Competence, Work Culture and Performance of Honorary Teachers in Makassar Elementary School

Abstract

We will exploration in explaining the contribution of competence to work culture; contribution of competence to teacher performance; the contribution of work culture to teacher performance; the contribution of competence through work culture to the work performance of Honorary Teachers In Makassar Elementary School is very important to do in determining the attitudes and policies of the city government towards Honorary Teachers In Makassar City. The study was conducted at Makassar Elementary School with a population of Honorary Teachers who have a Decree of limited time employment contract in 8 sub-districts in Makassar City, totaling 1,495 teachers. The total sample obtained was 317 teachers using the Slovin formula. The research hypothesis was tested using the Structural Equation Model through the help of AMOS vers. 20.0 programs. The results of the study provide evidence that the competencies possessed are proven to directly improve the work culture of honorary teachers. High competence is proven to directly be able to improve the performance of honorary teachers to a high level. Work culture directly has a significant positive effect on the performance of honorary teachers. Competence through work culture is indirectly proven to increase the work performance of Honorary Teachers in Makassar Elementary School to a higher level.

Recruitment of Honorary Teachers in Public Elementary Schools

“…The recruitment of honorary teachers is expected to help maintain the quality of education provided in public elementary schools. A study conducted in remote, outermost, and underprivileged areas in Indonesia indicates that the recruitment of honorary teachers occurs due to a shortage of teachers (Febriana et al, 2018;Nurbaya et al, 2020;Sariwulan et al, 2019;Tohir et al, 2021).…”

“…Schools may recruit individuals who are willing to become honorary teachers even if they do not possess the appropriate educational qualifications (Febriana et al, 2018;Ngabiyanto et al, 2019). The low competence of honorary teachers is a problem in Indonesian education (Julia et al, 2020;Ngabiyanto et al, 2019;Nurbaya et al, 2020;Virdaningsih et al, 2020). Honorary teachers can be accepted to work in public elementary schools even if they do not have the appropriate educational qualifications.…”

“…Honorary teachers are a reality in the education sector in Indonesia. The phenomenon of honorary teachers exists in the field of education (Alawiyah, 2018;Amalia & Ridho, 2021;Nurbaya et al, 2020;Sariwulan et al, 2019). The number of honorary teachers working in Indonesia is relatively large (Ngabiyanto, 2018;Rifai, 2019).…”

An Investigation of School Improvement Recognition Towards Madrasah’s Teachers in East Java

“…The fact that they are always being assessed to be eligible for promotions (Supriyono, 2017), and benefits (salary and additional allowance) urge PNS-teacher to keep motivated and keep improving their pedagogical performance (Aisyah, 2017;Supriyono, 2017). Nevertheless, non-PNS-teachers also can maximize their performance (Agung et al, 2020;Nurbaya et al, 2020) when they are given the same opportunities to attend and receive competency trainings (Rahmawati, 2019) and allowances as their counterparts do (Rahmawati, 2019;Wantini, 2019).…”