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

Akhsanul In’am^1,

¹Mathematics Department, University of Muhammadiyah Malang, Indonesia

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

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.

Keywords:
involvement professionalism status confidence autonomy influence

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