Email this article The Principal Strategies in Improving Teachers’ Professional Competence at Public Elementary School in South Aceh
Abstract
Abstract: The Principal Strategies in Improving Teachers’ Professional Competence at Public Elementary School in South Aceh. Objectives: The purposes of this research are to understand the programs, strategies, and principals’ obstacles and supporting factor in inproving teachers’ professional competence at Public Elementary School in Aceh Selatan, Indonesia. Methods: This research uses descriptive method with qualitative approach. This research uses descriptive method with qualitative approach. Data collection were conducted through interviews, obsevation, and documentation studies. The subject of this research is the principals and teachers. Findings: The results of this research show (1) Preparation of the principal’s program in improving teacher professionalism among them: Annual program, semester program, Steps arragement of learning plan such as syllabus, lesson plan, and scoring model, provide and share the academic calender, note book, and stationaries. (2) The Strategi in improving teachers’ professional include: Division of tasks, holding the training and attending the Teachers Working Group. The principal way to communicate with teachers is usually done by discussing the idea to find the effective way to improve teachers’ professional competence in developing cultivation process. The principal suggested to use a persuasive approach in improving teacher’s professional competence for teachers with low competence and have strong personality and attitude. (3) The obstacles among them: the teachers have all mastered IT, most of teachers are undergraduate student, and most teachers have the teaching certificate. Meanwhile, the obstacle factors such as most of the teachers live far from school, there still a less active teacher, and teacher still not able to share the result of the training.
Keywords: principal strategies, teachers’ competence, public elementary school.
Abstrak: Strategi Kepala Sekolah dalam Meningkatkan Kompetensi Profesional Guru di Sekolah Dasar Negeri di Aceh Selatan. Tujuan: Tujuan dari penelitian ini adalah untuk memahami program, strategi, dan hambatan kepala sekolah dan faktor pendukung dalam meningkatkan kompetensi profesional guru di Sekolah Dasar Negeri di Aceh Selatan, Indonesia. Metode: Penelitian ini menggunakan metode deskriptif dengan pendekatan kualitatif. Penelitian ini menggunakan metode deskriptif dengan pendekatan kualitatif. Pengumpulan data dilakukan melalui wawancara, observasi, dan studi dokumentasi. Subjek penelitian ini adalah kepala sekolah dan guru. Temuan: Hasil penelitian ini menunjukkan (1) Persiapan program kepala sekolah dalam meningkatkan profesionalisme guru di antaranya: Program tahunan, program semester, Langkah-langkah penyusunan rencana pembelajaran seperti silabus, rencana pelajaran, dan model penilaian, menyediakan dan berbagi akademik kalender, buku catatan, dan alat tulis. (2) Strategi dalam meningkatkan profesional guru meliputi: Divisi tugas, mengadakan pelatihan dan menghadiri Kelompok Kerja Guru. Cara kepala sekolah untuk berkomunikasi dengan guru biasanya dilakukan dengan mendiskusikan ide untuk menemukan cara yang efektif untuk meningkatkan kompetensi profesional guru dalam mengembangkan proses budidaya. Kepala sekolah menyarankan untuk menggunakan pendekatan persuasif dalam meningkatkan kompetensi profesional guru untuk guru dengan kompetensi rendah dan memiliki kepribadian dan sikap yang kuat. (3) Hambatan di antara mereka: semua guru telah menguasai IT, sebagian besar guru adalah mahasiswa sarjana, dan sebagian besar guru memiliki sertifikat mengajar. Sementara itu, faktor penghambat seperti sebagian besar guru tinggal jauh dari sekolah, masih ada guru yang kurang aktif, dan guru masih belum bisa membagikan hasil pelatihan.
Kata kunci: strategi kepala sekolah, kompetensi guru, sekolah dasar negeri.
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Alava, E. E., & Martinez, M. E. M. (2019). Impact of teaching-learning process for brain. International journal of health sciences, 3(1), 33-40.
Balram, S. (2019). Teaching and Learning Pedagogies in Higher Education Geographic Information Science. In GIScience Teaching and Learning Perspectives (pp. 1-8). Springer, Cham.
Böhlmark, A., Grönqvist, E., & Vlachos, J. (2016). The headmaster ritual: The importance of management for school outcomes. The Scandinavian Journal of Economics, 118(4), 912-940.
Brock, M. E., & Carter, E. W. (2016). Efficacy of teachers training paraprofessionals to implement peer support arrangements. Exceptional Children, 82(3), 354-371.
Darishah, P., Daud, Y., & Omar, F. M. S. (2017). Teaching and learning supervision by school management, attitude of teachers and competency of teaching. International Journal of Development and Sustainability, 6(10), 1367-1381.
Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice?. European Journal of Teacher Education, 40(3), 291-309.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development.
Dervin, F., Moloney, R., & Simpson, A. (2019). Intercultural Competence in the Work of Teachers: Confronting Ideologies and Practices. Routledge.
Fried, J., & Harper, R. (Eds.). (2017). Learning everywhere on campus: Teaching strategies for student affairs professionals. Routledge.
Gudmundsdottir, G. B., & Hatlevik, O. E. (2018). Newly qualified teachers’ professional digital competence: implications for teacher education. European Journal of Teacher Education, 41(2), 214-231.
Krasnova, L. A., & Shurygin, V. Y. (2017). Development Of teachers' Information Competency In Higher Education Institution. Astra Salvensis, (10).
Lawrence, J. E., & Tar, U. A. (2018). Factors that influence teachers’ adoption and integration of ICT in teaching/learning process. Educational Media International, 55(1), 79-105.
Lonto, A. L., Wua, T. D., Pangalila, T., & Sendouw, R. (2018). Moral work, teaching profession and character education in Forming Students’ Characters. International Journal of Engineering and Technology (UAE), 7(4), 99-103.
Lyons, M. D., Jones, S. J., Smith, B. H., McQuillin, S. D., Richardson, G., Reid, E., & McClellan, A. (2017). Motivation coaching training for instructional coaches: a pilot study of motivational interviewing skills training. Mentoring & Tutoring: Partnership in Learning, 25(5), 548-565.
Matherson, L., & Windle, T. M. (2017). What do teachers want from their professional development? Four emerging themes. Delta Kappa Gamma Bulletin, 83(3), 28.
Murtiningsih, M., Kristiawan, M., & Lian, B. (2019). The Correlation Between Supervision of Headmaster and Interpersonal Communication With Work Ethos of the Teacher. European Journal of Education Studies.
O'Dowd, R. (2018). The training and accreditation of teachers for English medium instruction: an overview of practice in European universities. International Journal of Bilingual Education and Bilingualism, 21(5), 553-563.
Parsons, S. A., Hutchison, A. C., Hall, L. A., Parsons, A. W., Ives, S. T., & Leggett, A. B. (2019). US teachers’ perceptions of online professional development. Teaching and Teacher Education: An International Journal of Research and Studies, 82(1), 33-42.
Schumacher, C., Shinners, J., & Graebe, J. (2018). Evaluating the Effectiveness of Educational Activities: Part One. The Journal of Continuing Education in Nursing, 49(6), 245-247.
Singh, R. N., & Hurley, D. (2017). The effectiveness of teaching and learning process in online education as perceived by university faculty and instructional technology professionals. Journal of Teaching and Learning with Technology, 6(1), 65-75.
Suhrheinrich, J., Rieth, S. R., Dickson, K. S., Roesch, S., & Stahmer, A. C. (2019). Classroom pivotal response teaching: Teacher training outcomes of a community efficacy trial. Teacher Education and Special Education, 0888406419850876.
Tiwari, A., & Mallick, S. (2019). A Study of Teaching Competency among Teachers in Secondary School Level in Allahabad District. research journal of social sciences, 10(3).
Viloria, A., Lis-Gutiérrez, J. P., Gaitán-Angulo, M., Godoy, A. R. M., Moreno, G. C., & Kamatkar, S. J. (2018, June). Methodology for the design of a student pattern recognition tool to facilitate the teaching-learning process through knowledge data discovery (big data). In International Conference on Data Mining and Big Data (pp. 670-679). Springer, Cham.
Aelterman, N., Vansteenkiste, M., Van Keer, H., & Haerens, L. (2016). Changing teachers' beliefs regarding autonomy support and structure: The role of experienced psychological need satisfaction in teacher training. Psychology of Sport and Exercise, 23, 64-72.
Alava, E. E., & Martinez, M. E. M. (2019). Impact of teaching-learning process for brain. International journal of health sciences, 3(1), 33-40.
Balram, S. (2019). Teaching and Learning Pedagogies in Higher Education Geographic Information Science. In GIScience Teaching and Learning Perspectives (pp. 1-8). Springer, Cham.
Böhlmark, A., Grönqvist, E., & Vlachos, J. (2016). The headmaster ritual: The importance of management for school outcomes. The Scandinavian Journal of Economics, 118(4), 912-940.
Brock, M. E., & Carter, E. W. (2016). Efficacy of teachers training paraprofessionals to implement peer support arrangements. Exceptional Children, 82(3), 354-371.
Darishah, P., Daud, Y., & Omar, F. M. S. (2017). Teaching and learning supervision by school management, attitude of teachers and competency of teaching. International Journal of Development and Sustainability, 6(10), 1367-1381.
Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice?. European Journal of Teacher Education, 40(3), 291-309.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development.
Dervin, F., Moloney, R., & Simpson, A. (2019). Intercultural Competence in the Work of Teachers: Confronting Ideologies and Practices. Routledge.
Fried, J., & Harper, R. (Eds.). (2017). Learning everywhere on campus: Teaching strategies for student affairs professionals. Routledge.
Gudmundsdottir, G. B., & Hatlevik, O. E. (2018). Newly qualified teachers’ professional digital competence: implications for teacher education. European Journal of Teacher Education, 41(2), 214-231.
Krasnova, L. A., & Shurygin, V. Y. (2017). Development Of teachers' Information Competency In Higher Education Institution. Astra Salvensis, (10).
Lawrence, J. E., & Tar, U. A. (2018). Factors that influence teachers’ adoption and integration of ICT in teaching/learning process. Educational Media International, 55(1), 79-105.
Lonto, A. L., Wua, T. D., Pangalila, T., & Sendouw, R. (2018). Moral work, teaching profession and character education in Forming Students’ Characters. International Journal of Engineering and Technology (UAE), 7(4), 99-103.
Lyons, M. D., Jones, S. J., Smith, B. H., McQuillin, S. D., Richardson, G., Reid, E., & McClellan, A. (2017). Motivation coaching training for instructional coaches: a pilot study of motivational interviewing skills training. Mentoring & Tutoring: Partnership in Learning, 25(5), 548-565.
Matherson, L., & Windle, T. M. (2017). What do teachers want from their professional development? Four emerging themes. Delta Kappa Gamma Bulletin, 83(3), 28.
Murtiningsih, M., Kristiawan, M., & Lian, B. (2019). The Correlation Between Supervision of Headmaster and Interpersonal Communication With Work Ethos of the Teacher. European Journal of Education Studies.
O'Dowd, R. (2018). The training and accreditation of teachers for English medium instruction: an overview of practice in European universities. International Journal of Bilingual Education and Bilingualism, 21(5), 553-563.
Parsons, S. A., Hutchison, A. C., Hall, L. A., Parsons, A. W., Ives, S. T., & Leggett, A. B. (2019). US teachers’ perceptions of online professional development. Teaching and Teacher Education: An International Journal of Research and Studies, 82(1), 33-42.
Schumacher, C., Shinners, J., & Graebe, J. (2018). Evaluating the Effectiveness of Educational Activities: Part One. The Journal of Continuing Education in Nursing, 49(6), 245-247.
Singh, R. N., & Hurley, D. (2017). The effectiveness of teaching and learning process in online education as perceived by university faculty and instructional technology professionals. Journal of Teaching and Learning with Technology, 6(1), 65-75.
Suhrheinrich, J., Rieth, S. R., Dickson, K. S., Roesch, S., & Stahmer, A. C. (2019). Classroom pivotal response teaching: Teacher training outcomes of a community efficacy trial. Teacher Education and Special Education, 0888406419850876.
Tiwari, A., & Mallick, S. (2019). A Study of Teaching Competency among Teachers in Secondary School Level in Allahabad District. research journal of social sciences, 10(3).
Viloria, A., Lis-Gutiérrez, J. P., Gaitán-Angulo, M., Godoy, A. R. M., Moreno, G. C., & Kamatkar, S. J. (2018, June). Methodology for the design of a student pattern recognition tool to facilitate the teaching-learning process through knowledge data discovery (big data). In International Conference on Data Mining and Big Data (pp. 670-679). Springer, Cham.
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