Model of Transformative Continuous Professional Development (TCPD) for Senior High Schools Teachers, in Surakarta, Indonesia

Abstract

Purpose of the study: The main purpose of this research was to design a model (“Model of Transformative Continuous Professional Development (TCPD) for in-service Senior High School (SMA) teachers in Surakarta”) to determine classroom performance in order to enhance students’ academic performance. The approaches applied in achieving the purpose of developing the model of TCPD were: 1) assessing the existing condition of CPD, 2) assessing the quality of CPD that were being used, 3) analyzing formulative steps to develop TCPD model, and 4) determining the effectiveness of TCPD model. Significance of the study: TCPD model is significantly important and should be adopted by schools because it encourages the implementation of teachers’ continuous professional development, and thereby improving students’ academic excellence. Brings benefit to the educational institutions or schools in Surakarta and acts as a practical guide to develop effective, efficient and professional teachers in Surakarta. Also acts as a capacity building tool for teachers and NGOs in Surakarta. Research Methods: This applied Research and Development (an R & D) study techniques where both the qualitative and quantitative approaches were applied. The RD 1) research exploration, 2) research development, 3) model trial techniques, and 4) the dissemination. The information was generated directly from the respondents through; 1) systematic surveys, 2) direct interviews, 3) structured questionnaires, 5) FGD, and 6) peer and direct observation. Statistical techniques applied were SPSS statistics (IBM SPSS) and T-test analysis to determine the relationship between pretest and post test evaluations. The T-test technique applied in this research was Paired Sample T Test because the research had Normal data. Research Findings and Results: According to the preliminary study conducted on whether in-service SMA teachers demonstrate a comprehension of materials through instruction in the classroom, 55% showed low score of demonstration while 35% average score, and on the contrary, only 10% registered a high score. Besides, to determine the pedagogical competency, 45% of the respondents interviewed showed a low score on how to maintain a clear focus of the lesson through communication and the greatest percentage (55%) showed an average score on the same instrument, and no response was registered for a high score. Ideologically, the problem should not be in the achievement of teachers’ classroom pedagogical competence but rather in ensuring effective approaches to sustainability in a currently changing and demanding TCPD.A very high value of 0.973 (which is nearly 1.000) was produced and the value of significance was 0.005, which is less than the standard level of significance of 0.05; therefore, there was a significant relationship after conducting workshop and training activities which increased teachers' pedagogical competence. H0: Teachers' Job Satisfaction before and after conducting workshops and training are the same. H1: Teachers' Job Satisfaction before and after conducting workshops and training are different. Since the value of Sig. is smaller than α (0.05) or because the value of t count is smaller than the value of t table then the decision is that, H0 is rejected. At the level of significance of 5%, it can be concluded that teachers' job satisfaction before and after conducting the workshop and training is not the same or rather significantly different. Therefore, TCPD model improved teachers’ job satisfaction and hence encouraging better classroom performance.Conclusions: CPD is the strongest fundemental tool that can aid, support, direct and improve students’ performance, and also unlock barriers to students’ learning difficulties. However, accordining to most SMA in Surakarta, the biggest obstacles to successful teachers’ CPD tend to occur as a result of the followings: 1) inappropriate time, 2) the limited number of teachers per school, which leaves no room for a teacher’s assistance or cover-up, and 3) inaccessibility of teachers’ PD opportunities within Surakarta, as suggested by teachers during the preliminary research study.