POLICY STUDY ON PRIMARY SCHOOL TEACHER EFFECTIVENESS

Sukamto, et al (1998) POLICY STUDY ON PRIMARY SCHOOL TEACHER EFFECTIVENESS. [Experiment/Research]

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Abstract

The need for understanding primary school teacher's effectiveness in Indonesia especially for improving the quality of primary teacher education geared this national research on primary school teacher effectiveness. The research designed is a grounded research, has four steps of data collection. The first step was finding a working definition of an effective teacher. This step was done through intensive interviewing and classroom observation to an exemplary teacher for Indonesian version with Indonesian context. From this step conceptional, functional and professional dimensions of effective teacher were found and then developed by gradual validation. Seven of nine identified characteristics of effective teacher were found valid. The second step, applies in-depth interview and observation for 32 effective teachers from highly chartered urban school and remote, backward rural school in Central Java and Yogyakarta Special Tenitory. The third step was in-depth interview to 100 effective teachers from the same area. Finally the fourth step was a national survey done to 990 effective teachers from five provinces outside Java island. The data analysis shows that the age modus of the national respondent is 38 years and for Yogyakarta Special Tenitory and Central Java is 35 years. Most of them have 12 to 19 years experience wOrking as an elementary teacher. Most of them were graduated from secondary teacher training when first appointed. From that data could be concluded that a teacher with secondary level of education need 12 to 19 years to reach the category of effective teacher, and at that time the person is close to the age of 40 years. The national sample shows the majority of effective teachers come from peasant family background, with parent education (both father and mother) of elementary school or no schooling at all. This fact confinns the notion that primary school teaching has not been attracting people from middle to upper classes. These effective teachers claim that teacher profession is their aspiration since they were very young, and most of them said that it was their own choice to be a teacher. These findings should be consider in the student recruitment process and strategy at PGSD. Managing the class such as making the class situation conducive for learning, prepares a good teaching plan, implementation based on the careful plan, mentioning the planned instructional activities, keeping a continuous interaction.with student and prepare a process approach evaluation shows that effective teacher perfonnance are close to the science of teaching. Most effective teachers in this study placed in upper primary classes, asserting the view that teaching the lower primary classes are less important. The study identifies specific characteristics such as demonstrating more attention to individual pupils, making class rounds during the lesson to help the pupils with learning difficulties is very important for lower primary classes. Since these characteristics are very important, lower primary class instructional strategies need to be prepared by design for the prospective primary school teachers. Another finding shows that mastering all the subject matters taught in primary school is a problem for these teachers, especially art and physical education. These teachers claim to master at least one of the subject matters tested at the final examination. Although the dominant superiority of primary school principals is unquestionable, the few opportunity given to the teachers to participate in school decision making process considerably enhances teacher effectiveness. Professional supports include access and support given to the teachers for participation in professional development activities by principal promote academic climate in the school as an institution. This might have implications in designing in-service programs for school principals or orientation programs for newly appointed principals. The field experience component of the teacher education program has an important role in inducing prospective teachers to become professional teacher. Beside the teaching practicum, an apprenticeship program was highly regarded as very beneficial in preparing them to be teacher. Key word: primary school; teacher effectiveness; policy research.

Item Type: Experiment/Research
Subjects: LPPM - Lembaga Penelitian dan Pengabdian kepada Masyarakat
Divisions: LPPM - Lembaga Penelitian dan Pengabdian kepada Masyarakat
Depositing User: lembaga penelitian
Date Deposited: 18 Sep 2012 12:38
Last Modified: 18 Sep 2012 12:38
URI: http://eprints.uny.ac.id/id/eprint/5780

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