Abstract
This study examines the teacher certification policy in Indonesia. This program is one of the important government policies in enhancing the quality of education. After more than half a century, the teachers' professionalism is not the main issue in the education system in Indonesia. The study was conducted through the use of a qualitative method by applying the Context, Input, Process, Product (CIPP) model. Data was collected through in-depth interviews, observation, and documentation of the research informants comprising official certification documents. The data collected was analyzed through the process of data condensation, data display, and conclusion drawing/ verifications. The analysis conducted revealed that: 1) the purpose of certification is well-defined, well-understood and well-operated; 2) planning and the allocation of resources were classified accordingly; the process of certification has been initiated with socialization, assignment of participants, certification paths, as well as teacher training and development, and as a whole has followed the guidelines of the central government; (4) the results of certification in terms of teacher performance have shown the ability to plan good learning, manage and evaluate student learning. This study proposes to the government to maintain consistency in teacher performance, class-based performance appraisals, which are needed on post-certification continually. It is expected that this study would be an essential reference for the relevant researchers, educational practitioners, and policymakers to develop better teacher certification systems.
Highlights
Education is considered as the most effective instrument for changing of most aspects of life—social, economic, cultural, etc
A study conducted by Miguel & Barsaga (1997) considered factors affecting students' performance focusing on the variables of teacher, student, parent, and community concluded that the teacher was the key factor in student achievement
In accordance with Indonesia Law Number 14 of 2005 concerning Teachers and Lecturers, describes professional teachers as having: (1) talent, interest, calling, and idealism; (2) commitment to improve the quality of education, faith, piety, and noble character; (3) academic qualifications and educational background according to the field of work; (4) competencies required are in accordance with the field of work; (5) responsibility for carrying out professional tasks; (6) obtain an income determined in accordance with work performance; (7) the opportunity to develop professionalism in a sustainable manner by lifelong learning; (8) guarantee of legal protection in carrying out professional duties; and (9) professional organizations that have the authority to regulate matters related to the professionalism of teachers(Undang Undang Republik Indonesia No 14 Tentang Guru dan Dosen, 2005)
Summary
Education is considered as the most effective instrument for changing of most aspects of life—social, economic, cultural, etc. Several similar studies focus on how far the role of the teacher has affected the quality of the teaching-learning process, in the classroom. Contribution is the highest and the most These conditions require professional teachers who have sufficient competencies standard, at least consisting of high commitment, knowledge, and skills both for teaching and organizing the classroom. Teachers become unable to carry out their duties adequately It is in line with the argument that Teachers’ effectiveness appears strongly related to the preparation they have received for teaching. One of the best strategic ways to improve the quality of teachers is to meet the professional qualifications required as professionals through a teacher certification program Through this program, the teacher’s teaching competencies will be increased besides gaining monetary rewards (Jalal et al, 2009). The studies suggested the systematic training remains important for teachers
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