ministry of Education and Culture, in 2016 as an effort to improve teacher’s competences and professionalism and then put forward alternatives that is needed. The research method used in this research is a field survey, with data and information acquired through interviews, focus group discussions, and documentation from relevant parties. The results of the study show that the implementation mechanism of the program is still not satisfied, both in improving the competence and professionalism of work and providing provisions to motivate themselves to continue professional development. Training still faces a number of weaknesses, both in terms of instructors / facilitators, training tools, availability and suitability of learning modules, strategic implementations, and others. Therefore, the implementation of training -- which has been renamed as the Pengembangan Keprofesian Berkelanjutan or Competence Profession Development (CPD) program in 2017 - then still requires improvements and revisions to achieve the expected goals and results. Beside of that, efforts to improve work competency and professionalism, and encourage sustainable teacher professional development, need to be accompanied by the development of school management to create a conducive school environment, especially related to: (1) enhancing the leadership capacity of the Principal, (2) developing cultures in schools that are strong, adaptive, and oriented to achievement and process, (3) developing work structures based on teams, (4) opening information needed by the team, (5) enhancing the role and participation of stakeholders, (6) developing the physical environment in school, and (7) developing a harmonious, intimate, empathic, respectful relationship between of the school community.

Keywords:
competence professional teacher learning sustainable professional development school management

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