Professional Competency Differences among High School Teachers in Indonesia

M Nur Mustafa

doi:10.5539/ies.v6n9p83

Abstract

This study aims to evaluate the levels of professional competency among high school teachers as well as to identify the differnces based on gender and work experience, as the teachers’ professional competency level is of paramount importance in quality of teaching and learning and students’ achievements. The study sample involved 327 teachers from various fields randomly selected from 12 schools in Pekanbaru, Indonaisia. The study used test with 33 questions to measure the teachers’ professional competency. Overall results show that the level of professional competencies is generally at an average level. The result shows that there is significant difference between female and male teachers in terms of mastery of professional competency. In addition, the data shows that there is significant difference between more experienced and less experienced teachers regarding mastery of professional competency. The implication is that the program, run by schools or ministery of education, to implement to upgrade the professional competency of teachers should consider the teachers’ backgrounds to make sure its effectiveness.

Highlights

Teaching profession requires specific knowledge and skills (Abdul Razaq et al, 2013)
This study aims to evaluate the levels of professional competency among high school teachers as well as to identify the differnces based on gender and work experience, as the teachers’ professional competency level is of paramount importance in quality of teaching and learning and students’ achievements
Teacher education curriculum is designed to ensure that teachers are competent in content knowledge and pedagogical skills

Summary

Introduction

Teaching profession requires specific knowledge and skills (Abdul Razaq et al, 2013). Teacher education curriculum is designed to ensure that teachers are competent in content knowledge and pedagogical skills. By mastering these two main elements, teachers are able to face challenges in school. Norlander (2009) suggests that effective teacher is a person who is able to carry out his duties and responsibilities successfully. Trainee teachers assume that the duties of a teacher are easy, manageable and could be carried out successfully. Due to this paradigm, most trainee teachers are not serious in gaining knowledge during teaching training. The following elements and domains are supposed to be fulfilled by all teachers: personality, intellectual, emotion, inter-personal skills, intra-personal skills and creativity in teaching

Objectives

Methods

Results