Teachers play crucial roles; therefore, this study is intended to examine student teachers’ motivation (instrumental vs. integrative) and commitment (committed passionate, committed compromiser, undecided and uncommitted) to teaching. Quantitative approach using a questionnaire was conducted involving 328 English student teachers from some universities in Indonesia. Using the descriptive analysis, the findings show that those having integrative motivation are 56% and the highest figure for the level of commitment is, as expected, committed passionate (44%). Concerning gender differences, more males (M: 60%, F: 55%) were surprisingly found to have integrative motivation, although more females were found to have the highest level of commitment (M: 35%, F: 47%). These findings at the same time reveal a considerably high proportion of those who did not have a genuine motive to enroll in a teacher education programme and to commit to becoming teachers implying necessary measures from both the government and the teacher education institutions.  Keywords: Commitment, motivation, student teacher, teacher, teacher education.

Higher education institutions/the Educational Personnel Education Institution (LPTK) have experienced an increase in producing qualified teacher in this couple of years. At the same time, universities have responsibility to increase the qualifications of teachers and the quality of teacher. Data collected from Accreditation Incentive Fund (DIA) program is used to increase the management capacity of the Institute of Education Personnel Management (LPTK) in 2009 to 2012. The data of this study include five aspects of DIA fund utilization, namely: improvement of governance, program management, learning processes, academic atmosphere, and information systems. This study investigates the impact of the accreditation incentive fund intervention on the quality of LPTK management. We hypothesize that DIA incentive funds to LPTK has an impact in improving the quality of LPTK management. Based on multilevel analysis, we demonstrate that the DIA intervention improved the quality of management significantly. The results indicate that the impact of DIA incentive funding can be only seen when the PGSD group received the DIA (experimental group) compared to the partner group and the non-educational group.

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Permasalahan penelitian ini adalah: (1) apakah terdapat pengaruh profesionalisme guru terhadap mutu Sekolah Dasar?, (2) apakah terdapat pengaruh iklim kerja terhadap mutu Sekolah Dasar?, dan (3) apakah terdapat pengaruh secara bersama-sama antara profesionalisme guru dan iklim kerja terhadap mutu Sekolah Dasar di Dabin 2 Batealit Jepara?Tujuan penelitian ini adalah : (1) untuk mengetahui pengaruh profesionalisme guru terhadap mutu Sekolah Dasar, (2) untuk mengetahui pengaruh iklim kerja terhadap mutu Sekolah Dasar dan (3) untuk mengetahui pengaruh secara bersama-sama antara profesionalisme guru dan iklim kerja terhadap mutu Sekolah Dasar di Dabin 2 Batealit Jepara.Populasi dalam penelitian ini adalah adalah guru sekolah dasar di Dabin 2 Kecamatan Batealit Kabupaten Jepara dengan jumlah guru 119 guru dan Sampel sebanyak 89 guru dengan menggunakan teknik proporsional random sampling. Metode pengumpulan data yang digunakan adalah metode angket/kuesioner. Analisis data yang digunakan adalah analisis deskriptif, analisis regresi, analisis korelasi, uji hipotesis, dan koefisien determinasi. Untuk menganalisis data digunakan fasilitas program software SPSS versi 21.Dari data hasil penelitian dapat diketahui bahwa rata-rata perolehan skor profesionalisme guru 119 termasuk kateori sangat baik; rata-rata perolehan skor iklim kerja 119,423 termasuk kategori baik; dan rata-rata perolehan skor mutu sekolah 108 termasuk kategori baik Hasil uji prasyarat dari data penelitian diperoleh data linier, tidak multikolinear, bebas dari heteroskedastisitas, berdistribusi normal, dan bebas dari autokorelasi. Dari uji hipotesis terdapat pengaruh signifikan profesionalisme guru terhadap mutu sekolah yang dinyatakan dengan persamaan   Ŷ = 7,239 + 0,929X1; korelasi sebesar 0,942 dengan R square sebesar 0,887, artinya 88,7 %. Terdapat pengaruh yang sinifikan iklim kerja terhadap mutu sekolah yang dinyatakan dengan persamaan Ŷ = 6,910 + 0,84X2; korelasi sebesar 0,919 atau R square sebesar 0,845, artinya 84,5%. Terdapat pengaruh yang sinifikan profesionalisme guru dan iklim kerja secara bersama-sama terhadap mutu sekolah yang dinyatakan dengan persamaan Ŷ = 3,448 + 0,620X1 + 0,310X2.