The Dynamics of Public Policy for Non-Permanent Teachers in Semarang, Indonesia

Ngabiyanto, Ngabiyanto; Kameo, Daniel D.; Wiloso, Pamerdi Giri; Ismanto, Bambang

doi:10.15294/ipsr.v4i2.17213

Cited by 5 publications

(10 citation statements)

References 2 publications

(2 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Therefore, teachers must be regarded as historical objects that can enrich Indonesian historiography (Ngabiyanto). [29] IV. CONCLUSION Teachers' perceptions of the mover teacher model need to be well constructed.…”

Section: Characteristics Of Teachers Who Can Become Mover Teachersmentioning

confidence: 99%

A Teacher’s Perception of Government Policy About the Mover Teacher

Ngabiyanto¹,

Isnarto²,

Pramono³

et al. 2022

Proceedings of the 6th International Conference on Science, Education and Technology (ISET 2020)

View full text Add to dashboard Cite

Freedom of Learning curriculum policy from the Ministry of Education and Culture that was followed by the launch of the Mover Teacher Program. This pogram was aimed to create student-centered learning leader. The mover teacher certainly has more competence than the general teacher. The mover teacher must be able to be a catalyst for educational change in the region. This is an ideal concept for future teachers. The success of this program is determined by many aspects, one of them is the teacher aspect. Teacher perceptions of the mover teacher model are the first key to the success of the program. There must be an equality perception between the government as the program designer and the teacher as the program implementer. The method of this research is descriptive qualitative, with the data collection technique through online Focus Group Discussion (FGD), observation, questionnaire, and document review related to the mover teacher on the internet. The informants of this research from 253 teachers in Central Java, with key informants were outstanding teachers from many schools. The research results showed that teachers' perception of government policy about mover teachers were in line with the concept of the mover teacher that was prepared by the government. Teachers must have leadership characteristic to become learning leaders, have the spirit of Pancasila, prioritize students, be innovative, creative, intelligent, think critically, master information technology, and four pedagogical competencies.

show abstract

Section: Characteristics Of Teachers Who Can Become Mover Teachersmentioning

confidence: 99%

A Teacher’s Perception of Government Policy About the Mover Teacher

Ngabiyanto¹,

Isnarto²,

Pramono³

et al. 2022

Proceedings of the 6th International Conference on Science, Education and Technology (ISET 2020)

View full text Add to dashboard Cite

show abstract

“…Different growing places between NESTs and students has made numerous ways to see the world. It justifies that each culture perceives the world differently (Ngabiyanto et al, 2019). A culture determines a society's behaviour as well.…”

Section: Students' Perceptions Toward Nest's Behaviourmentioning

confidence: 99%

Students’ perceptions on native English-speaking teacher in EFL teaching

Prayogi,

Widiyati

2024

Indonesian J. Educ. Ped.

View full text Add to dashboard Cite

English is mostly used by people throughout the world because of its role as an international language. This situation makes many non-English language speaking countries apply English Language Teaching (ELT). The existence of Native English-Speaking Teacher (NEST) then becomes an alternative way to create better atmosphere in language teaching. This research revealed how actually the students’ perceptions toward the existence of NEST in ELT at the school. As the descriptive quantitative research, this research used questionnaire as the main instrument and interview as the supplemental instrument. The subjects of this study were the eleventh-grade students from a public vocational school. The students’ perceptions in this research were classified into 3 aspects. They were students’ perceptions toward NEST’s teaching, NEST’s strengths and weaknesses, and NEST’s behaviour. The research found that they perceived the NEST’s teaching was not understandable but they still could follow his explanation in some particular points. The students also perceived that the NEST was good in developing positive attitudes through his teaching, his confidence in using English, and his original accent. In another hand he was not really good in understanding the students’ culture and he could not use the students’ first language. Finally, they perceived that the NEST was a disciplinarian and strict teacher. However, he was perceived as a friendly and humorous person who totally used English in the class. and used various teaching materials.

show abstract

“…The presence of honorary teachers is expected to provide additional support in public elementary schools. Public elementary schools can recruit honorary teachers even if they do not have the educational qualifications and competencies appropriate to their jobs (Julia et al, 2020;Ngabiyanto et al, 2019;Nurbaya & Ramly, 2019;Virdaningsih et al, 2020). The recruitment of honorary teachers is carried out with the approval of the school committee and parents.…”

Section: Initial Situation When Working As An Honorary Teachermentioning

confidence: 99%

“…Honorary teachers often receive lower income compared to regular teachers. The status and welfare of honorary teachers remain unresolved issues that have yet to be resolved (Badaruddin et al, 2021;Istiqomah, 2021;Ngabiyanto et al, 2019). Honorary teachers often face inadequate welfare and financial security (Agustin et al, 2021;Mansir, 2020).…”

Section: Introductionmentioning

confidence: 99%

Recruitment of Honorary Teachers in Public Elementary Schools

Putrawan,

Marmoah,

Supianto

2024

j. ilm. sekol. dasar

View full text Add to dashboard Cite

The teacher is one of the factors that determine the success of education. Honorary teachers are a reality in Indonesia's education sector, including in public elementary schools. This research explores the meaning related to the recruitment of honorary teachers in public elementary schools. The research adopts a qualitative approach with a phenomenological method. The data in this study are transcripts of in-depth interviews with informants. Fourteen informants in this study comprised twelve honorary elementary school teachers and two school principals. There are three stages of data analysis data reduction, data presentation, and drawing conclusions. This research found that public elementary school s employ honorary teachers to address teacher shortages. Each honorary teacher has their own reasons for registering as an honorary teacher, such as job opportunities, bringing happiness to their parents, and a sense of dedication. Public elementary schools can recruit honorary teachers even if they do not have a PGSD degree. The implications of this research are related to meeting the needs of teachers in public elementary schools, increasing the welfare of honorary teachers, and teacher recruitment that takes into account the suitability of educational qualifications.

show abstract

The Dynamics of Public Policy for Non-Permanent Teachers in Semarang, Indonesia

Cited by 5 publications

References 2 publications

A Teacher’s Perception of Government Policy About the Mover Teacher

A Teacher’s Perception of Government Policy About the Mover Teacher

Students’ perceptions on native English-speaking teacher in EFL teaching

Recruitment of Honorary Teachers in Public Elementary Schools

Contact Info

Product

Resources

About