Designing and Testing Teacher Professional Development Models Focusing on Optimizing Teacher Commitment in the Era of the ASEAN Economic Community and New Normal

Imron, Ali; Wiyono, Bambang Budi; Hadi, Syamsul; Gunawan, Imam; Abbas, Amjad; Perdana, Dyas Bintang; Hidayatullah, Muhammad Kurniawan

doi:10.2991/assehr.k.211210.008

Cited by 1 publication

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“…Teacher performance is seen in the quality of teachers in carrying out their main tasks, namely in providing education and learning [2]. There are five aspects of teacher competence that can be improved, namely: (a) technology awareness; (b) independent study; (c) knowledge and skills; (d) motivation; and (e) competence in interacting [3]. Every teacher is required to improve their abilities in learning process, starting from planning learning programs, implementing the learning process, assessing learning processes and outcomes, to evaluating learning [4].…”

Section: Introductionmentioning

confidence: 99%

Improving Teacher Performance Through Professional Development in the New Normal Era

Khomariyah¹,

Imron²,

Sumarsono³

et al. 2023

Proceedings of the International Conference on Educational Management and Technology (ICEMT 2022)

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This study aims to describe: (1) a description of the performance of post-professional teacher development; (2) inhibiting factors for professional development to improve teacher performance and efforts to overcome them; and(3) the driving factors for professional development to improve teacher performance. The research method used is qualitative with a case study design. The research location is in a private elementary school in Malang. The data collected using observation, interview, and documentation techniques. The results of this study include: (1) the description of the performance of post-professional teacher coaching, there are differences in terms of completeness of lesson plans, teacher confidence, willingness to learn from teachers, increased interaction with students, and application of student character habituation; (2) inhibiting factors for the implementation of professional development are caused by the activities of the principal, teacher health factors, and delays due to the Basic Competency Test (BCT). Efforts were made to overcome obstacles, namely rescheduling activities and changing days for teachers who were unable to attend; and (3) the driving factors for the implementation of teacher professional development, namely the readiness of teachers to be fostered and good cooperation between teachers and principals.

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Section: Introductionmentioning

confidence: 99%