Factor Determinants of Teacher Professionalism As Development of Student Learning Education at School of SMK PGRI in Tegal City, Indonesia
Factor Determinants of Teacher Professionalism As Development of Student Learning Education at School of SMK PGRI in Tegal City, Indonesia
Abstract
This study examines the professionalism of teachers with a variety of factors that
influence it, so that the teacher's role can be identified significantly and able to develop
the process of education in Vocational Schools can develop better. The research
method used is quantitative, the study population of all teachers at School of SMK
PGRI in Tegal City totaling 31 teachers. Study sample size is 31 teachers. The results
of the study indicate that (1) The effect of principals' managerial competencies on
teacher certification is proven and accepted. (2) The effect of teachers' social
competencies on teacher certification is proven and accepted. (3) The effect of
principals' managerial competencies on teacher professionalism is proven and
accepted. (4) The effect of teacher social competencies on teacher professionalism is
proven and accepted. (5) The effect of teacher certification on proven professionalism
of teachers and acceptance of teacher certification is a mediating variable. The results
show a positive and significant effect. Conclusions there are positive and significant
influences on principal managerial competence, teacher social competence and teacher
certification on teacher professionalism.
KeyWords:
principal managerial competence, teacher social competence, teacher certification and
teacher professionalism
1Fakultas Keguruan dan Ilmu Pendidikan, Universitas Pancasakti Tegal, Indonesia. E-mail: [email protected]
2 Fakultas Keguruan dan Ilmu Pendidikan, Universitas Pancasakti Tegal, Indonesia. E-mail:
[email protected]
3School of Science and Technology, Kwansei Gakuin University, Japan. E-mail: [email protected]
4 Department of Mathematics Education, Unversitas Islam Negeri Raden Intan Lampung, Indonesia. E-mail:
[email protected]
5 Department of Mathematics Education, Universitas Muhammadiyah Lampung, Indonesia.
[email protected]
6 Department of Graduate Science Education, University of Lampung, Indonesia.
[email protected]
7Teacher in Senior High School of MAN 1 Bandar Lampung, Indonesia. [email protected]
124 Habibi et al
INTRODUCTION
Professional teachers are teachers who are able to manage themselves in carrying
out daily tasks. Teachers as professional educators have a very strategic role, function
and position to realize the implementation of quality education (Republic of
Indonesia Government Regulation Number 74 of 2008 concerning teachers). The
teacher's professional ability is the role ability in carrying out tasks that are equipped
with competencies (basic abilities). In the Regulation of the Minister of National
Education Number 16 of 2007 concerning the standard of academic qualifications
and teacher competency, it is stated that the teacher competency standards of the
Elementary School class are pedagogical competencies, personality competencies,
and professional competencies. A teacher must master the fields of science,
technology and cultural arts which at least include mastery: (1) Subject matter
broadly and deeply in accordance with the standard content of the educational unit,
subjects, or subject groups to be taught, (2) Concepts and methods of relevant
scientific, technological, or artistic disciplines that are conceptually overshadowing
or coherent with the educational unit, subject or subject group to be taught
(Agustini, R., & Suyatna, A.2018).
The role of the teacher basically has a large role in the progress of the nation
which is one source of knowledge, as said by (Ungin, 2013) states that "the teacher
is a human figure that must be taken care of and imitated", in the sense that the
teacher is a figure which should be a role model for students (Abdurrahman, A.,
Saregar, A., & Umam, R. 2018). The Directorate of Basic Education develops five
basic abilities that must be possessed by each primary school teacher, namely: (1)
mastery of the curriculum, (2) mastery of the material in each lesson, (3) mastery of
evaluation methods and techniques, (4) commitment to assignments and (5)
discipline in the broadest sense. Professional teachers will always produce quality
education processes and results in order to realize intelligent and competent
Indonesian people, namely people who are faithful and devoted to God Almighty,
noble, healthy, knowledgeable, capable, creative, independent, and become citizens
who democratic and responsible (Tee, T. K.,et al (2014). Professional ability
possessed by educators is one of the supporting elements in realizing work
performance/performance. (Syazali, M. 2015). states that, the notion of
professionalism is "a commitment to professional ideas." In line with that, Syahrir
et al (2018) also said professional attitude is a part of professionalism.
Social competence becomes support for success in the learning process and every
teacher is required to have social competence so that students get the desired
results(Yamada R. 2015). But in reality there are still many teachers who have not
implemented social competencies which have resulted in low student achievement.
Based on previous research, in the ability to socialize teachers are advised to have
good communication skills. Because communication is the key for a teacher to give
Factor determinants of teacher professionalism … 125
From the description above, it can be said that the professionalism of teachers at
School of SMK PGRI in Tegal City in terms of learning planning, implementation
of learning and administrative learning is still not optimal. The results of preliminary
observations that have been made obtained data with the results of supervision and
monitoring of the 2018/2019 school year show that class teachers and subject
teachers, both those who are civil servants and non-civil servants are still not
professional, this can be seen from among other things learning plans routinely every
time they will teach, using less effective learning time, not preparing teaching aids,
lacking improvement and enrichment and classroom management are still less active
and other indicators are not maximized.
METHOD
This study uses a quantitative approach because the research data is in the form of
numbers. While this study uses descriptive because its activities include data
collection in order to test hypotheses or answer questions that concern the situation
at the time that is running. This study is quantitative, descriptive and associative. The
quantitative approach was used because the approach used in the research proposal,
process, hypothesis, down to the field, analyzing data and conclusions of the data
up to the writing uses measurement, calculation, formula and certainty of numerical
data. This research is a descriptive study because it aims to make hostage/painting/
description of the facts and the characteristics of a particular population or area
systematically, factually and thoroughly (Ginting, 2008). Whereas it is said to be
associative research because this research connects two or more variables (Ginting,
2008).
The population in this study were all School of SMK PGRI teachers in Tegal city
with a total teacher of 31 teachers. The technique of finding sample size in this study
used sample random sampling. Every member of the population has the same
opportunity and has the same opportunity to be chosen as a sample. The sample
used in this study is 31 teachers.
There are six variables that will be examined in this study. These six variables can
be grouped into two, namely dependent variables and independent variables. The
dependent variable is the variable that is affected. The independent variable is the
variable that affects. The dependent variable in this study is teacher professionalism
that is given the symbol Y. The three independent variables in this study are school
organizational culture (X1), principal managerial competence (X2), teacher social
competence (X3) and teacher certification.
The research instrument was used to collect data from the field, both data on
organizational culture variables, teacher compensation, teacher pedagogical
competence, academic supervision and teacher work motivation and teacher
performance using questionnaires / questionnaires. Questionnaire as a measuring
Factor determinants of teacher professionalism … 127
device for variables X1, X2, X3 and Y is used to measure the teacher's perception
of these variables. The reason for the use of questionnaires is that the questionnaire
has the ability to uncover the potential of the respondent and provide uniform
instructions for the respondents (Arikunto, 2010).
The data analysis used was descriptive analysis to determine the managerial
competence of the principal, the teacher's social competence and teacher
certification and teacher professionalism at School of SMK PGRI in Tegal City. The
data obtained will then be analyzed statistically with regression techniques using
multiple regression techniques, because there is one independent variable and five
dependent variables. But before analysis with multiple regression techniques these
data must go through the requirements testing phase. This needs to be done as a
requirement for multiple regression analysis, as revealed by (Sugiyono, 2016) that,
the data to be analyzed using parametric statistics is at least normally distributed and
linearity assumptions must be met.
CONCLUSION
Referring to the report of the research results related to the influence of the principal
managerial competencies, the teacher's social competence and teacher certification
on the professionalism of teachers at the SMK PGRI in Tegal City. Then
conclusions can be taken as follows:
1. Based on the analysis of the principal managerial competency variables
consisting of the School Plan, Organization, Leading and Managing/Hub
influencing teacher certification at School of SMK PGRI Tegal City. The effect
is positive and significant based on enhancement the value of total influence
(38,76%) on effect of principal managerial competence on teacher
professionalism.
2. Based on the analysis of teacher social competency variables consisting of
Interaction with students, Interaction with Principals, Interaction with
colleagues, Interaction with parents of students and Interaction with the
community influences teacher certification in SMK PGRI Tegal City. The effect
is positive and significant.
3. Based on the analysis of the principal managerial competency variables
consisting of School Plans, Organizations, Leading and Managing/Hub
influences the professionalism of teachers in SMK PGRI Tegal City. The effect
is positive and significant.
4. Based on the analysis of teacher social competency variables consisting of
Interaction with students, Interaction with Principals, Interaction with
colleagues, Interaction with parents of students and interaction with the
community influences the professionalism of teachers in SMK PGRI Tegal City.
The effect is positive and significant.
5. Based on the analysis of teacher certification variables consisting of academic
qualifications, education and training, the experience of teaching and planning
and implementation of learning influences the professionalism of teachers in
SMK PGRI Tegal City. The effect is positive and significant.
ACKNOWLEDGEMENTS
Thank you to all the teachers at School of SMK PGRI in Tegal City who gave the
opportunity to the author in conducting this research. Acknowledgments are also
conveyed to the LPPM Pancasakti Tegal University who helped in reviewing the
research we made for the development of teacher professionalism, hopefully this
Factor determinants of teacher professionalism … 131
research will continue to more in-depth studies of the teaching profession and
management of education in Indonesia.
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