Abstract
This article aims at describing the process of teachers' professional development based on Islamic boarding school culture including pattern of interaction in teacher training, approaches to teacher development, stakeholder involvement in teacher training, supervision and evaluation of the implementation of teacher training based on Islamic boarding schools. This research was conducted employing comparative inductive data analysis, multi-site design, and qualitative approach. This research found there are five interaction patterns used for development namely: interaction pattern of once-in-a-month regular recitation, the interaction pattern of imtikhan, interaction pattern of congregational prayers, interaction pattern of get-together (silahturahmi), interaction pattern of once-in-a-month regular meetings. And Secondly, it is about the four approaches in professional development namely: In-Group approach, individual approach, seniority approach, and Islamic boarding school bureaucracy approach. And Thirdly, the stakeholder involvement in the coaching namely: Social figure (the head of the village), school committee, UTM (Universitas Truno Joyo) Bangkalan lecturers, the headmaster of Junior High School 2 Kamal, school supervisors. Fourth, supervision and evaluation namely: the administers of supervisor and evaluation are the chairman of the foundation, headmaster, vice principal, Islamic boarding school coach, school supervisor, five senior teachers and school committee.
Highlights
The general provision of the Republic of Indonesia Act article 1 no. 14 Year 2005 states that teachers are professional educators whose duties are educating, teaching, and coaching to direct, give training, and assess as well as evaluate their students [1]
The research finding of the teacher professional development coaching based on the Islamic boarding school culture in three sites are as follows: 3.1
The interaction pattern performed according to the situations and conditions of the institutional activities, and the opportunities which can be conducted as coaching is as follows. (1) during the celebration of imtikhan (2) silaturahmi/ get together hospitality visit was conducted in each teacher’s house who is problematic or not (3) the interaction pattern was conducted after mid-day congregation prayer (4) recitation according to the religious and Islamic boarding school agenda
Summary
The general provision of the Republic of Indonesia Act article 1 no. 14 Year 2005 states that teachers are professional educators whose duties are educating, teaching, and coaching to direct, give training, and assess as well as evaluate their students [1]. Coaching and mentoring programs are given to the teachers with aims at assisting teachers who have weaknesses and shortcomings in terms of performance during conducting their teaching profession or teaching their students. Both senior and junior teachers who encounter weaknesses and shortcomings in conducting the profession are responsible for doing the improvement. The headmaster is the responsible leader to do mentoring and coaching for teachers as their subordinates who encounter weakness and shortcomings in conducting the profession in teaching. The mentoring and coaching to improve the teachers’ professionalism is an effort to increase the teachers’ competency from the aspect of Human Resource Management (HRM) in which very crucial to be conducted the process of HRM planning
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