The Revised Proposal 5

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CHAPTER 1

INTRODUCTION

1.1 Introduction

Education has become a main focus to prepare quality human resources

(UNESCO, 2010! "his issue related to the e#tent of education as a supplier of human

resources in quantity and quality and human resources for education ser$ice deli$ery

%hich connectin& to de$elop and retain professional teacher! 'n any education system,

professional teachers are essential to contribute on the education pro$ided but they need

a &ood system and infrastructure to facilitate their %or)! "he de$elopment of human

resources %ithin education in$ol$es some aspects to be considered in 'ndonesia! 't

includes the challen&es and the opportunities of the &o$ernment to mana&e this problem!

"he main challen&e of the 'ndonesian nation is the capability to impro$e its

human resources quality and education sector (*emendi)nas, 2010! +ased on UN-

report in 2011, 'ndonesia is still in ran)in& 12. of 1/ countries for human quality! One

sector challen&es the impro$ement is the lo% le$el of 'ndonesian education %hich affect

directly to societys quality and ability! 'n$estment in education is a strate&y to

o$ercome the challen&e! o%e$er, creatin& hi&h quality human resources as e#pected

must be supported by quality education %ith professional people in it! 't is important to

ma)e 'ndonesian people o%n life s)ills and a stron& selfconfidence in order they can

sho% their superiority amon& other people in this &lobal life!


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"he challen&e also deri$es from the past chan&in& in education %hich in line

%ith the humans %ay of thin)in& and life style! "his condition demands e#pertise,

s)ills, and commitment of sta)e holders, teachers, and staffs as actors of education to be

in the concept of professionalism corridor! Still, they ha$e to adapt %ith the chan&in&

throu&h professional de$elopment! Consequently, all areas of human e#istence seem to

be accelerated %ith the scope and pace of chan&e in includin& education policy and

practice to achie$e the desire outcomes! 3obertson (2004 asserted that ne% )no%led&e

needs to be built in the quic) chan&in& of education! 5ean%hile, *ohler et al! (200/

specified that education chan&e mostly due to the comple# aspect of teacher in teachin&

and the decision of teachers to ha$e process in$ol$e the di$ersity conte#t and

educational characters of each nation!

"he &o$ernment efforts to build teacher profession throu&h reform initiati$es to

ensure that 'ndonesia produce quality and adaptable human resources,! 't is rational

because teachers ha$e a ma6or responsibility in preparin& qualified students for

de$elopment! 'n 2007, "he Southeast 8sian countries held a seminar in +an&)o) %hich

is initiated by UNESCO to increase the reco&nition amon& them to enhance

professionalism of teacher! "he initiati$e is focus on quality to ensure all teachers fully

qualified and )eep up to date their )no%led&e and s)ills! 'n the forum, each country

proposes an effort to de$elop professionalism throu&h continuous professional

de$elopment (C- at all sta&es! 'n 'ndonesia, "he initiati$e has been outlined in the

strate&ic plan of national education ministry 2010201. %hich one focuses on increasin&

the professionalism of teachers and education personnel, community empo%erment,

educational super$ision and certification! "his is in line %ith ays (2002 findin& that

the reform requires principal, teachers, staffs %ho in$ol$e directly applyin& the

principles of professionalism alon& the 6ourney of learnin& process!

"he efforts abo$e also outlined in 'ndonesias constitution %hich &uarantees to

empo%er and to impro$e the quality of teachers in a planned, purposeful, and

continuous! 't is also ensurin& the e#pansion and equitable access, quality impro$ement

and rele$ance, as %ell as &ood &o$ernance and accountability of teachers to face the


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challen&es in local, national, and &lobal le$el! 9uchs : 9uchs (1;;/ and Cardona5olto

(2007 stated that if teachers are empo%ered, they can supply not only to enrich their

preference but also to reali &ood personality,

commitment to chan&e and on&oin& impro$ement, masterin& peda&o&ical and sub6ect

content )no%led&e, and reco&ni


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desi&n, strate&y, and focus to be professional teachers at 6unior hi&h school le$el in south

Sula%esi, 'ndonesia! "he &ainin& facts are e#pected to ans%er my lac) understandin& as

a reflecti$e teacher on both $ariables to be a professional teacher and further to inspire

all teachers to ha$e ne% perspecti$es to shift from past mista)es!

Section 1!2 belo% pro$ides the research bac)&round for underta)in& the study of

teacher professionalism and its promotion throu&h professional de$elopment! 't

hi&hli&hts about the shortcomin&s of teachers in South Sula%esi and 'ndonesia

&enerally! (-indah)an )e )esimpulan "hen, the needs and challen&es of teacher

professionalism and professional de$elopment in 'ndonesia %ill be summari


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8 fe% recent studies about &eneral competency of teacher in 'ndonesia reported

by @orld +an) (2010 sho%s that their education attainment still lo%er than required by

la%! "he 200; data of 'ndonesian Education 5inistry indicate that 6ust 1!0/ million of

2!/ million teachers hold bachelor de&ree or fouryear diploma! "his report also

e#plains that teachers ha$e lo% competency score test on sub6ect )no%led&e, peda&o&ic

s)ills, and &eneral academic aptitude! E$en thou&h this test is not nationally scale, the

a$era&e teachers only scorin& belo% 40 percent! 'n addition, a serious concern of

'ndonesian teachers is the lo% le$el of professional )no%led&e, s)ills, moti$ation, and

efforts! 8 sur$ey %hich is focus in teacher absenteeism, for instance, one in fi$e teachers

absent from the class and ci$il ser$ant &et 12!4 percent (S5E3U, 200/! 8ll the cases

abo$e associated %ith more responsibility, commitment, and selflearnin& beha$ior, and

the ethic obedience of teachers!

"he lo% le$el of teacher education attainment in current profession is the impact

of prior recruitment conditions that require a hi&h school de&ree and diploma de&ree to

enter the profession (referenceA! 't is the ar&ued %hether these qualifications enou&h for

teachers to o%n )no%led&e and s)ills to meet the need of students! 't is contrast %ith

most topperformin& countries such as Sin&apore 6ust recruits the candidates %ho ha$e

best academic performance and 9innish &o$ernment ma)es their teacher to be trusted

and respected by ha$in& master de&ree ("uo$inen, 200/! "he belief is ar&ued by 3out

(200 that teacher education can help a lot the system of learnin&! "hat is %hy the

up&radin& of academic bac)&round to bachelor de&ree as minimum standard becomes a

&reat intention of 'ndonesian &o$ernment! "hrou&h teacher certification policy, all

teachers are tar&eted hold bachelor or fouryear de&ree in 2014!

@hat is more, the ministry of education should find out the solution of some

symptoms that indicate the lo% quality of 'ndonesian teachers! 9ormerly, Sudarminta

(2000 had e#posed the %ea)nesses of some teachers in the class room such as> (i lac)

of mastery of the material bein& tau&ht, (ii mismatch bet%een teachersB sub6ect areas

studied and tau&ht, (iii lac) of effecti$e %ays of teachin& and authority in front of

students, (i$ lo% moti$ation and dedication to become a real educator, ($ lac) of


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emotional maturity, independence of thou&ht, and attitude determination of bein&

educators, most teachers are still only ser$es as a teacher and not as an educator> ($i

relati$ely lo% intellectual le$el of students enterin& teacher candidates =-"*s ('nstitute

of -ersonnel -rocurement compared to those enterin& the uni$ersity! 9or the

shortcomin&s, 'n&ersoll (200 su&&ested to the policy ma)ers focus on t%o &eneral

approaches> firstly, ensurin& all sub6ects are tau&ht by qualified teachers throu&h

up&radin& the teachers qualification and secondly, supplyin& the less sub6ectteacher by

recruitin& ne% qualified teachers or doin& resettlement from a surplus to a deficit one!

'n addition, the policy ma)ers mi&ht not reali


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"here are many situations discoura&e teachers to focus on their performance in

teachin&, ma)e them po%erless, and also ne&lect their $ision as educators (+6or), 2004!

e obser$ed that the e$aluation of teachers 6ust focus on mana&erial issues li)e ho% to

or&ani (i the in$ol$ement of teachers

based on their o%n personality, talent, and achie$ement to &et promotion, (ii the

simultaneous teachers de$elopment, (iii the impro$ement of teachers professionalism

collaborati$ely bet%een teachers and principal!

"eacher professionalism in de$elopin& countries include 'ndonesia is often

si&ned by the poor %or) en$ironment at school %hich do not support a collaborati$e and

colle&ial atmosphere for the de$elopment and &ro%th of professionalism (ilferty, 200/>

=oc)e, 2001> 3ee$es, 200> 3i @ood, 200> arret, 2010! =ac) of

collaboration and mentorin& culture amon& teachers to sol$e the current problems

become a %arnin& at school! Con$ersely, &ood teachin& practice can be reached by

encoura&e collaborati$e practice to discuss on research findin&, sharin& idea from

seminars, and collecti$e %or) to find an effecti$e strate&y (+ec)er and 3iel, 1;;;!

la


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education professionals! "hese findin&s remind us to build %or)in& en$ironment throu&h

collaboration in order to enrich the strate&y and quality of teachin& and learnin&!

'ndi$idually, the number factors %ill hinder the impro$ements of teacher

professionalism! "here are three points tribulations faced by teachers as Chen& 5ay

un& stated in "o%nsend and +ates, 200 such as> (1 a hea$y %or) loaded %hich

ma)e the teachers less quality time to ha$e preparation> (2 the policy and mana&ement

system at school that related to school principal support> (7 inadequate of school

resources! =i)e%ise in Canada, a teacher is challen&ed by the e#istin& time to inte&rate

the learnin& into their %or)s (8"8 Ne%s, Sept 17, 2011! "ime problem is also

ac)no%led&ed by @ilms (2002 that in the ser$ice of students learnin&, teachers ha$e no

much time to %or) collecti$ely as professional! 5ost of the teachers 6ust en6oy

themsel$es in their o%n classroom and doin& a teachin& as they )no%! 8s professional,

teachers should be able to mana&e and plan the time %ell based on the profession and

pri$ate needs! "hey need commitment to balance their o%n and their clients throu&h

daytoday acti$ities!

5ean%hile, in South Sula%esi &enerally, there are many teachers are unqualified

because of the limited access and resources especially in the rural areas! "hey rarely &et

formal trainin& and update curriculum that hindered their )no%led&e and teachin& s)ills

(Salulin&, 200;! Until no%, "eacher trainin& becomes a challen&e in supportin& teacher

professionalism because the &o$ernment has limitation to hold it ("ribun "imur Ne%s,

1.D10D2012! "he &o$ernment tries to build the education quality by stren&thenin&

trainin& for teacher, but it has not found the le$el of commitment and in$estment in

professional de$elopment of teachers did not produce an impro$ed performance

(Nielsen, 1;;?! O$erall, the focus of trainin& ori&inates from a reflection and

e$aluation, the theory and practice tau&ht in trainin& must be rele$ant to school needs

and emphasis more on method and practice of teachin&!

+ased on the %riters obser$ation and e#perience as teacher at 6unior hi&h

school, althou&h most of the teachers ha$e additional income from certification and


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other incenti$es from local and central &o$ernment, hold a status as a professional

teacher, and more trainin&, they still sho% unstable commitment and enthusiasm to%ard

their 6ob! "he local authority in education, the school super$isor and the principal need

to support them and to ha$e reflection re&ularly in order to encoura&e their commitment,

e#pertise, and inspiration in teachin&! "oh et al! (200? and @att : 3ichardson (200/

belie$ed that teachers commitment and moti$ation are $ery si&nificant to beha$ior of

teacher!

i edit sampai di sini

"he comple#ity problems of teacher de$elopment in 'ndonesia encoura&e my

concern to study the teacher professionalism aspects and teacher professional

de$elopment in order to &ain an alternati$e model for professional teachers

de$elopment! Section 1!7 belo% discusses ho% the teachers in 'ndonesia percei$e their

professionalism to impro$e their )no%led&e, s)ills and practice throu&h teacher

professional de$elopment! "hese issues are pointed out to clarify the 'ndonesia conte#t

in order to facilitate the readers understandin& underlyin& the t%o $ariables!

1. The Needs and Cha!!enges o" Teacher Pro"essiona!is# and Pro"essiona!

De$e!o%#ent in Indonesia

'n 'ndonesia, the concepts of teacher professionalism and professional

de$elopment in education ha$e e#isted and become basic rationale in the policy! "he

face of the concepts is e#plained conte#tually in the national education de$elopment to

represent the e#pected teachers!

1!7!1 'mpro$in& "eacher -rofessionalism to 8dapt the Challen&es

'n 'ndonesia conte#t, teacher professionalism based on the national policy related

to the ability of teachers in conductin& their role and function and ho% they beha$e at


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school and in society conte#t! 'ndonesian teacher is characteri


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learnin& outcomes throu&h $arious means of e$aluation, (. "eachers are able to thin)

systematically about %hat he does and learn from e#perience, (4 the teacher should be a

part of the learnin& community %ithin the profession!

3eferrin& to the 'ndonesias =a% of "eacher and =ecturers (2004 teacherprofession is carried out for the people %ho ha$e talents, interests, $ocation, and

idealism> committed to impro$in& the quality of education, faith, piety, and noble

character> academic qualifications and educational bac)&round in accordance %ith its

assi&nment> necessary competence in accordance %ith its duties> responsibility for the

professionalism of the performance of duties> income determined in accordance %ith 6ob

performance> opportunity to de$elop in a sustainable manner %ith the professionalism of

lifelon& learnin&> &uarantee of le&al protection in carryin& out the duties

professionalism> and professional or&ani &et promotions and a%ards in accordance %ith the duties and 6ob

performance> obtain protection in carryin& out the duties and ri&hts of intellectual


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property> the opportunity to impro$e competence> obtain and utili

ha$e freedom in their assessments and ha$e a &raduation, a%ards, and D or sanctions to

students in accordance %ith rules of education, teachers code of ethic, le&islation, and

re&ulation, &ain a sense of security and safety assurance in performin& the tas)s, ha$e

the freedom to associate in professional or&ani ha$e the opportunity to play a

role in determinin& educational policy, the opportunity to de$elop and impro$e

the academic qualifications and competence, and trainin& and professional

de$elopment in the field!

-rofessionalism as a support of teacher fluency in performin& their duties,

&reatly influenced by the de$elopment and policy employed! "oday, 'ndonesian teachers

are challen&ed to adapt the re$olution of technolo&y information in impro$in& their

professionalism! "he de$elopment of information technolo&y %ill chan&e the pattern of

teacherpupil relationship, models of learnin&, and the educational system as a %hole!

'C" should be used in education to achie$e the &oal rather than as a barrier! "he role of

the teacher %ill not be the only source of learnin& because many learnin& resources and

sources of information can facilitate a person to learn! Schools are no lon&er &oin& to be

the only center of learnin& because learnin& acti$ities are no lon&er limited by space and

time!

Ne#t, 'ndonesian de$elopment paradi&m has shifted from centrali


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't has been clear ho% the teachers play their roles, function, and responsibility to

the profession! "he current intention is ho% to ma#imi


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members, and teachers of similar sub6ects in buildin& the spirit of to&etherness and

brotherhood in a container that has a character and identity, the ability to build a net%or)

%ith related units, as %ell as the ability to remain sterile from $arious temptation and

interests! No%, it is time 55- be dynamic motion in intact and transformed itself into

a total fren


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communication! 5ean%hile, some districts face &eo&raphical problem to ta)e part in the

pro&rams!

No%adays, the trend of teacher professional de$elopment %hich is focused by

the &o$ernment is impro$in& the academic qualification of all t%o or three years

diploma de&ree to bachelor de&ree! E$en ri&ht no%, the increased numbers of teacher

ha$e master and doctoral de&ree as means to impro$e the quality of profession and

career opportunity! E#cept that the forms of education and trainin& for teachers,

principal, school inspectors, and tutor must be in accordance %ith the need of the field!

+ased on the bac)&round, section 1!. %ill state the problem to be the scope of the

research in the areas of teacher professionalism and professional de$elopment!

1.& Pro'!e# (tate#ent

-rofessions as %ell as teachers need professional de$elopment as learnin&

opportunities to stren&then and impro$e the practice of their professionalism! "eacher

professionalism notion has close relationship %ith professional de$elopment (E$an,

200/> ar&rea$es et al!, 2001! 't is supported by us)eys (2002 identification that one

of the main components in impro$in& education is hi&h quality professional

de$elopment! "he pro&rams li)e formal education and trainin& are not only enhancin&

)no%led&e and professionalism but also become a tool in achie$in& reco&nition or social

status (+aharin 8bu, 2000! Unfortunately, the $ie%s of teachers re&ardin& teacher

professionalism and professional de$elopment includin& the affectin& factors are )no%n

little as S%an et al! (2010 found out! 9rom the point of $ie%, studyin& the needs of both

concepts in different conte#t and settin& become crucial!

"here are si# problems identified in de$elopin& teacher professionalism and

professional de$elopment in South Sula%esi, 'ndonesia as literatures referred! "he first

problem is characters, beha$ior, attitude, and ethic as professionalism feature! oodson

and ar&rea$es (1;;? define professionalism as quality and character of teachers

action in beha$in& as professional %ithin personal and or&ani


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pri$ate con$ersation %ith an island community that the school only open for at least

three months in a year! Nationally, the absenteeism of ci$il ser$ant teachers in the class

is still 12!4 percent (S5E3U, 200/ and the $iolence by teacher a&ainst student still

adorn the media! 8nother unethical attitude that scares the future of youn& &eneration is

the dishonest of teacher in national test to pass the students in order to raise the school

status! Bjorks (2003) study also points out the less responsible of

Indonesian teachers caused by the culture of civil service which tend

to secure their job than make a dierence in students live and

in!uence school policy" "hese are si&ns of lo% commitment to the profession in

%hich 'ndonesian teachers should be fully a%are that they are role models to beha$e and

act based on moral $alues and ethics as educators of the nation! #he characters,

beha$ior and attitude of a professional become essential element to de$elop stron&

meanin& of professionalism (@on& and @on&, 1;;/> urst and 3edin&, 2000!

8s the reflection of characters, beha$ior and attitude of a professional become

essential element to de$elop stron& meanin& of professionalism! @on& and @on& (1;;/

defined beha$ior as the %ay of a person does his or her 6ob! Numerous teachers

beha$iors are associated %ith professionalism, for instance> preparedness %here a

teacher should )no% sub6ect matters and %ay to teach it before comin& to the classroom!"he others e#ample is appearance %hich means teachers dress in respectable manner and

respect collea&ues, parents and students as %ell as treat e$eryone %ith di&nity!

5ean%hile, "eachers attitude is e$erythin&! 8ccordin& to urst and 3edin& (2000, one

of essential component in teacher professionalism is the positi$e attitude! 8 teacher

needs to )eep hisDher positi$e attitude to%ard the students e$en thou&h in bad day or

mood! -ersonal an&er and any other ne&ati$e feelin& should be put aside to ma)e focus

on the tas)! Consequently, a teacher is demanded to lo$e and care for students as a

callin& sense not 6ust as a 6ob! On the other side, teachers are easy to fall into the

ne&ati$e matters if they thin) of the challen&es! E$ery 6ob and profession has 6oy and

sorro% but true professional should o%n asserti$eness attitude to stay focus %ith their

positi$e ener&y! "eachers also ha$e to try ne% thin&s to a$oid sta&nant and ne$er %orry

to ta)e ris)s as @on& (1;;/ stated that ta)in& ris) brin&s accomplishment! "hen,


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confidence attitude is needed to &ain trust and to )no% their abilities and initiati$e

attitude is to achie$e %hat they %ant %ithout a command %hat to do!

"he second problem is teachers competences %hich are put as main core of

professionalism! 'n 'ndonesia, teachers require to ha$e &ood professional, peda&o&ic,

personal, and social competences, but many researches pro$e that their )no%led&e, s)ills

and instructional practices are still lo% (Sudarminta, 2000, anim, 2010, +arber and

5ourshed, 200, @orld +an), 2010! One of the most concernin& of the &o$ernment is

the &eneral competency in education attainment %hich sho%s under the standard

required by la%! "he mastery of )no%led&e sub6ectbased, peda&o&ic )no%led&e, and

academic aptitude also under the a$era&e of score test! "hese findin&s are the most

influencin& factors of teacher performance in teachin& and facilitatin& the students in

learnin&! 'n the last Huly, 2012, the surprisin&ly test result of 1!00?!211 certified teachers

on both professional and peda&o&ical competencies 6ust &ain the a$era&e score under 40

(arian *ompas, 07D0/D2012! 't is a proof to ha$e serious attention on 'ndonesian

teachers!

"he third problem is in &ettin& effecti$e professional de$elopment, teachers as

front line e#ecutors at school and policy ma)ers as re&ulators at education department

should e#amine the acti$ities to understand and to support the professionalism of

teachers! Nielsen (1;;? concludes in his findin& that the &o$ernment of 'ndonesia tries

to build the education quality by stren&thenin& trainin& for teacher, but the result sho%s

lo% le$el of commitment and in$estment in teacher professional de$elopment did not

produce an impro$ed performance! "here is a stron& indication that the failure is caused

by the %ea)ness of e$aluation as +6or) (2004 obser$ed that e$aluation is mainly focus

on ceremonial and mana&erial issues not on the performance!

"he fourth problem related to educational policy reform especially for teacher

professionalism and professional de$elopment! "he policy related to mana&ement and

supportin& factors in education systems! "he appropriate supports help teachers to

accomplish their educational needs, to fulfill their educational demand and $ocational


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needs ('fanti : 9otopoulopou, 2011! 8ccordin& to ay and u (200 teachers need to

be mana&ed %ell and to fulfill their $ocational needs! "he policy ma)ers must ta)e into

account of teachers $oice and needs in order not only to chan&e but also to support

teachers %or) effecti$ely and to create sense of professionalism in %or)place

en$ironment such as collaboratin& %ith collea&ues and continuin& trainin& and learnin&!

"hey face the increased pressure and accountability but no increased correspondin& in

supports or resources to achie$e hi&her standards! "he policy has been continual but

teachers as a&ent of chan&e &et little supportin&! "hey frequent become rhetorical tar&et

of &o$ernment!

"he fifth problem is to minimi


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"he conditions abo$e depend on the readiness le$el of &o$ernment to encounter

the fast chan&in& and hi&h demandin& of %or)forces! E$erythin& prepares instantly to

fulfill the needs %ithout ha$in& quality control! 8s %e )no% that all professions as %ell

as teacher has its o%n problems in &i$in& satisfaction ser$ice to clients %here they

framed special treatments to distin&uish them from other professions (ilton :

South&ate, 200 and @hitty, 200/! "he main issues are usually related to the pro$ision

of quality ser$ices and pro$ide satisfactory results! "o achie$e both of them, people

usually associate %ith the professionalism of personnel and ho% to build throu&h teacher

professional de$elopment in order to become a professional!

"herefore, this study is conducted to e#amine teacher professionalism and the

professional de$elopment to enrich the lac) of researches on it in 'ndonesia, particularly

in South Sula%esi! "his study %ill in$esti&ate> (1 the characteristics of professional

teacher> (2 the le$el of teachers competences> (7 professional de$elopment acti$ities>

(. the factors supportin& of professionalism and professional de$elopment> and (4

teachers constraints on both fields! 'n addition, the study intends to de$elop a model in

promotin& teacher professionalism and impro$in& teacher professional de$elopment!

1.) Research O'*ecti$es

"his study aims to in$esti&ate teacher professionalism and teacher professional

de$elopment in South Sula%esi, 'ndonesia! 8t the same time, the questions proposed on

it %ill contribute to the impro$ement on ho% the teachers build their profession based on

teacher professionalism models! 't is also possibly to identify the teachers constraints as

professionals that %ould influence teacher quality and teachin& practice in 'ndonesia! 8t

last, they %ill ha$e an a&reement on their practice as "ichenor and "ichenor (200;

conclude that teacher professionalism le$el may be raised for all educators by

diminishin& the disa&reement area on teacher professionalism! "hese ob6ecti$es

formulate as follo%F


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1! "o identify the practice of professional teachers characters amon& 6unior hi&h

school teachers in South Sula%esi, 'ndonesia!

2! "o e#amine the competences le$el of 6unior hi&h school teachers in South

Sula%esi, 'ndonesia!7! "o identify the statistical si&nificant difference bet%een professional beha$ior of

teacher and the demo&raphy factors (&ender, a&e, years of e#perience, and

educational bac)&round in South Sula%esi, 'ndonesia!

.! "o e#amine professional de$elopment acti$ities such as selflearnin&, mentorin&,

and inser$ice trainin& amon& 6unior hi&h school teachers in South Sula%esi,

'ndonesia!

4! "o identify the factors supportin& teacher professionalism and teacher

professional de$elopment amon& 6unior hi&h school teachers in South Sula%esi,

'ndonesia!

?! "o identify the constraints of promotin& teacher professionalism and professional

de$elopment in South Sula%esi, 'ndonesia!

1.+ Research ,uestions and H-%otheses

+ased on the facts and the ob6ecti$es abo$e, this study %ill present some

questions to in$esti&ate ho% the teachers perform the professionalism and its

si&nificance to the demo&raphy factors, ho% to e$aluate the pro&rams of teacher

professional de$elopment, %hat factors can support it, and %hat problems hinder it to

o$ercome the constraints so the solution can be identified! "he follo%in& research

questions are presented as follo%sF

1! o% is the practice of professional teachers characters amon& 6unior hi&h school

teachersA

2! @hat are the competence le$els of 6unior hi&h school teachersA7! 's there statistical si&nificant difference bet%een the characters of professional

beha$ior of teacher and the demo&raphy factors (&ender, a&e, years of

e#perience, and educational bac)&roundA


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.! o% do the professional de$elopment acti$ities such as selflearnin&, mentorin&,

and inser$ice trainin& effecti$e in promotin& teacher professionalismA4! @hat factors supportin& of teacher professionalism and teacher professional

de$elopmentA

?! @hat are the constraints in promotin& teacher professionalism and professionalde$elopmentA

"he hypotheses for quantitati$e method in the research questions %ill measure

the statistical si&nificant difference of teacher professionalism and the selected

demo&raphy factors, namely> &ender, a&e, years of e#perience, and education

bac)&round! "he follo%in& hypotheses %ill be tested to )no% the si&nificant difference

%ith teacher professionalismF

o1F"here is no statistical si&nificant difference bet%een the characters of

professional beha$ior of teacher accordin& to selected demo&raphy factors

(&ender, a&e, len&th of e#perience, and educational bac)&round!

1. (igni"icance o" the (tud-

"his research carried out in the hope deri$ed a benefit that can be used in both

the theoretical and the practical! "he si&nificance of the study, as follo%F

1! "his study &i$es feedbac)s, that the e#istence of a necessary policy and re&ulatory

la%s that could be used as a basis for implementation, %hich then required proper

coordination of implementin& a&encies to implement the policy that the policy has

been the result! o%e$er, compliance is also required, completion and

implementation of the policy!

2! "he results of this research %ill be an e$idence to a&ents relatin& to teacher

empo%erment policy, the re&ional parliament, the istrict Education Office, +oard

of Education, school committees, schools and teachers themsel$es!7! 9or the re&ional parliament, this research could be used in relation to the role of

e$aluation in plannin& re&ulations related to impro$in& the quality of education and


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bud&et plannin&, control the implementation of policies, especially the teacher

empo%erment policy!.! 9or local &o$ernment, the e#istence of this research can be used as e$idence of the

constraints and the impact of teacher empo%erment policy, %hich can be used as

feedbac) to impro$e the implementation of policies in order to impro$e the quality

of education!

4! "his study is also hoped to inspire many people to de$elop the teacher profession to

be professional and a model in society! ence, the findin&s can be the input for the

local or national &o$ernment in handlin& the issue of teacher de$elopment!

1./ Theoretica! 0ra#eork

"heoretical frame%or) used for this study aims to e#plain the role of teacher

professionalism in buildin& teachers to be professional! "his frame%or) uses a

combination of the dimensions of teacher professionalism proposed by "ichenor and

"ichenor (2004, Soc)ett (1;;7, and the desi&n of teacher professional de$elopment by

esimone (200;! "his study is also correlated %ith the demo&raphy factors %hich could

affect the practice of the profession!

1./.1 Teacher Pro"essiona!is#

"his study uses Soc)ett (1;;7 and "ichenor and "ichenor (2004 dimensions of

teacher professionalism to describe the quality practice of teachers to%ard their

profession! Soc)ett (1;;7 classifies fi$e main aspects of teacher professionalism

(p!10F (i character> (ii commitment to chan&e and continuous impro$ement> (iii

sub6ect )no%led&e> (i$ peda&o&ical )no%led&e> and ($ obli&ation of %or)in&

relationship beyond the classroom, but "ichenor and "ichenor (2004 unified sub6ect

)no%led&e and peda&o&ical )no%led&e! "hese dimensions %ill be used as the theoretical


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frame%or) because it insists moral and manner foundation for teachers! 8ll criteria refer

to definition of professional or effecti$e teachers and can be fostered amon& them!

"he dimensions of the theory firstly emphasi


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2.

#he de$nitions of #eacher %rofessional &evelopment are varyin'

accordin' to educationaltraditions and contets" esimone (200; defined

professional de$elopment as any acti$ity to impro$e paid staffs members roles for the

present and future in school districts! Effecti$e professional de$elopment becomes a main

$ehicle to brin& a needed chan&e at school! She presents a model of professional

development pro'ram which is epected to aect chan'e in teacher

knowled'e and skills attitude and belief to achieve students learnin'

improvement (see $'ure *)" But in the process of transferrin' the

knowled'e and skills to 'et these chan'es we have to consider

teachers as adult learners" It means teacher professional development

present what participants need to know self+directed 'enerated from

past eperience ready to learn problem+centered and internally

motivated"

9i&ure 1! -rofessional e$elopment 5odel by esimone (200;

Conte#t such as teacher and students characteristics, curriculum, school leadership,

policy, and en$ironment

"he first of fi$e core features of professional de$elopment iscontent focus! "his element

stresses the acti$ities on sub6ect matter to build teacher )no%led&e, to de$elop meanin&ful

sense and creati$ity in transferrin& )no%led&e! 'f teachers ha$e indepth understandin& on

%hat is bein& tau&ht, they %ill be better in sharin& %ith their students! "he second

'mpro$edstudent

learnin&

Core 9eatures of-F

Content focus

8cti$e learnin&

Coherence

uration

Collecti$e

participation

Chan&e ininstruction

'ncreaseteacher

)no%led&e

and s)ills>

chan&e in

attitude and

beliefs


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24

element is active learning%here the teachers should promote and inspire acti$e learnin&

in professional de$elopment acti$ities! 't in$ol$es the strate&y of &ettin& information

throu&h the act of listenin&, learnin& and synthesi


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2?

Figure 2: Theoretical Framework of Teacher Professionalism and Teacher Professional Development

1. The (tud- Conce%tua! 0ra#e1ork

'n in$esti&atin& teacher professionalism in de$elopin& teachers as professional by

empo%erin& professional de$elopment, se$eral )ey concepts are elaborated in fi&ure 7!"eacher professional de$elopment model by esimone (200; is e#pected brin&in& a

chan&e to teachers practice, )no%led&e, s)ills, and attitude! She belie$es that effecti$e

professional de$elopment must consider fi$e core features> focus content, acti$e learnin&,

coherence, duration, and collecti$e participation! "he frame%or) also in$ol$es the

demo&raphy factors %hich are focused on &ender, a&e, years of e#perience, and education

bac)&round! "hese elements are considered to see the si&nificant to%ard professionalism

amon& teachers in South Sula%esi!

8dditionally, the conceptual frame%or) of the study included "ichenor and

"ichenor (2004 and Soc)ett (1;;7 dimensions of teacher professionalism! "hey posited

fi$e dimensions comprisin&> personal characters, commitment to chan&e and continuous

impro$ement, sub6ect )no%led&e, peda&o&ical )no%led&e, and beyond the classroom!

o%e$er, the dimensions in particular are not cate&ori


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2

oriented, on time, enthusiastic, and ris)ta)ers a! ehavior, ethic, and attitude include

independent, obey the ethical conduct of profession, and collaborati$e> (ii Pedagogical

and !u"#ect knowledge competences: classroom mana&ement, learnin& strate&ies and

deep contentsub6ect> (iii $earning activities and improvement: reflecti$e and acti$ely

in$ol$ed in the professional de$elopment acti$ities > (i$ !upporting factors in

management and resources: re%ard, career de$elopment, education and trainin&, and

learnin& resources> and ($ professionalism constraints: bureaucracy, %or)place

en$ironment, financial and time!

+ased on the analy


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2/

Figure %: Conceptual framework of the stud& in investigating teacher professionalism andprofessional development among 'unior high !chool teachers

1.134i#itation o" (tud-

"his study has se$eral limitations! "he aspects of teacher professionalism in this

study is only limited to beha$ior characters, competences of sub6ect )no%led&e and

peda&o&ic, supportin& factors, and constraints as professional and competent teachers!

5ean %hile, in professional de$elopment aspect, it is limited to e#amine the

effecti$eness of the acti$ities such as selflearnin&, mentorin&, and inser$ice trainin& by

usin& fi$e criteria (content focus, acti$e learnin&, duration, coherence, and collecti$e

participation!

9indin&s of this study also depend on the honesty of respondents to respond the

questionnaires and information quality obtained from the inter$ie%! onesty and

sincerity of the respondents %ill a$oid inaccuracy data to be analy


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2;

"eacher is a person employed by a school district in a professional capacity to

instruct students! 'n this study, teacher is someone %ho teaches at state 6unior hi&h

school le$el and has been certified!

1.11.2 Pro"essiona!is#

-rofessionalism defines as the conduct, demeanour and standards %hich &uide

the %or) of professionals (E$etts 200;, ar&rea$es 2000! 't can also describe as the

quality of practice, manner of conduct in occupation, the %ay to inte&rate obli&ation,

s)ills and )no%led&e into colle&iality conte#t throu&h ethical relation %ith clients

(oyle, 1;/0! 5ean%hile, Soc)ett (1;;7 illustrates as the Jmanner of conduct %ithin

an occupation, ho% the members inte&rate their obli&ations %ith their )no%led&e and

s)ill in a conte#t of colle&iality, and their contractual and ethical relations %ith clientsK!

"he concept of professionalism in this study refers to practice of professional

teachers characteristics (beha$ior, ethic, and attitude to%ard the profession as teacher!

8 teacher also should master hisDher sub6ectmatter indepth and peda&o&ical s)ills %ell!

"he term also related to the a%areness of supportin& factors and constraints alon& the

career as professional!

1.11. Pro"essiona! De$e!o%#ent

esimone (200; defined professional de$elopment as any acti$ity to impro$e

paid staffs members roles for the present and future in school districts! -rofessional

de$elopment can also be seen as a process of professional &ro%th (*einy, 1;;.!

5ean%hile, professional de$elopment in this study related to the acti$ities such as

selflearnin&, mentorin&, and inser$ice trainin& in and out of school!


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1.12Conc!usion

Chapter one has introduced the conceptual conte#ts of the study and pro$ided

introductory information on current situations related to the research pro6ect, includin&

its impetus! "he chapter primarily addressed ho% the professionalism and professional

de$elopment of teacher in the effort to build the quality of education in 'ndonesia! 'n

fact, the teachers still face some problems in performin& their beha$ior and attitude as

the ethic in conductin& the profession! 't is also describes the competences attainment on

sub6ect )no%led&e and peda&o&ical s)ills! "he numbers of challen&es around the

profession are slo% do%n the de$elopment of teacher in up &radin& their status to be

truly professional!

"his part also re$ie%s the needs and the challen&es of teachers to pursue their

career and to maintain and to enhance throu&h professional de$elopment! Some aspects

are needed to achie$e quality of professional teacher and education de$elopment, for

e#ample, implementin& 'ndonesias =a% of "eacher and =ecturer ear 2004 and other

policy in de$elopin& teachers! 't is also in line %ith professional de$elopment pro&rams

to minimi


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CHAPTER 2

4ITERATURE RE5IE6

"he main points of the literature re$ie% are related to the themes of teacher

professionalism and teacher professional de$elopment! -rofessionalism aspects

comprises the meanin&s or definitions, main characteristics in term of mastery broad

)no%led&e, ethical conduct, collaborate, independent to de$elop the professionalism, and

the role in the society! "he ne#t, the re$ie% &oes on to the professional de$elopment to


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present professional learnin& needs, types, &uidelines and comparin& %ith professional

de$elopment in 'ndonesia!

2.1 De"inition o" Pro"essiona!is#

-rofessionalism concept is firstly defined from many points of $ie% and then

analy (ii commitment to chan&e and continuous impro$ement> (iii sub6ect

)no%led&e> (i$ peda&o&ical )no%led&e> and ($ obli&ation of %or)in& relationship

beyond the classroom! @hile, En&$all (1;; in$ol$es an e#pertise on a body of


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77

)no%led&e and s)ills, ethic or standards of professional practice, and )eep up the

autonomy of profession! o%nie (1;;0 also had compared and compiled from any

different literatures and found si# ideal characteristics of professionF

1! +road )no%led&e to proceed s)ills and e#pertise>

2! 8uthori7! Critici (ii the superior

practitioner %or)in& in an autonomous en$ironment> (iii the reflecti$e and effecti$e

classroom practitioner> (i$ teachers as selfempo%erin& critical acti$ists> ($ the teacher

as &ate)eeper of cultural capital> and the tas)focused e#pert moti$ated by concern for

students and school> and ($i the teacher as deprofessionali


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7.

'n term of education, professionalism usually related to the attitude and

beha$iour of teachers to%ard their profession! 9urlon& (2000 defined teacher

professionalism as the capacity to use )no%led&e to perform %or)! +ec) and 5urphy

(as cited in 3i


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be replicated (ditiru),it means that a teacher be a role model for all students, ran&in&

from %ays of thin)in&, %ay of spea)in&, and ho% to beha$e in e$eryday life! 8s

someone %ho must be trusted and imitated, in itself a teacher has a dominant role for

e#ceptional students!

3elated to the professionalism, teachers must be ready to adapt themsel$es into

the chan&in& practice of education based on pace and time! 8s Shaeffer (1;;0 confirms

that the process of chan&e is not easy in education, because it needs more inno$ation and

reform! Chan&e can be assumed as a continuous because of curricular conte#t, method

and structure to social chan&e! "he failure and the resistance of chan&e can be found at

the le$el of policy ma)in& and implementation (-ardo el -al et! al, 2010 and it is

difficult to anticipate (=oren


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7?

8ccordin& to ill in @anda Chrisiana (2004 states Jcharacter determines

someone*s private thoughts and someone*s action done. +ood character is the inward

motivation to do what is right, according to the highest standards of "ehavior in ever&

situation! =iterature re$ie%ed sho%s a lot of characters required to be a &ood teacher!

"he characters can be described as personality %hich implement in the daily beha$ior!

"he result of e#plorin& many sources can be identified 12 as main components of

personality, includeF (1 passion about children and teachin&, (2 ris) ta)in&, (7

perse$erance, (. pra&matism, (4 respect, (? fle#ibility, ( patience, (/ creati$ity, (;

authenticity, (10 sense of humor, (11 hi&h ener&y, and (12 lo$e of learnin&!

1! -assion! -assion is $ery important to i&nite %hat %e are &oin& to do! "his sense can

sustain and moti$ate teachers to do difference thin&s in the class! Not only the teachers

en6oy in transmittin& the )no%led&e but the students also instill a passion in learnin&!

2! 3is)ta)in&! "his characteristic relates to the %illin&ness of a teacher to brea) do%n the

status quo to achie$e better &oals for students! "his is a part of chan&in& somethin& to

&et to the brilliant! "he teachers do e#periment, e#plore, and create ne% methods or

approaches in their classroom e$en thou&h the other %ill loo) at it %ith s)epticism!

7! -erse$erance! "his term can refer to dedication or tenacity %hich describes the

%illin&ness to fulfill the students needs or to pursue education issues! @hen the teachers

are doin& positi$e attempts and ha$in& encoura&ed, the students %ill learn more

dili&ently!

.! -ra&matism! "his point translates as a %illin& to compromise in any situation! "hey

)no% the ri&ht time to act and %hen to use their resources in helpin& the students!

"eachers still do their best to ma)e pro&ress e$en in a difficult position!4! -atience! Effecti$e teacher requires patience! 8 teacher must be coura&e and confidence

to &et the students pro&ress! Sometimes, %e are challen&ed by students beha$ior or

their slo% to learn in the class that raise for e#asperation, frustration, and an&er! "he

students need reminder after reminder and more opportunities or chances to try!

?! 3espect! "his is stron&ly belie$ed that creatin& en$ironment naturally is basic of bein& a

&ood teacher! "he di$ersity of students in bac)&round of family, ethnic, and social status

must be appreciated! 8 teacher obli&es to respect and to maintain the belief that all

human are the same!


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! 9le#ibility! Sometime, teachers face drastic and sudden challen&es such as no operatin&

bud&et or no classroom aide for teachin&! 'n this case, the teacher must be able to find

any alternati$es and to do %hat the teacher has to do for students!

/! Creati$ity! One characteristic cited in the literature is creati$ity! Creati$e teacher helps

students to learn %hen the physical en$ironment is less ideal or the resources are limited!

Creati$ity is important %hen teachin& students from different bac)&round and learnin&

style! 5ost of all, it ta)es myriad of techniques that can employ to ma)e learnin& fun,

for e#ample> &ames, problem sol$in&, son&, etc!

;! 8uthenticity! 't can also be addressed to selfa%areness of teachers by )no%in& %ho

they are and %hat they stand for! +ein& authentic &i$es teacher inte&rity and con$iction

%here students can 6ud&e if a teacher is authentic or not!

10! Sense of humor! 't can help teacher to alle$iate the ner$ousness amon& students! umor

&i$es &ood time learnin& and enhances a lot pro&ress because the students are not afraid

to ma)e a mista)e! =earnin& %ith fun ta)in& a%ay the tension and help teacher to

maintain an e#cellent pace in the class!

11! i&h ener&y! "he ener&y ma)es teachers %a)e up e$ery day and %or) for students and

family! 8 teacher %ho displays hi&h ener&y %ill $alue the students enthusiasm!

12! =o$e of learnin&! "eachers %ho are lifelon& learner inspire the students that learnin& is

$ital in our life! +ecause learnin& and teachin& is dynamic process, teachers should

in$ol$e acti$ely in see)in& out recent )no%led&e on teachin&!

"he e#plainin& characters abo$e sho% the quality of teacher themsel$es! 't can

ma)e a difference in students li$e but %ith all the qualities, no %onder it is hard to find

&reat teachers! "here are a lot of small and bi& thin&s of teachers attitude and beha$ior

to be considered in treatin& our students in the class!

2.2.2 Teacher Co#%etences

"he question of %hat the teachers should )no%, be li)e, and able to do are $ery

familiar in our mind! "he common responds su&&est )no%in& peda&o&ical and content


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)no%led&e in depth, be committed to learn continuously, and be able to en&a&e the

students in their learnin&! 8ll respondents in 5atulic*ellers (2011 research a&ree the

importance of ha$in& equal balanced of content areas mastery and peda&o&ical s)ills! 't

means beyond these competences, teachers not only able to teach content but also teach

students!

8 school can only be impro$ed if its personnel are armed %ith the )no%led&e,

s)ills and &et supports they need! E$erythin& depends on %hat )no%led&e of teachers

teach, ho% the s)ills and commitments they apply to produce more po%erful learnin& for

students (9eimanNemser, 2001! "he )no%led&e for teachers is mainly cate&ori sub6ectcontent and peda&o&ical )no%led&e! 't does not mean that the others

discipline of )no%led&e i&nored! *atane et al! (200? define competencies as a set of

necessary future of )no%led&e, s)ills, and e#perience to be implemented in the acti$ities! 't

is described as the capability to perform a specific tas) or acti$ity to decide the attainment

standards (Naumescu, 200/!

Effecti$e teacher is one %ho is selfreflecti$e, has a %ide )no%led&e base (content,

strate&ies, and students and uses strate&ies to impro$e student learnin&! +ased on "he

North Carolina "eachin& Standards (200; about the role of peda&o&ical and sub6ect

)no%led&e in teachin& practice %here teachers apply of %hat and ho% can be done to

impro$e students learnin&! +landford (2000 identified the actions, beha$iors or outcomes

%here a person should be able to demonstrate the ability to do hisDher tas)s or acti$ities

based on the standards required in employment! 'n supportin& this description, literature

e#poses the effecti$e teacher %ho has the professional competence as follo%sF (i

*no%led&e and understandin& include )no%led&e of children and their learnin&, sub6ect

)no%led&e, )no%led&e of the curriculum, and )no%led&e of the teachers role! (ii S)ills

comprise sub6ect application, classroom methodolo&y, class mana&ement, and assessment

and recordin& (-itout et al!, 1;;7 and 5oore, 200.!

2!2!2!1 5asterin& Sub6ect*no%led&e for "eachin&


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7;

8ll teachers are bein& a%are that they ha$e to master and comprehend their

teachin& sub6ect and responsible to help student learn it! 3esearchers ha$e identified

three points of sub6ectcontent )no%led&e for teachin&F a) )no%led&e of &i$en field

contains central facts, concepts, theories, and procedures> b) )no%led&e &i$es

e#planation on frame%or)s that or&ani c ) )no%led&e consists of

e$idence and proof of the rules (Shulman, 1;/?)! 't frames the purposes for studyin&

certain content and bein& familiar %ith some %ellstructured curriculum materials! 't

means understandin& ho% main concepts and processes brid&in& across fields and ho%

they brin& to e$eryday life! "he ability to connect sub6ectmatter %ith $arious disciplines

can help the students learn in meanin&ful and translate into the human daily life!

2!2!2!2 5asterin& -eda&o&ical *no%led&e in "eachin&

-eda&o&ic competence is the ability to mana&e learnin&, includes the concept of

teachin& readiness sho%n by the predominance )no%led&e and s)ills to teach! "his

competency must be achie$ed by each teacher to succeed in learnin& and teachin&

process! 8ccordin& to o$ernment 3e&ulation of 'ndonesia No! . of 200/, 8rticle 7,

para&raph (. that the peda&o&ic competence is the ability of teachers in the

mana&ement of student learnin& that at least includeF a understandin& or insi&ht into

educational foundation, b understandin& of learners> c de$elopin& curriculum or

syllabus> d learnin& desi&n, e implementation of educational learnin& and dialo&ic> f

the use of learnin& technolo&ies> & e$aluation of learnin& outcomes, and h de$elopment

of a $ariety of learners to actuali


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.0

community, teachers ha$e hi&her de&ree than parents e$en community leaders! 8ble to

communicate and interact %ith the teacher is an honor! "hus, in the 1;?0 literature,

teachers are $ery positi$e ima&e!

"he position of teachers is $ery hi&h, thus e$ery teacher should impro$e

performance and professionalism! "eachers %ho are not competent %ould be difficult to

create conduci$e en$ironment in the classroom! 'ncompetent teachers %ill &o do%n in

ran)! E#pression unsun& heroes %ill e$aporate from the minds of students if the teacher

does not ha$e sufficient )no%led&e! "eachers are claimed to proacti$ely impro$e the

)no%led&e and competence to be appreciated by students! Smart and intelli&ent teachers

are able to ma)e students impressed and the students %ill return adore and idoli Soder,

1;;0!


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.1

"he number of beha$iors is related to professionalism such as appearance,

punctuality, and preparedness! 8 teacher should loo) li)e teacher heDshe is e#pected to be in

fashion in a respectable manner and encoura&e to sho% formality than casualty! 8nother

critical beha$ior is a$oidin& tardiness to be at school settin& because students could not be

left unsuper$ised! Come on time is a fi#ed price for teachers as professionals! Similarly,

teachers need to prepare their lesson %ell as urst and 3edin& (2000 emphasi


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.2

based on the de$elopment of reflection and capabilities in ma)in& decision, ability to

analy


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.7

-ithin!chool Teacher Interaction. "his model is $ery frequent (17 times per %ee) for

teachers to interact in their o%n school or discussions about instructional method, lesson

pro6ect, sub6ectcontent areas, and 'C" for teachin&! 8nother %ay for them to interact by

ha$in& obser$ation informally to their collea&ue or as)in& their o%n peer to obser$e

hisDher teachin&! 8ccordin& to 9eimanNemser (2001, it is difficult to accomplish alone

the on&oin& study and impro$ement of teachin&! 8 teacher needs opportunities tal)in&

and sharin& %ith others about their teachin& practice, analy


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..

"eachers also ha$e a fundamental social function to ser$e and to fulfill the

students needs o$er their o%n interests, ha$e personal )no%led&e and space to practice

their professional autonomy to perform an essential public function (+enade, 200;! 8s

%e )no% that teachers are an inte&ral part of the o$erall educational or&ani


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.4

(e!&! +arber, 2001 and to obtain autonomy professionally (e!&!a$id, 2000> Hohnson,

1;;2> +ull, 1;;/!

"he autonomy of teachers has been discussin& to acquire the meanin& in order to

ad$ocate on aspect to the others e#clusion! +enson (2000 &enerali


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.?

Elements in autonomy does not require e#ternal elements in determinin& %hat to

do, trust is hi&h on selfsufficiency, the adoption of hi&hle$el moral principles and

$alues in the act of use, adulations professional ethics and ideals, not easily feel

threatened, feel reciprocity of firm, professional ri&or, tolerance in these differences,

stron& emotion, %illin&ness to accept feedbac) and criticism openly, acti$ely in$ol$ed in

the continuous process of reflection and selfdetermination leads to the $alues hi&her

(+a)htiar, 1;;.!

"eachersB autonomy in conductin& its acti$ities closely related to internal

leadership in the school and e#ternal leadership, the leadership outside the school, such

as the istrict Education Office! 8 principal role is to support acti$ities of the teacher

and the freedom to practice its duties in the classroom, includin& selectin& an

appropriate learnin& model %ith the sub6ects bein& tau&ht to teachers ha$e latitude to be

creati$e and al%ays carry out inno$ation in learnin&! Similarly, %ith the e#terior, this is

supported by rules that &i$e authority to the teacher to ma)e creati$ity and inno$ation in

the practice of learnin&!

'f they ha$e the %ill to carry on, but their capacity is limit, it requires an increase

in capacity throu&h se$eral sta&es, and this is %hat is needed in empo%erment, namely

by increasin& the ability of teachers in impartin& )no%led&e to students! "he occurrence

of education, decentrali


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comes in the absence of authority attached to the teacher! arassment students to

teachers are not 6ust a fi&ment! 9urther, teachers also need to chan&e the ima&e! Ne&ati$e

ima&e, ri&id, e$en &ruesome in fi&ure teachers should be eliminated! o% to treat

students as sub6ects not ob6ects! +y treatin& pupils as partners %ho should be in$ited to

cooperate in the teachin&learnin& process! 'nte&rity, policies, and must ha$e the %isdom

of teachers! @rea)in& emotionality in the classroom is not an effecti$e!

2.2.+ (e!"7Regu!ated and Re"!ecti$e

Selfre&ulated is an effecti$e %ay to be successful in accomplishin& academic

%or)! 't is also to understand the teachers learnin& process throu&h collaborati$e

professional de$elopment! Limmerman and Schun) (2001 assented that selfre&ulated

learnin& describe the strate&y of indi$idual teacher to achie$e authentic &oals and adapt

%ithin the en$ironment! "here are t%o simultaneous le$el of teachers self re&ulated>

firstly, selfre&ulatin& learnin& about teachin&! 't means teachers build their ne%

)no%led&e and belief based on the theories and reflections on their o%n teachin&

practice! Secondly, selfre&ulatin& on teachin& practice %hich is related to teachers

learnin& to construct instructional strate&ies, act them out in their classrooms, obser$e

and super$ise outcomes, and modify instruction accordin&ly!

"his concept re&ards to professional teachers %ho are able to concentrate, in$ol$e in

a &roup acti$ity, control destructi$e and impulsi$e beha$ior, and %or) independently, and

these conditions affect on their learnin& and attainment (uc)%orth et al!, 200;! 'n

addition, Stron& (2002 stated that Selfre&ulated learnin& reflects a beha$ior performed

by professional teacher to be a lifelon& learner! +e selfre&ulated in empo%erin& their

thou&ht, feelin&, and action to achie$e personal &oals %hich are focused on to acti$ate,

alter, and sustain specific learnin& practices (Limmerman, 2002! "eachers also ha$e a

fundamental social function to ser$e and to fulfill the students needs o$er their o%n

interests, ha$e personal )no%led&e and space to practice their professional autonomy to


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perform an essential public function (+enade, 200;! Selfre&ulated learnin& implied

beha$ior and attitude, altruism in ser$ice, autonomous, and colle&ially collaborati$e!

Effecti$e teacher is one %ho is selfreflecti$e, has a %ide )no%led&e base (content,

strate&ies, and students and uses strate&ies such as feedbac) to impro$e student learnin&!

3eflection can help teachers to find out some %ea)nesses of their teachin& practice before

enhancin& a better atmosphere and effort for the students to learn! +ased on "he North

Carolina "eachin& Standards (200; about reflecti$e teachin& practice, teachers should be

reflectin& their practice in case of %hat and ho% can be done to impro$e students learnin&

throu&h data analy


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-rofessionalism related to the characteristics of a professional in daily life!

"eachers as professional require to ha$e academic qualification and to demonstrate

ethical manner! *ramer (2007 determines three elements of professionalism to de$elop

stron&er sense of it! "hey are attitude, beha$ior, and communication or the 8+Cs

professionalism!

"eachers attitude is e$erythin&! 8ccordin& to urst and 3edin& (2000, one of

essential component in teacher professionalism is positi$e attitude! 8 teacher needs to

)eep hisDher positi$e attitude to%ard the students e$en thou&h in bad day or mood!

-ersonal an&er and any other ne&ati$e feelin& should be put aside to ma)e focus on the

tas)! Consequently, a teacher is demanded to lo$e and care for students as a callin& sense

not 6ust as a 6ob! -a6a) (2001 asserted that a successful teacher is the ones %ho are able

to ma)e personal connection %ith students! On the other side, teachers are easy to fall

into the ne&ati$e matters if they thin) of the challen&es! E$ery 6ob and profession has

6oy and sorro% but true professional should o%n asserti$eness attitude to stay focus %ith

their positi$e ener&y! "eachers also ha$e to try ne% thin&s to a$oid sta&nant and ne$er

%orry to ta)e ris)s as @on& (1;;/ stated that ta)in& ris) brin&s accomplishment! "hen,

confidence attitude is needed to &ain trust and to )no% their abilities and initiati$e

attitude is to achie$e %hat they %ant %ithout a command %hat to do! "he last is

commitment to be lifelon& learners!

@on& and @on& (1;;/ defined beha$ior as the %ay of a person does his or her

business! Numerous teachers beha$iors are associated %ith professionalism! "he first

one is preparedness %here a teacher should )no% sub6ect matters and methodolo&y to

teach it! On the other hand, teacher needs to prepare e$erythin& before comin& to the

classroom! "he second one is punctuality and appearance %hich means teachers arri$e at

school on time and dress in respectable manner! "he third beha$ior is to respect

collea&ues, parents and students as %ell as treat e$eryone %ith di&nity! 't is important for

teachers to reco&ni


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Communication builds stron& and &ood relationship amon& teachers! 't can be

done throu&h collaboration, cooperation, support and encoura&ement, and participation

in learnin& community! Collaboration and cooperation maintain supports and encoura&es

%ith collea&ues (urst and 3edin&, 2000! @hile support and encoura&e in professional

de$elopment can create and bond a sense of community! 8 teacher cannot 6ust come in

to the class, closed the door, and do hisDher o%n teachin&! "hen, participatin& in any

conference, %or)shop, and publication let the teachers learn and connect %ith ne%

sources of information!

@e conclude that bein& a professional teacher face a lifelon& challen&e! +y

demonstratin& these characteristics in professional li$e, teachers can play a si&nificant

role in enhancin& professionalism in teachin&! 8ll teachers are e#pected to impro$e the

le$el of professionalism by ha$in& &ood attitude, beha$ior, and communication!

2.& Pro"essiona!is# De$e!o%#ent

'n the t%entiethfirst century, teachers faced a &reat pressure in shapin& their

students future! "he students are obli&ed to be tested in order to measure the demanded

s)ills in this century! "hat is %hy> todays teachers ha$e to be equipped and supported

sufficient )no%led&e and s)ills to sol$e &ro%in& problems! "he de$elopment of science

and technolo&y is fuellin& the competition of life around the %orld! So, hi&h s)ill

%or)forces require a space li)e professional de$elopment to transform %hat do they

needs!

i$e the situation, teachers obli&ation is to o%n broad content )no%led&e, s)ills,

and e#periences to be success! "he purpose is to ma)e sure that teachers are able to

brin& their students succeed in their life facin& the &lobali


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8nother obli&ation of teachers is to sho% their social role in public! "eachers are

human role model (Suparlan, 200., in other %ords %hat the teacher %ill understand and

%hat they do %ill be imitated by students! Similarly, in public life, they are al%ays seen

as an e#ample of social life! 't is ali&ned as teacher %ho should be role models in life!

+ut the situation is not permanent in nature, they also need to the impact of the

profession, %hich not only earned a hi&h status in society, but cannot &et enou&h

%elfare! "eachers earned the nic)name as unsun& heroes (Suparlan, 200.! "his

statement sho%ed a teacher can only con$ey the herita&e, if %elfare %ere not met!

Naturally, effecti$e teacher must reconsider their practice and rene% their

approaches throu&h learnin& alon& their career! Ne#t, a &ood school also has to ensure

the need of teachers in learnin& throu&h a si&nificant professional de$elopment based on

teachers %or) and need! 9requently, the reality of classroom practice does not connect

%ith professional de$elopment! @e belie$e that teachers %ish meanin&ful professional

learnin& meet their daytoday %or)s and the students they teach (8nonymous, 2011!

+y definin& the content and desi&n of professional de$elopment, it could stren&th

students learnin&!

-rofessional teachers are teachers %ho are able to ta)e care of itself in daytoday

%or) practice (Suparlan, 2004! @hile the professionalism of the teacher is a process of

mo$in& from i&norance to be )no%, from immaturity to be mature, than directed others

to be self directed! 8 teacher is a professional if the teacher has a hi&h %or) ability and

sincerity to do his 6ob %ell ('brahim, 200.! @ithout ha$in& an access to serious and

sustained learnin& opportunities at e$ery le$el in their career, teachers are doubtful to

teach in %ays to meet ne% demand or minimal standards for student learnin& or to

participate in sol$in& educational problems (+all : Cohen, 1;;;). "eachers must be

a%are that to attain )no%led&e they acquire education, trainin&, and colle&ial sharin&

alon& their career! o%e$er, it should be e#tensi$e and ri&orous enou&h!


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"o be a professional, a teacher claimed to ha$e fi$e thin&s, namelyF a a

commitment to the profession, b indepth control of teachin& materials and ho% to

teach, c a responsible for monitorin& the studentsB ability to learn throu&h a $ariety of

method e$aluation, d able to thin) systematically about %hat they do and learn from

e#perience, e is a member of the community learn in an en$ironment of profession

(Supriadi, 1;;/! 8 teacher can ha$e these fi$e thin&s to be professional by al%ays

stri$in& to impro$e its professionalism! 'n an effort to impro$e the quality of education,

one %ay could be to increase the professionalism of teachers, a teacher should al%ays

stri$e to impro$e professionalism in the performance of teachin& duties for the better!

2.) Teacher8 Parents8 and (ociet- Ro!e

enerally, partnership acti$ities are in the form of the pro$ision of resources and

sources of fundin& for education, ad$ocacy %or) tas)s, and support directly in the

classroom %ith the teacher! 'f classified, there are t%o areas participation of parents, the

academic and nonacademic! 8nderson (1;;/ in parent in$ol$ement stated the

follo%in& e#ampleF

1! School &o$ernance and decisionma)in&!

2! Creatin& equal education opportunities and standards certain quality!

7! Curriculum and its implementation in the classroom!

.! elp on home%or) or other assi&nments!

'nteraction can be made throu&h direct meetin&s (face to face, at school, at

home, at %or) or e$en at parents place as lon& as the place chosen is con$enient for

both sides! "his e$ent %ould be considered as an inte&ral part of other school acti$ities,

so there is allocation of time %hich is also considered as the hours %or)ed by employees

in &eneral! Communication is %o$en also should be reco&ni


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47

'n de$eloped countries, a partnership bet%een the community, school and family

formally constructed! roup or partnership council %as established to create a closer

communication bet%een parents D families, schools and communities! "hey meet once a

month to be e#act on "uesday in the second %ee)! "hey remind and in$ite parents to the

celebration of national days or any other acti$ity that requires their participation as a

parent, for e#ample, 3ed Cross acti$ities and the anni$ersary of independence! -arents

and schools are also reminded to establish &ood relations %ith the public, especially

6unior public fi&ures! 'n fact, they ha$e the name and address of the populations

concerned!

2.+ The Constraints o" Teachers8 Parents8 and (ociet-

8n important characteristic of schools mana&ement is collaboration! 8s )ey

or&ani


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4.

"he most serious obstacle from the community, especially from minorities and

characteri 2

School leadership is less aspiration in representin& the $ie%s of the public> 7 =ac) of

financial resources! "he collaboration of all elements should commit to %or) in a unity

and i&nore the differences!

@illin&ness to partner not to be domination of one side, but both should be

equally o%ned by the school, parents, and community! @hen the community decided to

form a partnership, it is necessary to understand the importance of the role of each side,

in achie$in& the &oals of understandin&, and be able to reco&ni


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"eacher professional de$elopment pro&rams aim to enhance teacher

professionalism and teachers professional learnin&! 'n most countries, "eacher

-rofessional e$elopment ("- of teachers is increasin&ly becomin& a priority! 't is

broadly $ie%ed as the most effecti$e approach to prepare effecti$e teachers adequately,

and to de$elop their instructional and inter$ention practices %hen they enter the

profession (9raser et al!, 200! 9urthermore, many teachers con$ey their dissatisfaction

%ith the professional de$elopment opportunities found at schools and they reco&ni


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4?

1! "ime constraints! 5ost of the teachers find hard to participate for a certain period

of time re&ularly!2! 9inancial constraints! 'n many acti$ities, teachers should pay %ithout &ettin&

refund or incenti$e to participate in professional de$elopment!

7! istance! "eachers require lea$in& their places far a%ay because -rofessionalde$elopment is or&ani initially some participants feel that the course 6ust similar that they had attended

formerly and do not ha$e any impact on the system and themsel$es! Other participants

may thin) the ne% )no%led&e or e#perience li)e ho% to )eep reflecti$e 6ournals and

conductin& classroom action research as a ne% burden (5u


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4

instructional techniques, construct their practice and e#pand themsel$es both as

indi$idual and as educators!

8ccordin& to ail Sanders (1;;2, professional de$elopment pro&ram is done as

preparation of a plannin& method to enhance the s)ills and the publicBs sensiti$ity

e#pansion and the ser$ices offered! 't also aims to ensure that the $ie%s and opinions of

professionals more clearly and con$incin& as professional practice! Ne#t, it can increase

professionalism amon& professionals to clients and ensure role as the main profession in

a field is maintained %ithout allo%in& other professions ta)e o$er that role!

8s %e )no% that the effort of school reform has been reco&ni


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4/

2. E""ecti$e Pro"essiona! De$e!o%#ent

"here is no precise statement about the )ey points of effecti$e professional

de$elopment because the conte#t influences the dynamic and the po%er (us)ey :

uberman, 1;;4! "hat is %hy, a procedural &uideline is offered as the best %ay and

reflectin& a frame%or) in de$elopin& professional de$elopment in a particular conte#t at a

certain time (9ullan, 1;;1> us)ey, 1;/?> uberman : 5iles, 1;/.> -rochas)a,

iclemente, and Norcross, 1;;2> and 5c=au&hlin, 1;;0! In education systems

teacher professional development should be well+established as

teacher education pro'rams because it leads to a process embracin'

all activities that enhance professional career 'rowth (,o'an -

.rayson 2003/ #ecle 200) or as eperiences throu'hout the

teachers career formally and informally (1ar'reaves - ullan *2/

4rends et al" *5) and become a main tool to brin' a needed chan'e

at school (.uskey *6)" 8&ain, he pointed out that there is no precise statement

about the )ey points of effecti$e professional de$elopment because the conte#t influences

the dynamic and the po%er!

-rofessional de$elopment can be assumed as effecti$e learnin& if teachers

)no%led&e and teachin& practice impro$e as %ell as learnin& students learnin&

outcomes! @e put the student achie$ement as the most critical indicator of the successful

of professional de$elopment %hich deri$e from the impro$ement of teacher )no%led&e

and instructional practice! a%ley : Ialli (1;;; and NSC (2001 identify that the

effecti$eness of professional de$elopment based on the desi&n of both content and

conte#t that impact on teachers )no%led&e and practice! "he contentmeans it focus on

the real tas) of teachin&, obser$ation, assessment and reflection (arlin&ammond :

5c=au&hlin, 1;;4 not the abstract teachin&! "he stron& effects &ain %hen teacher

)no%led&econtent en&a&e %ith peda&o&ical s)ills at student learnin&! "he conte/t

means the desi&n and the support of school and school system to adopt and adapt %ith

learnin& community, leadership, and resources!


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4;

8nother %ay to effecti$e professional de$elopment is throu&h collaborati$e

professional de$elopment to deep teachers )no%led&econtent and practice! "here are

three types of collaborati$e learnin& that mostly impro$e students achie$ement such as

traditional professional de$elopment %or)shop, professional communitybased acti$ity,

and the 'nte&rated 5athematic 8ssessment ('58! "he research found that teacher &et

the &reatest &ain in conceptual understandin& that support teachers sub6ect matter

)no%led&e and oriented peda&o&ical practice (Sa#e, earheart, and Nasir (2001! "his

illustrate the need on focusin& to the content )no%led&e professional de$elopment and

to chan&e the practice to &et better student learnin&!

2.13 T-%es o" Pro"essiona! De$e!o%#ent

"he acti$ities of professional de$elopment are dedicated in fosterin& teacher

learnin& and e#pressin& feedbac) at school le$el! *eepin& teachers up to date their s)ills

and )no%led&e, their institution tries some )inds of acti$ities such as inser$ice trainin&,

mentorin&, coachin& etc! 'ts function can conclude ho% to learn ne% strate&y of

%or)in&, learn applyin& the ne% thin&s into practice, so the teachers can be more

producti$e and chan&in& the intellectual! "he types of professional de$elopment can be

as follo%F

Courses and %or)shops! "he most common le$el of teachers participation in

some Europe countries such as 8ustria, Estonia, =ithuania, and 5e#ico are

bet%een ;2 ;? percent and the less common finds in 'taly, "ur)ey, and

Slo$a) 3epublic %hich is standin& bet%een 40 ?? percent! "eachers ou&ht to

ta)e action bac) into classroom and schoolyard by helpin& increasin& their

a%areness and ability on )no%led&e and s)ills! "hrou&h courses and %or)shop,

ne% teachin& techniques and de$elopin& creati$ity in desi&nin& lesson plan are

introduced!


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?0

Education conferences and seminars! Conference and seminar are ma6or e$ent

that scientifically brin&s the participants to&ether to discuss papers and

e#chan&e information on a certain topic!"hey %ill pro$ide a forum to e#plore,

identify and syner&i


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?1

professional &ro%th throu&h the simultaneous impro$ement and de$elopment

for both schools and teacher!

'ndi$idual and collaborati$e research! Collaboration in research is Ba &ood

thin&B and should be encoura&ed! Essentially, research has an important role to

sol$e the same phenomenon, if %e are a%are %ith collaboration amon&

indi$iduals, &roups, or&ani


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?2

!ource: Florida Department of 0ducation, ureau of 0ducator 1ecruitment, Development and 1etention, 23.

"here are four &eneral questions addressed to his model as a basic systems approach to

professional learnin&F

1! PlanningF @hat plannin& arises in or&ani


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2!1!7 3e$ie%in& 8nnual -erformance 8ppraisal ataF "he learnin& needs for indi$idual

teacher, team, or %hole school community can be &ained throu&h information from

annual performance appraisals of teachers!

2!1!. eneratin& a School%ide -rofessional e$elopment -lanF "he School

'mpro$ement -lan collaborates %ith the districts -rofessional e$elopment System

supportin& by the school administrator and School Consultati$e Council create school

-rofessional e$elopment -lan usin& e$idencebased professional de$elopment to

identify the needs of classroom le$el to reco&ni


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2!2!2 Content 9ocusedF -rofessional learnin& must be focused on de$elopin& content

)no%led&e, content of research e$idencebased instructional strate&ies and inter$entions

on specific areas are ali&ned %ith district and state initiati$es!

2!2!7 =earnin& Strate&iesF -rofessional learnin& strate&ies use to meet %ith the &oals

and ob6ecti$es> to apply )no%led&e of human chan&in& in learnin&> and include

modelin& of research e$idencebased instruction, practice, and feedbac) from

classrooms!

2!2!. Sustained -rofessional =earnin&F -rofessional learnin& participants are ensured to

sustain and ri&orous to lead student achie$ement %hen implementin& in the classroom!

2!2!4 Use of "echnolo&yF "he application of technolo&y can be used in distance learnin&

or supports and enhances professional learnin& easily and 6oyful!

2!2!? "ime 3esourcesF -rofessional de$elopment requires adequate time used %ithin the

%or) day!

2!2! Coordinated 3ecords! "he participation of teachers is recorded by school

administrators, re$ie%ed, reported re&ularly!

2!7! 'mplementin&

2!7!1 'mplementation of =earnin&F 9ollo%up support is pro$ided by the school to

facilitate implementation of professional learnin& at school le$el!


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2!7!2 Coachin& and 5entorin&F 5entorin& and coachin& help a continuin& assistance to

sustain the implementation of comfortable and accurate learnin& for all teachers!

2!7!7 @ebbased 3esources and 8ssistanceF "he implementation of professional

learnin& throu&h %ebbased resources at school and district assist teachers a%areness to

access!

2!.! E$aluatin&

2!.!1 'mplementin& the -lanF "he schools -rofessional e$elopment -lan is e$aluated

annually to reco&ni


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Step 1, e#aminin& data teachers use a$aila

Documents

The Revised Proposal 5