Assessing Teacher Competence and Its Follow-up to Support Professional Development Sustainability

Sumaryanta,; Mardapi, Djemari; Sugiman,; Herawan, Tutut

doi:10.2478/jtes-2018-0007

Cited by 26 publications

(13 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This becomes an integral part of learning that must be implemented (Aqil, Setiawati, & Kurniadi, 2020;Chairilsyah & Kurnia, 2018). The madrasah teacher also seems to lack the mastery of the use of learning evaluations, especially making question instruments and a fair assessment system (Mardapi, & Herawan, 2018).…”

Section: Introductionmentioning

confidence: 99%

Learning Assessment for Madrasah Teacher: Strengthening Islamic Psychosocial and Emotional Intelligence

Sukenti

Tambak

Siregar

2021

AIJP

View full text Add to dashboard Cite

This research focused on developing the learning assessment teacher of Madrasah Aliyah by strengthening Islamic psychosocial and emotional intelligence, using ex post facto research design and involving 297 Madrasah Aliyah teachers in 12 regencies/cities Riau Province, Indonesia. A questionnaire was made to measure Islamic psychosocial and emotional intelligence and measure learning assessment madrasah teachers. The data were analyzed using inferential statistics. The research results show that the gender levels of the madrasah aliyah teachers influence Islamic psychosocial but do not affect emotional intelligence and learning assessment. It confirms that male and female teachers do not have different emotional intelligence and teacher learning assessment, but Islamic psychosocial effects are affected. Madrasah teachers' teaching experience affects Islamic psychosocial, emotional intelligence, and learning assessment of madrasah aliyah teachers. This research shows that Islamic psychosocial contribution is "strong" in developing teacher learning assessments, while emotional intelligence has a "strong enough" effect. This research concludes that the learning assessment of madrasah teachers can be maximally developed by simultaneously mastering Islamic psychosocial and emotional intelligence in madrasah. This research has implications for the theory of "developing learning assessment for madrasah teachers" in developing the professionalism of madrasah teachers.

show abstract

Section: Introductionmentioning

confidence: 99%

Learning Assessment for Madrasah Teacher: Strengthening Islamic Psychosocial and Emotional Intelligence

Sukenti

Tambak

Siregar

2021

AIJP

View full text Add to dashboard Cite

show abstract

“…The same thing was conveyed in the study results, which stated that the soft skills of productive teachers need to be developed through functional training (Arifin et al, 2017). Training for productive teachers can provide new insights on individual effective job performance specific to the vocational teaching profession (Sumaryanta et al, 2018). The teacher competency test results were used to measure teachers' mastery of pedagogic and professional competence in all subject matter and at all levels of schools (Setiawan, 2015).…”

Section: Skills Competence Of Puppetersmentioning

confidence: 82%

Mapping professional competency for teachers’ productive arts and culture of vocational school

Susatya

Mahmudah

Budhiasih

2022

jpv

View full text Add to dashboard Cite

The purpose of the study was to analyze the educational background, the suitability of teacher competence or linearity, and map the professional competence of productive teachers in the Vocational School of Arts and Culture. This research is descriptive qualitative research. The research stages are; collect information related to teacher educational background, education and training data, and interviews. The research subjects were school principals, administrative heads, and teachers. Evaluation uses the discrepancy model.. The research population is principals and productive teachers of Vocational School of Arts and Culture. Data collection techniques using observation, interviews, and documentation. Data validation uses source triangulation and collection. Data analysis used descriptive techniques and simple mathematical analysis. The results showed that: (1) the educational background of productive teachers; dance, musical arts, theater arts, and puppetry arts 96.67% in accordance with the legal basis set by the Ministry of Education and Culture, (2) the suitability of the competence or linearity of productive teachers according to learning materials in SMK, and (3) a map of professional competence for productive teachers; dance, musical arts, theater arts, and puppetry are 30% of teachers in the mastering category and 70% in the very mastered category. Based on passport skills, it is recommended that 8 (26.67%) teachers attend secondary level training, 9 (30%) teachers attend advanced training, and 13 (43.33%) teachers attend advanced level training. The results of the study are recommended for consideration by the relevant agencies in making policies, recruiting, improving the quality of teachers, determining teaching tasks, teaching burdens, and developing teacher coaching models.

show abstract

“…Competence mapping can facilitate the institutions to achieve a more complete understanding of the teachers' abilities (Maheshkar, 2015). This is important because teachers are one of the most dominant factors that determine the success of education (Sumaryanta et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Agreement Levels of Kindergarten Principals and Teachers to Determine Teaching Competencies and Performance

Utami¹,

Pranoto²,

Latiana³

et al. 2021

EUROPEAN J ED RES

View full text Add to dashboard Cite

This research aimed to analyze the levels of agreement between kindergarten teachers and principals in identifying the assessment of teachers' teaching competencies and performance. The study was designed under a quantitative approach using a survey. It implemented a non-probability sampling technique with purposive sampling. The sample of the population comprised of 173 kindergarten teachers and 101 principals in Semarang District, Indonesia, or a total of 274 respondents. The data were collected through a questionnaire and analyzed using Cohen's Kappa coefficient to measure the levels of agreement between raters and Pearson Chi-Square test was also utilized to determine the differences in perceptions among principals and teachers. The findings showed that the levels of agreement between raters were averagely in the no agreement category, implying the existence of differences in perceptions among teachers and principals. The involvement of a multi-rater strategy in such research is a rare effort, especially for the Early Childhood Education (ECE) level in Indonesia. Researches regarding teaching competencies and performance generally only involve single rater, either teachers or principals who judge themselves on their competencies and performance, thus the results tend to be subjective. In conclusion, the assessment of teaching competencies with the relation of cognitive abilities was conducted through a test that considered subjective questions and case analysis to evaluate the teachers' skills based on their performance and self-description. Both personal and social assessments utilized self-assessment forms or autobiographies, which were completed with specific themes. Meanwhile, the performance assessment was observed with the assessment rubric and comparison with the learning process performed by an individual educator.

show abstract

Assessing Teacher Competence and Its Follow-up to Support Professional Development Sustainability

Cited by 26 publications

References 15 publications

Learning Assessment for Madrasah Teacher: Strengthening Islamic Psychosocial and Emotional Intelligence

Learning Assessment for Madrasah Teacher: Strengthening Islamic Psychosocial and Emotional Intelligence

Mapping professional competency for teachers’ productive arts and culture of vocational school

Agreement Levels of Kindergarten Principals and Teachers to Determine Teaching Competencies and Performance

Contact Info

Product

Resources

About