Abstract
Early childhood education as the main foundation of one's education is determined by the quality of teachers who can be seen through the performance of teachers and teachers, so the discourse of professional development is important. This study aims to determine how the performance of superior early childhood teachers and performance measurement as performance standards for outstanding teachers. Qualitative research is carried out with a psychological approach that is carried out directly on the object under study, to obtain data relating to aspects of teacher performance so that increased performance becomes an example for other teachers. Research data collection techniques using interviews, documentation, and observation. The results showed that the performance of outstanding early childhood teachers always tried to hone and control themselves by participating in outstanding teacher competitions to monitor their professional condition and performance. Early childhood teachers who have extraordinary grades also have strong scientific insight, understand learning, have broad social insights, are positive about their work, and show work performance according to the required performance criteria. The teacher's performance in the extraordinary category is the success and ability of the teacher in carrying out various learning tasks. Measuring the performance of early childhood teachers with achievement has two tasks as measurement standards, tasks related to the learning process and tasks related to structuring and planning learning tasks. Referring to these two tasks, there are three main criteria related to teacher performance in early childhood teacher professional development literacy, namely processes, teacher characteristics, and outcomes or products (changes in student attitudes). In the learning process, the performance of early childhood teachers who excel can be seen from the quality of work carried out related to professional teacher learning activities.
 Keywords: Early Childhood Education, Outstanding Educator Performance, Professional Development
Highlights
Childhood education (ECE) quality has traditionally been described and evaluated in terms of two categories of interrelated variables: systemic factors and process factors (Ishimine et al, 2010)
Early childhood education as the main foundation of one's education is determined by the quality of teachers who can be seen through the performance of teachers and teachers, so the discourse of professional development is important
Based on the explanation of the work performance problems of early childhood teachers, as well as various gap problems regarding the professional development of early childhood teachers, this study aims to determine how the performance of superior early childhood teachers and performance measurement as performance standards for outstanding teachers
Summary
Childhood education (ECE) quality has traditionally been described and evaluated in terms of two categories of interrelated variables: systemic factors (e.g., class size, teacher-child ratio, physical setting, teachers' qualifications) and process factors (e.g., quality of teacher-child interaction) (Ishimine et al, 2010). ECE practitioners' developmental and curricular ambitions, academic aspirations, and professional development (PD) needs, as well as their knowledge of their own professional positions, are all considerations to consider. The mediating functions of skill and workplace satisfaction are explored in Han et al, (2021) research, which adds to knowledge of the processes underlying the impact of teachers' care on work performance. These results indicate that the impact of preschool teachers' caring actions on work performance is based on skill and workplace satisfaction. His study expanded the application of the relationship between teachers and students in preschool teachers These findings suggest that competence and occupational happiness underlie the effect of preschool teachers’ caring behavior on work performance
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