Professionalism and professionalization of early stage teachers in higher education

Abstract

PurposeThe aim of the study is to test whether an increase in professionalism has a reciprocal relationship with the professionalization of early-stage lecturers.Design/methodology/approachResearch with the topic of professionalism and professionalization of educators does not consider the reciprocal relationship. Most research only test the one-way relationship between professionalism and professionalization as the consequence of the application of government policies on colleges. Analysis in this research was carried out on the perspectives of early-stage lecturers on professionalism and professionalization, each conducted reciprocally for period tn from tn−1.FindingsIn the initial period of the profession, lecturers will tend to work hard to increase the competence and income they possess. The achieved increase in competence is based on the demand to develop professionalism, while the increase in income is based more on the demands of individual needs. In general, an increase in the professionalism of lecturers will be followed by an increase in income (professionalization). However, at some point, this increase in professionalism will experience stagnation, although the professionalization they possess continues to increase.Research limitations/implicationsThe data of material used in this research only consist of estimated figures from each respondent, while the components of appreciation for lecturers may vary depending on their respective institutions.Originality/valuePrevious studies have extensively observed the determinants of teachers’ professionalism and professionalization; however, how professionalism and professionalization reciprocally influence each other in terms of career periods has not been taken into account.

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