Continuous Professional Development Model to Improve Teacher Professional Competence

Abstract

The objective of this study is to describe the continuous professional development model to enhance teacher professional competence. This study was qualitative and employed a phenomenological method. This research was conducted at two public high schools in Balangan Province. Principals, vice principals, and teachers identified through purposive sampling were the key informants. Interviewing, observation, and documenting were approaches for collecting data. Validity of data was determined by triangulating data through engineering triangulation and peer review triangulation. Interactive analysis of the Huberman model comprising of data gathering, data display, data reduction, and verification/inference, was conducted with the use of data analysis. According to the findings of the study, the continuous professional development model for enhancing teacher competency was based on supervision, IHT, and external training, and began with an evaluation of speed, planning, implementation, evaluation, and follow-up.