1

CHAPTER 1

INTRODUCTION

1.1 Introduction
Education has become a main focus to prepare quality human resources
(UNESCO, 2010). This issue related to the extent of education as a supplier of human
resources in quantity and quality and human resources for education service delivery
which connecting to develop and retain professional teacher. In any education system,
professional teachers are essential to contribute on the education provided but they need
a good system and infra-structure to facilitate their work. The development of human
resources within education involves some aspects to be considered in Indonesia. It
includes the challenges and the opportunities of the government to manage this problem.
The main challenge of the Indonesian nation is the capability to improve its
human resources quality and education sector (Kemendiknas, 2010). Based on UNDP
report in 2011, Indonesia is still in ranking 124 of 187 countries for human quality. One
sector challenges the improvement is the low level of Indonesian education which affect
directly to societys quality and ability. Investment in education is a strategy to
overcome the challenge. However, creating high quality human resources as expected
must be supported by quality education with professional people in it. It is important to
make Indonesian people own life skills and a strong self-confidence in order they can
show their superiority among other people in this global life.

The challenge also derives from the past changing in education which in line
with the humans way of thinking and life style. This condition demands expertise,
skills, and commitment of stake holders, teachers, and staffs as actors of education to be
in the concept of professionalism corridor. Still, they have to adapt with the changing
through professional development. Consequently, all areas of human existence seem to
be accelerated with the scope and pace of change in including education policy and
practice to achieve the desire outcomes. Robertson (2005) asserted that new knowledge
needs to be built in the quick changing of education. Meanwhile, Kohler et al. (2008)
specified that education change mostly due to the complex aspect of teacher in teaching
and the decision of teachers to have process involve the diversity context and
educational characters of each nation.
The government efforts to build teacher profession through reform initiatives to
ensure that Indonesia produce quality and adaptable human resources,. It is rational
because teachers have a major responsibility in preparing qualified students for
development. In 2003, The Southeast Asian countries held a seminar in Bangkok which
is initiated by UNESCO to increase the recognition among them to enhance
professionalism of teacher. The initiative is focus on quality to ensure all teachers fully
qualified and keep up to date their knowledge and skills. In the forum, each country
proposes an effort to develop professionalism through continuous professional
development (CPD) at all stages. In Indonesia, The initiative has been outlined in the
strategic plan of national education ministry 2010-2014 which one focuses on increasing
the professionalism of teachers and education personnel, community empowerment,
educational supervision and certification. This is in line with Days (2002) finding that
the reform requires principal, teachers, staffs who involve directly applying the
principles of professionalism along the journey of learning process.
The efforts above also outlined in Indonesias constitution which guarantees to
empower and to improve the quality of teachers in a planned, purposeful, and
continuous. It is also ensuring the expansion and equitable access, quality improvement
and relevance, as well as good governance and accountability of teachers to face the

challenges in local, national, and global level. Fuchs & Fuchs (1998) and Cardona-Molto
(2003) stated that if teachers are empowered, they can supply not only to enrich their
preference but also to realize all kinds of challenges and impediments around them.
Teachers and Lectures Law (2005) states teachers have a chance to improve their
competences, be independent, and get training and profession development.
In the literature, many discussions about teacher professionalism are presented as
a guidance to be professional teacher. Tichenor and Tichenor (2005) and Sockett (1993)
expressed their research ideas about dimensions of teacher professionalism which should
be owned by a teacher. They identify five major aspects, namely; good personality,
commitment to change and ongoing improvement, mastering pedagogical and subjectcontent knowledge, and recognizing responsibility beyond the classroom. This concept
attempts to make teaching as an ethical profession because teacher becomes a daily basis
of their students hopes, dreams, and aspirations. Teacher professionalism also involves
teachers roles as a guide, mentor to inspire the students and teacher perceives that
teaching is a political activity where he or she associate themselves culturally and socioeconomic of students background. Hargreaves (2003) adds that professionalism
principle is supported by strong value, belief and ethical purpose.
The government and the organization need to foster continuous professional
development to cope ongoing changes effectively to advance the quality of personnel.
The fast and the continuous stream of changes in their environment such as
demographic, innovations, politic, socio-cultural, and restructuring demand are the
reasons to keep it. Furthermore, strengthening and promoting members professional
development is expected to diminish the gap of the existing bureaucracy. According to
analysis of OECD and TALIS (2010) professional development can improve supply and
coherent career support and their needs. The relevancies of both professionalism and
professional development construct lifelong professional learning to achieve better
students achievement.
Therefore, this study is to examine the teacher professionalism aspects and the
role of teacher professional development in order to find out alternative programs,

design, strategy, and focus to be professional teachers at junior high school level in south
Sulawesi, Indonesia. The gaining facts are expected to answer my lack understanding as
a reflective teacher on both variables to be a professional teacher and further to inspire
all teachers to have new perspectives to shift from past mistakes.
Section 1.2 below provides the research background for undertaking the study of
teacher professionalism and its promotion through professional development. It
highlights about the shortcomings of teachers in South Sulawesi and Indonesia
generally. (Pindahkan ke kesimpulan) Then, the needs and challenges of teacher
professionalism and professional development in Indonesia will be summarized in
sections 1.3. This is followed by the statement problem in 1.4. In section 1.5 and 1.6, the
objectives and research question are presented. The study significances are addressed in
1.7. At last, the theoretical and the conceptual framework briefly discuss in section 1.8
and 1.9.

1.2 Research Background

Teachers play an important role in teaching and learning process. The successful
of students learning depends on the readiness of teachers to do learning activities which
are supported by teachers knowledge and skills, attitude and practice. That is why most
of the literatures require a teacher to possess good competences and performance,
involve in professional development actively, engage the knowledge with the current
issues, conduct the tasks ethically, and show commitment or responsibility in teaching
practice at school. These five dimensions had also been identified by Sockett (1993) and
Tichenor and Tichenor (2005) to analyze the quality practice of teachers. In supporting
their role, teachers also require to engage learning opportunity by using different
resources, adapting needed instruction, have formative monitoring for student progress,
and use different source of evidences in evaluating learning. So that, the outcome link to
the national goals of education in providing knowledge, skills, and fine attitude to
participate in society positively.

A few recent studies about general competency of teacher in Indonesia reported

by World Bank (2010) shows that their education attainment still lower than required by
law. The 2009 data of Indonesian Education Ministry indicate that just 1.08 million of
2.78 million teachers hold bachelor degree or four-year diploma. This report also
explains that teachers have low competency score test on subject knowledge, pedagogic
skills, and general academic aptitude. Even though this test is not nationally scale, the
average teachers only scoring below 50 percent. In addition, a serious concern of
Indonesian teachers is the low level of professional knowledge, skills, motivation, and
efforts. A survey which is focus in teacher absenteeism, for instance, one in five teachers
absent from the class and civil servant get 12.5 percent (SMERU, 2008). All the cases
above associated with more responsibility, commitment, and self-learning behavior, and
the ethic obedience of teachers.
The low level of teacher education attainment in current profession is the impact
of prior recruitment conditions that require a high school degree and diploma degree to
enter the profession (reference?). It is the argued whether these qualifications enough for
teachers to own knowledge and skills to meet the need of students. It is contrast with
most top-performing countries such as Singapore just recruits the candidates who have
best academic performance and Finnish government makes their teacher to be trusted
and respected by having master degree (Tuovinen, 2008). The belief is argued by Rout
(2007) that teacher education can help a lot the system of learning. That is why the
upgrading of academic background to bachelor degree as minimum standard becomes a
great intention of Indonesian government. Through teacher certification policy, all
teachers are targeted hold bachelor or four-year degree in 2015.
What is more, the ministry of education should find out the solution of some
symptoms that indicate the low quality of Indonesian teachers. Formerly, Sudarminta
(2000) had exposed the weaknesses of some teachers in the class room such as; (i) lack
of mastery of the material being taught, (ii) mismatch between teachers' subject areas
studied and taught, (iii) lack of effective ways of teaching and authority in front of
students, (iv) low motivation and dedication to become a real educator, (v) lack of

emotional maturity, independence of thought, and attitude determination of being

educators, most teachers are still only serves as a teacher and not as an educator; (vi)
relatively low intellectual level of students entering teacher candidates LPTKs (Institute
of Personnel Procurement) compared to those entering the university. For the
shortcomings, Ingersoll (2007) suggested to the policy makers focus on two general
approaches; firstly, ensuring all subjects are taught by qualified teachers through
upgrading the teachers qualification and secondly, supplying the less subject-teacher by
recruiting new qualified teachers or doing resettlement from a surplus to a deficit one.
In addition, the policy makers might not realize that teachers are working in
complex and uncertain situation. So, teacher also has concerns toward the public and the
government to overcome the limitations within the profession in order to enhance the
quality. Teacher has lack of autonomy by the strict bureaucracy control, the limited time
and financial support to have professional development, a minimum reward to
appreciate teachers great work, the availability of facilities and supporting resources
such as technology and good learning environment to facilitate teaching, access teaching
sources, and related-information. An indication was reported by Ali (2000) where
teachers felt to be pressured by Ministry of National Education to cover and to transfer
the prescribed curriculum and content-subject. This is strengthened by UNESCOs
report (2006) that inadequate resources and facilities threatening the improvement
quality of education in Indonesia.
Furthermore, the weaknesses of supervising or evaluating get worse teachers
performance. Even though the teachers get supervising, they do not get any feedback as
a reflection for improvement. Schacter (2000) found that Indonesian public sector is
challenged by the weakness of evaluation culture and performance orientation.
Naturally, it makes sure whether as planned and teachers develop the knowledge, skills,
and try it at school. Undoubtedly, evaluation is one way to correct the policy and public
expenditure program (Guerrero, 1999) and regular evaluations can be a basis for
teachers to reflect the strengths and the weaknesses in their practices.

There are many situations discourage teachers to focus on their performance in

teaching, make them powerless, and also neglect their vision as educators (Bjork, 2005).
He observed that the evaluation of teachers just focus on managerial issues like how to
organize tests, flag raising ceremony commitment, attending meetings, and other
bureaucratic conditions but not evaluate teaching performance of teachers. It means the
improvement of teaching ability is neglected but they are required to follow the
instructions, commit to the regulation of government, and hunt curriculum target.
Solving the problem of such condition, the principal as a manager require redefining
school internal management. Mantja (2002) argued that teachers can gain the
requirements above if there is a good education management to build their human sense
and professionalism. In this case, teachers and principal must be proactive to recover and
develop individual talent, potency, and interest. In this case, the principal should care
and aware to teachers professionalism needs. It includes; (i) the involvement of teachers
based on their own personality, talent, and achievement to get promotion, (ii) the
simultaneous teachers development, (iii) the improvement of teachers professionalism
collaboratively between teachers and principal.
Teacher professionalism in developing countries include Indonesia is often
signed by the poor work environment at school which do not support a collaborative and
collegial atmosphere for the development and growth of professionalism (Hilferty, 2008;
Locke, 2001; Reeves, 2007; Rizvi and Elliot, 2007; Wood, 2007; Garret, 2010). Lack of
collaboration and mentoring culture among teachers to solve the current problems
become a warning at school. Conversely, good teaching practice can be reached by
encourage collaborative practice to discuss on research finding, sharing idea from
seminars, and collective work to find an effective strategy (Becker and Riel, 1999).
Glazer (1999) also asserted that collaboration between teacher inside and outside of the
school determines teaching and learning quality in the class. Collaborating will improve
teachers professionalism because they have different knowledge on strategy in
implementing design of teaching (Purba, 2005). Hence, teachers should ensure the
students success by collaborating with other teachers, parents, administrators, and

education professionals. These findings remind us to build working environment through

collaboration in order to enrich the strategy and quality of teaching and learning.
Individually, the number factors will hinder the improvements of teacher
professionalism. There are three points tribulations faced by teachers as Cheng May
Hung stated in Townsend and Bates, 2007) such as; (1) a heavy work loaded which
make the teachers less quality time to have preparation; (2) the policy and management
system at school that related to school principal support; (3) inadequate of school
resources. Likewise in Canada, a teacher is challenged by the existing time to integrate
the learning into their works (ATA News, Sept 13, 2011). Time problem is also
acknowledged by Wilms (2002) that in the service of students learning, teachers have no
much time to work collectively as professional. Most of the teachers just enjoy
themselves in their own classroom and doing a teaching as they know. As professional,
teachers should be able to manage and plan the time well based on the profession and
private needs. They need commitment to balance their own and their clients through
day-to-day activities.
Meanwhile, in South Sulawesi generally, there are many teachers are unqualified
because of the limited access and resources especially in the rural areas. They rarely get
formal training and update curriculum that hindered their knowledge and teaching skills
(Saluling, 2009). Until now, Teacher training becomes a challenge in supporting teacher
professionalism because the government has limitation to hold it (Tribun Timur News,
14/10/2012). The government tries to build the education quality by strengthening
training for teacher, but it has not found the level of commitment and investment in
professional development of teachers did not produce an improved performance
(Nielsen, 1996). Overall, the focus of training originates from a reflection and
evaluation, the theory and practice taught in training must be relevant to school needs
and emphasis more on method and practice of teaching.
Based on the writers observation and experience as teacher at junior high
school, although most of the teachers have additional income from certification and

other incentives from local and central government, hold a status as a professional
teacher, and more training, they still show unstable commitment and enthusiasm toward
their job. The local authority in education, the school supervisor and the principal need
to support them and to have reflection regularly in order to encourage their commitment,
expertise, and inspiration in teaching. Toh et al. (2006) and Watt & Richardson (2008)
believed that teachers commitment and motivation are very significant to behavior of
teacher.
Di edit sampai di sini
The complexity problems of teacher development in Indonesia encourage my
concern to study the teacher professionalism aspects and teacher professional
development in order to gain an alternative model for professional teachers
development. Section 1.3 below discusses how the teachers in Indonesia perceive their
professionalism to improve their knowledge, skills and practice through teacher
professional development. These issues are pointed out to clarify the Indonesia context
in order to facilitate the readers understanding underlying the two variables.

1.3 The Needs and Challenges of Teacher Professionalism and Professional

Development in Indonesia
In Indonesia, the concepts of teacher professionalism and professional
development in education have existed and become basic rationale in the policy. The
face of the concepts is explained contextually in the national education development to
represent the expected teachers.

1.3.1

Improving Teacher Professionalism to Adapt the Challenges

In Indonesia context, teacher professionalism based on the national policy related

to the ability of teachers in conducting their role and function and how they behave at

10

school and in society context. Indonesian teacher is characterized by excellent in

nationalism and fighting spirit, faith and devotion, the mastery of science and
technology, work ethic and discipline, cooperation and learning in various disciplines,
insight into the future, career certainty, and inner and outer well-being. By having these
characteristics, The Law of Teachers and Lecturers No. 14 Year 2005 mandates teachers
as professional educators with the primary task of educating, teaching, guiding,
directing, train, assess, and evaluate students on early childhood education, formal
education, primary education, and secondary education.
In carrying out professionalism duties, teacher profession as the work or
activities carried out by someone and be a source of income for life oblige to meet
certain quality standards or norms and require professional education. Teachers must be
own live, and control knowledge, skills, and behaviors as a set of competence. They
require to have academic qualification of a bachelor or four-years diploma level of
academic education to be possessed by the teachers in accordance with the type, level,
and formal education units in where the assignment. Certification is also obligated as the
process of granting certificates to teachers and teacher educators according to the
Teachers Law. Educator certificate is evidence of formal recognition given to teachers
and teachers as professionals by the state.
Research and Education Development of Education Department relates the
professionalism of teachers to the ability of teachers knowledge, attitudes and skills in
educating and teaching therein including the ability to understand students. The
department suggests that to increase professionalism, teachers should engage in
activities that include: education, teaching and learning process and professional
development. According to experts, professionalism is emphasizing the mastery of
knowledge management capabilities and its strategy or its implementation. Maister
(1997) suggests that professionalism is not just knowledge of technology and
management, but more of an attitude. Professional is more than a technician not only has
high skills but own a behavior that required. Supriadi (1998: 101) explains that to be
professional a teacher is required to have five things: (1) teachers are committed to
students and their learning, (2) teachers in depth mastering the material / subjects that
they teach and how to teach to students, (3) teachers are responsible to monitor student

11

learning outcomes through various means of evaluation, (4) Teachers are able to think
systematically about what he does and learn from experience, (5) the teacher should be a
part of the learning community within the profession.
Referring to the Indonesias Law of Teacher and Lecturers (2005) teacher
profession is carried out for the people who have talents, interests, vocation, and
idealism; committed to improving the quality of education, faith, piety, and noble
character; academic qualifications and educational background in accordance with its
assignment; necessary competence in accordance with its duties; responsibility for the
professionalism of the performance of duties; income determined in accordance with job
performance; opportunity to develop in a sustainable manner with the professionalism of
lifelong learning; guarantee of legal protection in carrying out the duties
professionalism; and professional organization that authorize to regulate matters relating
to the task of teacher professionalism.
Furthermore, the empowerment of the teaching profession or professional
empowerment through the development of self-organized faculty conducted in a
democratic, equitable, non-discriminatory, and continuing to uphold human rights,
religious values, cultural values, pluralistic nation, and the code of ethics. In carrying out
professionalism tasks, the teacher must learn to plan, implement a quality learning
process, and assess and evaluate learning outcomes; improve and develop the academic
qualifications and competence on an ongoing basis in line with developments in science,
technology and art; act objectively and do not discriminate on the basis of considerations
of sex, religion, ethnicity, race, and certain physical conditions, or family background,
and socioeconomic status of students in learning; uphold the laws and regulations, laws
and codes of ethics of teachers, and religious values and ethics, and maintain and foster
national unity.
The profession of teacher also has some rights in carrying out their
professionalism as a responsibility to the profession, government, and public. In this
case, teachers will be facilitated as public servicers to have maximum income and good
social welfare;

get promotions and awards in

accordance with

the

duties and job

performance; obtain protection in carrying out the duties and rights of intellectual

12

property;

the

opportunity to improve competence;

learning infrastructure to support

the

smooth

obtain

professionalism

and

utilize the

of the

task;

have freedom in their assessments and have a graduation, awards, and / or sanctions to
students in accordance with rules of education, teachers code of ethic, legislation, and
regulation, gain a sense of security and safety assurance in performing the tasks, have
the freedom to associate in professional organizations; have the opportunity to play a
role in determining educational policy, the opportunity to develop and improve
the academic qualifications

and competence,

and

training

and professional

development in the field.

Professionalism as a support of teacher fluency in performing their duties,
greatly influenced by the development and policy employed. Today, Indonesian teachers
are challenged to adapt the revolution of technology information in improving their
professionalism. The development of information technology will change the pattern of
teacher-pupil relationship, models of learning, and the educational system as a whole.
ICT should be used in education to achieve the goal rather than as a barrier. The role of
the teacher will not be the only source of learning because many learning resources and
sources of information can facilitate a person to learn. Schools are no longer going to be
the only center of learning because learning activities are no longer limited by space and
time.
Next, Indonesian development paradigm has shifted from centralized to
decentralized paradigm since 2003. It aims to increase the participation of the people in
supporting the development and to train them in managing their own affairs. Learning
from past experiences where the government is more powerful that the marginalized
society in the development process. Decentralization implies that teachers should be
place as actors and beneficiaries of the process of finding a solution and achieve
development outcomes for themselves and their environment in a broader sense. Thus,
teachers should be able to improve the quality of self-reliance to overcome his problems,
both individually and collectively.

13

It has been clear how the teachers play their roles, function, and responsibility to
the profession. The current intention is how to maximize the effort of both government
and teachers to do improvement through public control and face the challenges locally
and globally. The next section 1.3.2 summarizes the policy of teacher professional
development and its aims to empower and upgrade teachers.

1.3.2

Professionalizing Teacher Professional Development

As mention above that in addition to the improving teachers qualification and

obligating certification, teachers need opportunity to involve in the professional

development in order to maintain and grow up their knowledge, skills, and practice.
There are many kinds of professional development have been made in Indonesia to
improve teacher professionalism such as, PKG (Pusat Kegiatan Guru or Center for
Teacher Activity), KKG (Kelompok Kerja Guru or Teachers Working Group), MGMP
(Musyawarah Guru Mata Pelajaran or Forum of Teacher-subject) and KKG Forum /
MGMP Forum that allow teachers to share their experiences in solving the problem they
face in teaching activities (Supriadi, 1998). The other forms of professional development
held for teachers are training and workshop with generally or specifically purposes. The
programs proposed in it will be melting the daily-faced problem in learning and teaching
and improve teachers innovation and creativity for the successful of the students.
Teacher-subject forum (MGMP) is the most familiar of professional development
among teachers in Indonesia because it covers the whole areas geographically from
urban to the rural. The empowerment of MGMP must be interpreted as a process that
continues to live, grow, and evolve over time. Empowerment through continuous and
sustained, MGMP expected to act as a reformer in the classroom reform, mediator in the
development and improvement of teacher competence, the agent "encouragement" in
classroom management innovation and school management, as well as collaborators of
the unit concerned and the relevant professional organizations. MGMP success in
empowering themselves will be strongly influenced by the work ethic of all trustees,

14

members, and teachers of similar subjects in building the spirit of togetherness and
brotherhood in a container that has a character and identity, the ability to build a network
with related units, as well as the ability to remain sterile from various temptation and
interests. Now, it is time MGMP be dynamic motion in intact and transformed itself into
a total frenzy education is increasingly complicated, complex, and challenging.
MGMP emphasis on how to develop professional skills of teachers through the
forum peers. During this forum colleague who has been there is a periodic MGMP
gathered with the aim of encouraging an increase in the quality of teaching and teacher
competence. However there are times when this board ran out of things to say because it
is awaiting information from the Trustees in this case the department of Education in
their respective areas. MGMP are focused on the development of teacher competence are
more operational and concrete.
For further professional development, Department of Education at provincial
level sometime invites some teachers from regencies to attend a training or workshop.
The focus can be general or specific. The general subject, for instance, the government
disseminates new policies in curriculum or approaches in teaching. While, the
specifically can be related the innovation in teaching or materials development per
subject-matter. Later, the participants will be the disseminator to their colleagues at
school to spread out the information until the rural areas. Unfortunately, the application
of training result-gained is hard to make it real because the limited school facilities and
resources.
The successful of teacher professional development is usually handicapped by
many factors. Even though District MGMP is organized in such a way by the
Government, there are some shortcomings, both from teachers themselves and from
other external factors. The problems come from the programs and activities which are
not in touch with the specific need in teaching and learning. The level of participation
and motivation of teachers to share and disseminate the experience is interrupted by

15

communication. Meanwhile, some districts face geographical problem to take part in the
programs.
Nowadays, the trend of teacher professional development which is focused by
the government is improving the academic qualification of all two or three yearsdiploma degree to bachelor degree. Even right now, the increased numbers of teacher
have master and doctoral degree as means to improve the quality of profession and
career opportunity. Except that the forms of education and training for teachers,
principal, school inspectors, and tutor must be in accordance with the need of the field.
Based on the background, section 1.4 will state the problem to be the scope of the
research in the areas of teacher professionalism and professional development.

1.4 Problem Statement

Professions as well as teachers need professional development as learning
opportunities to strengthen and improve the practice of their professionalism. Teacher
professionalism notion has close relationship with professional development (Evan,
2008; Hargreaves et al., 2001). It is supported by Guskeys (2002) identification that one
of the main components in improving education is high quality professional
development. The programs like formal education and training are not only enhancing
knowledge and professionalism but also become a tool in achieving recognition or social
status (Baharin Abu, 2000). Unfortunately, the views of teachers regarding teacher
professionalism and professional development including the affecting factors are known
little as Swan et al. (2010) found out. From the point of view, studying the needs of both
concepts in different context and setting become crucial.
There are six problems identified in developing teacher professionalism and
professional development in South Sulawesi, Indonesia as literatures referred. The first
problem is characters, behavior, attitude, and ethic as professionalism feature. Goodson
and Hargreaves (1996) define professionalism as quality and character of teachers
action in behaving as professional within personal and organizational. Based on my

16

private conversation with an island community that the school only open for at least
three months in a year. Nationally, the absenteeism of civil servant teachers in the class
is still 12.5 percent (SMERU, 2008) and the violence by teacher against student still
adorn the media. Another unethical attitude that scares the future of young generation 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 difference in students live and
influence school policy. These are signs of low commitment to the profession in
which Indonesian teachers should be fully aware that they are role models to behave and
act based on moral values and ethics as educators of the nation. The characters,
behavior and attitude of a professional become essential element to develop strong
meaning of professionalism (Wong and Wong, 1998; Hurst and Reding, 2000).
As the reflection of characters, behavior and attitude of a professional become
essential element to develop strong meaning of professionalism. Wong and Wong (1998)
defined behavior as the way of a person does his or her job. Numerous teachers
behaviors are associated with professionalism, for instance; preparedness where a
teacher should know subject matters and way to teach it before coming to the classroom.
The others example is appearance which means teachers dress in respectable manner and
respect colleagues, parents and students as well as treat everyone with dignity.
Meanwhile, Teachers attitude is everything. According to Hurst and Reding (2000), one
of essential component in teacher professionalism is the positive attitude. A teacher
needs to keep his/her positive attitude toward the students even though in bad day or
mood. Personal anger and any other negative feeling should be put aside to make focus
on the task. Consequently, a teacher is demanded to love and care for students as a
calling sense not just as a job. On the other side, teachers are easy to fall into the
negative matters if they think of the challenges. Every job and profession has joy and
sorrow but true professional should own assertiveness attitude to stay focus with their
positive energy. Teachers also have to try new things to avoid stagnant and never worry
to take risks as Wong (1998) stated that taking risk brings accomplishment. Then,

17

confidence attitude is needed to gain trust and to know their abilities and initiative
attitude is to achieve what they want without a command what to do.
The second problem is teachers competences which are put as main core of
professionalism. In Indonesia, teachers require to have good professional, pedagogic,
personal, and social competences, but many researches prove that their knowledge, skills
and instructional practices are still low (Sudarminta, 2000, Danim, 2010, Barber and
Mourshed, 2007, World Bank, 2010). One of the most concerning of the government is
the general competency in education attainment which shows under the standard
required by law. The mastery of knowledge subject-based, pedagogic knowledge, and
academic aptitude also under the average of score test. These findings are the most
influencing factors of teacher performance in teaching and facilitating the students in
learning. In the last July, 2012, the surprisingly test result of 1.006.211 certified teachers
on both professional and pedagogical competencies just gain the average score under 50
(Harian Kompas, 03/08/2012). It is a proof to have serious attention on Indonesian
teachers.
The third problem is in getting effective professional development, teachers as
front line executors at school and policy makers as regulators at education department
should examine the activities to understand and to support the professionalism of
teachers. Nielsen (1996) concludes in his finding that the government of Indonesia tries
to build the education quality by strengthening training for teacher, but the result shows
low level of commitment and investment in teacher professional development did not
produce an improved performance. There is a strong indication that the failure is caused
by the weakness of evaluation as Bjork (2005) observed that evaluation is mainly focus
on ceremonial and managerial issues not on the performance.
The fourth problem related to educational policy reform especially for teacher
professionalism and professional development. The policy related to management and
supporting factors in education systems. The appropriate supports help teachers to
accomplish their educational needs, to fulfill their educational demand and vocational

18

needs (Ifanti & Fotopoulopou, 2011). According to Day and Gu (2007) teachers need to
be managed well and to fulfill their vocational needs. The policy makers must take into
account of teachers voice and needs in order not only to change but also to support
teachers work effectively and to create sense of professionalism in workplace
environment such as collaborating with colleagues and continuing training and learning.
They face the increased pressure and accountability but no increased corresponding in
supports or resources to achieve higher standards. The policy has been continual but
teachers as agent of change get little supporting. They frequent become rhetorical target
of government.
The fifth problem is to minimize teachers constraints to improve their
professionalism and to organize the professional development as well. Ifanti and
Fotopoulopou (2011) reiterated that unsatisfactory working condition like; low salaries,
big classes, poor bureaucracy and school administration system affect the
professionalism negatively. Another one is the insufficient and the inconsistent funding
allocated to do as well as to participate in professional development. The Indonesian
Ministry of Education admits that they have limitation to hold teacher training in
supporting teacher professionalism (Tribun Timur News, 14/10/2012). They are also
facing systemic restrictions that make it difficult to join professional development, for
instance; limited time, distance, and lack of regular communication with fellow teachers.
The government needs to redefine effective professional development such as internal
workshop and training and mentoring among teachers.
The last problem, under a certain circumstances, we may consider the
demography factors in term of gender, age, length of experience, and educational
background because it can be the inspiration to lead the change in teachers life for the
next development. Naturally, all teachers should get the same chance to develop their
professionalism in broad kinds of professional learning without considering status,
juniority, and qualification. Operational standard of career development at school must
be clearly understood and applied fairly. The disparity in quality of teacher education
institutes also might lead a gap of alumni quality.

19

The conditions above depend on the readiness level of government to encounter

the fast changing and high demanding of workforces. Everything prepares instantly to
fulfill the needs without having quality control. As we know that all professions as well
as teacher has its own problems in giving satisfaction service to clients where they
framed special treatments to distinguish them from other professions (Hilton &
Southgate, 2007 and Whitty, 2008). The main issues are usually related to the provision
of quality services and provide satisfactory results. To achieve both of them, people
usually associate with the professionalism of personnel and how to build through teacher
professional development in order to become a professional.
Therefore, this study is conducted to examine teacher professionalism and the
professional development to enrich the lack of researches on it in Indonesia, particularly
in South Sulawesi. This study will investigate; (1) the characteristics of professional
teacher; (2) the level of teachers competences; (3) professional development activities;
(4) the factors supporting of professionalism and professional development; and (5)
teachers constraints on both fields. In addition, the study intends to develop a model in
promoting teacher professionalism and improving teacher professional development.

1.5 Research Objectives

This study aims to investigate teacher professionalism and teacher professional
development in South Sulawesi, Indonesia. At the same time, the questions proposed on
it will contribute to the improvement on how the teachers build their profession based on
teacher professionalism models. It is also possibly to identify the teachers constraints as
professionals that would influence teacher quality and teaching practice in Indonesia. At
last, they will have an agreement on their practice as Tichenor and Tichenor (2009)
conclude that teacher professionalism level may be raised for all educators by
diminishing the disagreement area on teacher professionalism. These objectives
formulate as follow:

20

1. To identify the practice of professional teachers characters among junior high

school teachers in South Sulawesi, Indonesia.
2. To examine the competences level of junior high school teachers in South
Sulawesi, Indonesia.
3. To identify the statistical significant difference between professional behavior of
teacher and the demography factors (gender, age, years of experience, and
educational background) in South Sulawesi, Indonesia.
4. To examine professional development activities such as self-learning, mentoring,
and in-service training among junior high school teachers in South Sulawesi,
Indonesia.
5. To identify the factors supporting teacher professionalism and teacher
professional development among junior high school teachers in South Sulawesi,
Indonesia.
6. To identify the constraints of promoting teacher professionalism and professional
development in South Sulawesi, Indonesia.

1.6 Research Questions and Hypotheses

Based on the facts and the objectives above, this study will present some
questions to investigate how the teachers perform the professionalism and its
significance to the demography factors, how to evaluate the programs of teacher
professional development, what factors can support it, and what problems hinder it to
overcome the constraints so the solution can be identified. The following research
questions are presented as follows:
1. How is the practice of professional teachers characters among junior high school
teachers?
2. What are the competence levels of junior high school teachers?
3. Is there statistical significant difference between the characters of professional
behavior of teacher and the demography factors (gender, age, years of
experience, and educational background)?

21

4. How do the professional development activities such as self-learning, mentoring,

and in-service training effective in promoting teacher professionalism?
5. What factors supporting of teacher professionalism and teacher professional
development?
6. What are the constraints in promoting teacher professionalism and professional
development?
The hypotheses for quantitative method in the research questions will measure
the statistical significant difference of teacher professionalism and the selected
demography factors, namely; gender, age, years of experience, and education
background. The following hypotheses will be tested to know the significant difference
with teacher professionalism:

Ho1: There is no statistical significant difference between the characters of

professional behavior of teacher according to selected demography factors
(gender, age, length of experience, and educational background).

1.7

Significance of the Study

This research carried out in the hope derived a benefit that can be used in both

the theoretical and the practical. The significance of the study, as follow:
1. This study gives feedbacks, that the existence of a necessary policy and regulatory
laws that could be used as a basis for implementation, which then required proper
coordination of implementing agencies to implement the policy that the policy has
been the result. However, compliance is also required, completion and
implementation of the policy.
2. The results of this research will be an evidence to agents relating to teacher
empowerment policy, the regional parliament, the District Education Office, Board
of Education, school committees, schools and teachers themselves.
3. For the regional parliament, this research could be used in relation to the role of
evaluation in planning regulations related to improving the quality of education and

22

budget planning, control the implementation of policies, especially the teacher

empowerment policy.
4. For local government, the existence of this research can be used as evidence of the
constraints and the impact of teacher empowerment policy, which can be used as
feedback to improve the implementation of policies in order to improve the quality
of education.
5. This study is also hoped to inspire many people to develop the teacher profession to
be professional and a model in society. Hence, the findings can be the input for the
local or national government in handling the issue of teacher development.

1.8

Theoretical Framework
Theoretical framework used for this study aims to explain the role of teacher

professionalism in building teachers to be professional. This framework uses a

combination of the dimensions of teacher professionalism proposed by Tichenor and
Tichenor (2005), Sockett (1993), and the design of teacher professional development by
Desimone (2009). This study is also correlated with the demography factors which could
affect the practice of the profession.

1.8.1

Teacher Professionalism
This study uses Sockett (1993) and Tichenor and Tichenor (2005) dimensions of

teacher professionalism to describe the quality practice of teachers toward their

profession.

Sockett (1993) classifies five main aspects of teacher professionalism

(p.10): (i) character; (ii) commitment to change and continuous improvement; (iii)
subject knowledge; (iv) pedagogical knowledge; and (v) obligation of working
relationship beyond the classroom, but Tichenor and Tichenor (2005) unified subject
knowledge and pedagogical knowledge. These dimensions will be used as the theoretical

23

framework because it insists moral and manner foundation for teachers. All criteria refer
to definition of professional or effective teachers and can be fostered among them.
The dimensions of the theory firstly emphasize on characters that can contribute to
professionalism in and out of schools. They identify the characters as caring, nurturing,
being friendly, flexible, confidence, well-organized, and a model. In addition, they are also
conscientious, dedicated, creative, and goal-oriented. This context is in line with attitude
and behavior toward the profession (Boyt, et al, 2001 and Kramer, 2003). The second
category is Commitment to Change and Continuous Improvement. The teacher exhibits
behavior constantly looking for ways to improve their practice in fulfilling the students
needs. They do not only do reflection and evaluation to advance their teaching, but also
change their life and become lifelong learners, involve in the professional development
activities, and understand the trends in education.
The next, teachers are required to have competences on subject matter and
pedagogical knowledge. The two aspects must be balanced because they support each
others. Knowing the content in depth philosophically, theoretically, and practically,
teacher should be able to plan the lesson, uses suitable strategy, applies learning theories,
and know how to assess learning. It suggests that professional teachers are distinguished
by superior knowledge competence in their role as educators and should be rewarded for
this attribute. The final dimension involves the responsible inside and outside the
classroom to collaborate with colleagues, administration, parents and other community
elements. Professional teachers are actively participating in redefining and changing
policies and rules to have better impact at school. The other forms of collaboration
beyond the classroom can be; role model for other colleagues, peer mentoring, and
participate in professional organization.

1.8.2

Teacher Professional Development

24

The definitions of Teacher Professional Development are varying

according to educational traditions and contexts. Desimone (2009) defined
professional development as any activity to improve paid staffs members roles for the
present and future in school districts. Effective professional development becomes a main
vehicle to bring a needed change at school. She presents a model of professional
development program which is expected to affect change in teacher
knowledge and skills, attitude, and belief to achieve students learning
improvement (see figure 1). But in the process of transferring the
knowledge and skills to get these changes, we have to consider
teachers as adult learners. It means teacher professional development
present what participants need to know, self-directed, generated from
past experience, ready to learn, problem-centered, and internally
motivated.

Figure 1. Professional Development Model by Desimone (2009)

Core Features of
PD:
Content focus
Active learning
Coherence
Duration
Collective
participation

Increase
teacher
knowledge
and skills;
change in
attitude and
beliefs

Change in
instruction

Improved
student
learning

Context such as teacher and students characteristics, curriculum, school leadership,

policy, and environment

The first of five core features of professional development is content focus. This element
stresses the activities on subject matter to build teacher knowledge, to develop meaningful
sense and creativity in transferring knowledge. If teachers have in-depth understanding on
what is being taught, they will be better in sharing with their students. The second

25

element is active learning where the teachers should promote and inspire active learning
in professional development activities. It involves the strategy of getting information
through the act of listening, learning and synthesizing. Active learning is supported by
five strategies, such as observing each other, learning by reflection to know the right and
the wrong thing, discussing, reviewing, and initiating among teachers, researchers, and
trainer.
Coherence is the third feature of Desimones (2009) model. It means that school
administrator needs to understand the state professional development policy to be
translated by the schools in arranging new plans. The translation must be share with
teachers then entail it into professional development plan to meet the standard of the state
policy. Later on, teachers can make a connection between the reform and innovation for
their instruction to produce desired result. Then, Duration or time is critical factor to be
considered in professional development. The schedule has to allow teachers to plan,
evaluate, and refine the activities. The time spent is logical to give understanding the
content until the teachers can teach it to another teacher. The fifth feature of professional
development is collective participation, in this feature, professional development
organizers and teachers as participants must collaborate in planning and selecting the
contents and agree of what is needed for reform. Everybody involves actively, learn, and
discuss the model collectively and collaboratively.

Teacher competency and

Professionalism (Sockett, 1993;
Tichenor and Tichenor, 2005):
Character, behavior and attitude
(Boyt, et al. (2001) and
Kramer, (2003)
Commitment to change and
continuous improvement
Subject knowledge
Pedagogical knowledge
Beyond the classroom

Features of Teacher
Professional Development
(Desimone, 2009):
Focus content
Active learning
Coherence
Duration
Collective participation

Professional Teacher

26

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

1.9

The Study Conceptual Framework

In investigating teacher professionalism in developing teachers as professional by

empowering professional development, several key concepts are elaborated in figure 3.

Teacher professional development model by Desimone (2009) is expected bringing a
change to teachers practice, knowledge, skills, and attitude. She believes that effective
professional development must consider five core features; focus content, active learning,
coherence, duration, and collective participation.

The framework also involves the

demography factors which are focused on gender, age, years of experience, and education
background. These elements are considered to see the significant toward professionalism
among teachers in South Sulawesi.
Additionally, the conceptual framework of the study included Tichenor and
Tichenor (2005) and Sockett (1993) dimensions of teacher professionalism. They posited
five dimensions comprising; personal characters, commitment to change and continuous
improvement, subject knowledge, pedagogical knowledge, and beyond the classroom.
However, the dimensions in particular are not categorized rigidly based on Tichenors and
Sockett framework. Instead, unification and addition from five to six dimensions are
made to reflect information we need. This flexibility is incorporated to have better
reflection the particular context and setting of teachers in South Sulawesi, Indonesia. The
sub-areas under the six dimensions are further enriched to include the related-aspects.
The conceptual framework of the study comprised six dimensions of some the
concepts or theories. (i) characters: caring and nurturing, friendly, patient, wellorganized, flexible, confident, a role-model, conscientious, creative, dedicated, goal-

27

oriented, on time, enthusiastic, and risk-takers a. Behavior, ethic, and attitude include
independent, obey the ethical conduct of profession, and collaborative; (ii) Pedagogical
and Subject knowledge competences: classroom management, learning strategies and
deep content-subject; (iii) Learning activities and improvement: reflective and actively
involved in the professional development activities ; (iv) Supporting factors in
management and resources: reward, career development, education and training, and
learning resources; and (v) professionalism constraints: bureaucracy, workplace
environment, financial and time.
Based on the analyzing the practice of dimensions and sub-areas, it might give
alternative to have professional teacher development in figure 3 below:

DEMOGRAPHY
FACTORS:
- Gender
- Age
- Length of
experience
- Education
background

DIMENSIONS OF TEACHER
PROFESSIONALISM:

Characters (behavior,
ethic, and attitude)
Competences on
Pedagogical and subject
knowledge competences
Learning activities and
improvement
Supporting factors in
management and
resources
Professionalism
constraints

Professional and Competent Teachers

CRITERIA FOR
TEACHER
PROFESSIONAL
DEVELOPMENT:

Focus content
Active learning
Coherence
Duration
Collective
participation

28

Figure 3: Conceptual framework of the study in investigating teacher professionalism and

professional development among Junior high School teachers

1.10 Limitation of Study

This study has several limitations. The aspects of teacher professionalism in this
study is only limited to behavior characters, competences of subject knowledge and
pedagogic, supporting factors, and constraints as professional and competent teachers.
Mean while, in professional development aspect, it is limited to examine the
effectiveness of the activities such as self-learning, mentoring, and in-service training by
using five criteria (content focus, active learning, duration, coherence, and collective
participation.
Findings of this study also depend on the honesty of respondents to respond the
questionnaires and information quality obtained from the interview. Honesty and
sincerity of the respondents will avoid inaccuracy data to be analyzed. However, the
researcher does not have authority to force the respondents to provide answer as
expected.

1.11 Terms of Conceptual and Operational Definitions

Some definitions for terms related to conceptual and operational used in this study
are described briefly.

1.11.1 Teacher

29

Teacher is a person employed by a school district in a professional capacity to

instruct students. In this study, teacher is someone who teaches at state junior high
school level and has been certified.

1.11.2 Professionalism
Professionalism defines as the conduct, demeanour and standards which guide
the work of professionals (Evetts 2009, Hargreaves 2000). It can also describe as the
quality of practice, manner of conduct in occupation, the way to integrate obligation,
skills and knowledge into collegiality context through ethical relation with clients
(Hoyle, 1980). Meanwhile, Sockett (1993) illustrates as the manner of conduct within
an occupation, how the members integrate their obligations with their knowledge and
skill in a context of collegiality, and their contractual and ethical relations with clients.
The concept of professionalism in this study refers to practice of professional
teachers characteristics (behavior, ethic, and attitude) toward the profession as teacher.
A teacher also should master his/her subject-matter in-depth and pedagogical skills well.
The term also related to the awareness of supporting factors and constraints along the
career as professional.

1.11.3 Professional Development

Desimone (2009) defined professional development as any activity to improve
paid staffs members roles for the present and future in school districts. Professional
development can also be seen as a process of professional growth (Keiny, 1994).
Meanwhile, professional development in this study related to the activities such as
self-learning, mentoring, and in-service training in and out of school.

30

1.12 Conclusion
Chapter one has introduced the conceptual contexts of the study and provided
introductory information on current situations related to the research project, including
its impetus. The chapter primarily addressed how the professionalism and professional
development of teacher in the effort to build the quality of education in Indonesia. In
fact, the teachers still face some problems in performing their behavior and attitude as
the ethic in conducting the profession. It is also describes the competences attainment on
subject knowledge and pedagogical skills. The numbers of challenges around the
profession are slow down the development of teacher in up grading their status to be
truly professional.
This part also reviews the needs and the challenges of teachers to pursue their
career and to maintain and to enhance through professional development. Some aspects
are needed to achieve quality of professional teacher and education development, for
example, implementing Indonesias Law of Teacher and Lecturer Year 2005 and other
policy in developing teachers. It is also in line with professional development programs
to minimize their problems in the classroom.

31

CHAPTER 2

LITERATURE REVIEW

The main points of the literature review are related to the themes of teacher
professionalism and teacher professional development. Professionalism aspects
comprises the meanings or definitions, main characteristics in term of mastery broad
knowledge, ethical conduct, collaborate, independent to develop the professionalism, and
the role in the society. The next, the review goes on to the professional development to

32

present professional learning needs, types, guidelines and comparing with professional
development in Indonesia.

2.1 Definition of Professionalism

Professionalism concept is firstly defined from many points of view and then
analyzed the definition in term of teaching profession. In the literature of sociology,
education, and ideology, the concept of professionalism in teaching is generally
discussed to improve the quality practice of teachers. Then, the core ideas of
professionalism approaches are reflected as the primary bases in brief. In this case, there
are many perspectives and arguments to be presented to cover the development of
teachers professionalism notion in order to embrace the human life progress. The
competition of all work conditions force each job field to attain and improve standards
as a benchmarking of the profession.
Professionalism defines as the conduct, demeanour and standards which guide
the work of professionals (Evetts 2009, Hargreaves 2000). It can also describe as the
quality of practice, manner of conduct in occupation, the way to integrate obligation,
skills and knowledge into collegiality context through ethical relation with clients
(Hoyle, 1980). Meanwhile, Sockett (1993) illustrates as the manner of conduct within
an occupation, how the members integrate their obligations with their knowledge and
skill in a context of collegiality, and their contractual and ethical relations with clients.
Verloop (2001) states that teacher professionalism relates to teachers work
quality with a multiple roles and supports of professional knowledge, professional
development, school culture. This study uses the dimensions of teacher professionalism
to analyze the quality practice of teachers toward their profession. Tichenor and
Tichenor (2005) classify five main aspects of teacher professionalism (p.10): (i)
character; (ii) commitment to change and continuous improvement; (iii) subject
knowledge; (iv) pedagogical knowledge; and (v) obligation of working relationship
beyond the classroom. While, Engvall (1997) involves an expertise on a body of

33

knowledge and skills, ethic or standards of professional practice, and keep up the
autonomy of profession. Downie (1990) also had compared and compiled from any
different literatures and found six ideal characteristics of profession:
1.
2.
3.
4.
5.
6.

Broad knowledge to proceed skills and expertise;

Authorized and legitimated service to the client;
Criticize on public policy and justice
Independent from state interference.
Educated as different from a narrow sense of trained.
Legitimate morally and legitimate legally.

Sachs (2003) tries to put the notion of teacher professionalism into a broader
context by linking the teachers work with social and civic responsibility. She
summarizes the characteristic of teacher professionalism as a transformative or an
activist in teaching profession as follows:
1. Inclusive in its membership
2. Working to a public ethical code of practice
3. Collaborative and collegial
4. Activist in its orientation
5. Flexible and progressive
6. Responsive to change
7. Self-regulating
8. Policy-active
9. Enquiry-oriented
10. Knowledge building
All the dimensions discussed above can actually be identified in a recent survey
of literature by Benade (2009) that there are a variety of models of teacher
professionalism that inform any consideration of the concept, namely: (i) the altruistic,
self-regulated academic specialist acting as autonomous moral agent; (ii) the superior
practitioner working in an autonomous environment; (iii) the reflective and effective
classroom practitioner; (iv) teachers as self-empowering critical activists; (v) the teacher
as gatekeeper of cultural capital; and the task-focused expert motivated by concern for
students and school; and (vi) the teacher as de-professionalized contract worker.
Meanwhile, the government of Indonesia based on the Law Act no. 14 Year 2005 of
teachers and lecturers determine that a professional teacher should mastery four
competencies namely professional, pedagogic, social, and personal competency.

34

In term of education, professionalism usually related to the attitude and

behaviour of teachers toward their profession. Furlong (2000) defined teacher
professionalism as the capacity to use knowledge to perform work. Beck and Murphy
(as cited in Rizvi, 2003) also describe it as a complex construct, one that includes
numerous components, such as commitment, satisfaction, and efficacy (Rizvi, 2003).
Verloop (2001) states that teacher professionalism relate to teachers work quality with a
multiple roles and supports of professional knowledge, professional development, school
culture. Benninga (2003) relates the teacher professionalism to moral which essential for
individual development in education such as moral sensitivity, moral judgement, moral
motivation, and moral character.
Because of the difference way in interpreting the professionalism term, various
definitions with different purpose arise in this area. Some practitioners tried to define as
Evans (2008) states that professionalism is work practice which consistent to the
common definition of a certain profession or occupation and show the reflection of
profession purpose, status, nature, range, and levels of service presented in, the expertise
built-in, and code of ethic in the occupation. Professionalism is related to the service
quality improvement rather than the enhancement of status (Hoyle, 2001). Boyt, Lusch,
and Naylor (2001) also explain the professionalism concept as a multi-dimensional
structure comprising of attitudes and behaviors towards their profession in getting of
high level standards achievement. By synthesizing the definitions up to now, it is
possible to interpret professionalism as a complex structure of behaviors and attitudes to
achieve the highest standards performance and the service quality improvement.

2.2 Characteristics of teacher professionalism

In Indonesia, teachers is a must be trusted (digugu) and should be imitated
(ditiru) by all his students. The term digugu means everything conveyed by it always
trusted and believed as truth by all students. Any science that comes from the teacher
serves as a truth that does not need to be proved or examined again. A teacher must also

35

be replicated (ditiru), it means that a teacher be a role model for all students, ranging
from ways of thinking, way of speaking, and how to behave in everyday life. As
someone who must be trusted and imitated, in itself a teacher has a dominant role for
exceptional students.
Related to the professionalism, teachers must be ready to adapt themselves into
the changing practice of education based on pace and time. As Shaeffer (1990) confirms
that the process of change is not easy in education, because it needs more innovation and
reform. Change can be assumed as a continuous because of curricular context, method
and structure to social change. The failure and the resistance of change can be found at
the level of policy making and implementation (Pardo Del Pal et. al, 2010) and it is
difficult to anticipate (Lorenzo, 2000) so, the change have to put into consideration. To
prevent the resistance and to build teachers self-esteem, the government should
socialized by giving comprehensive understanding to avoid misperception on changing.
According to Krishnaveni ve Anitha (2007) an organization can have best
practice professionally if it has Standards as procedures to create systems, policies, and
to make sure high quality job operate in it. For teachers, improving their standard and
qualifications become a current issue to grow up in line with others group of professions
and organizations. This phenomenon makes the concept of professionalism is regarded
as main element to achieve the effectiveness of work life. Therefore, this concept is still
debating by many scholars and being controversial in all groups of occupation for a long
time especially in sociological view.
The literatures show that there are five criteria of professionalism in general can
be cited. These criteria include: (a) characters, (b) broad knowledge, (c) code of ethic,
(d) collaboration and, (e) autonomy to show independence of judgment for effective
practice.

2.2.1 Characters

36

According to Hill in Wanda Chrisiana (2005) states character determines

someones private thoughts and someones action done. Good character is the inward
motivation to do what is right, according to the highest standards of behavior in every
situation. Literature reviewed shows a lot of characters required to be a good teacher.
The characters can be described as personality which implement in the daily behavior.
The result of exploring many sources can be identified 12 as main components of
personality,

include: (1) passion about children and teaching, (2) risk taking, (3)

perseverance, (4) pragmatism, (5) respect, (6) flexibility, (7) patience, (8) creativity, (9)
authenticity, (10) sense of humor, (11) high energy, and (12) love of learning.
1. Passion. Passion is very important to ignite what we are going to do. This sense can
sustain and motivate teachers to do difference things in the class. Not only the teachers
enjoy in transmitting the knowledge but the students also instill a passion in learning.
2. Risk-taking. This characteristic relates to the willingness of a teacher to break down the
status quo to achieve better goals for students. This is a part of changing something to
get to the brilliant. The teachers do experiment, explore, and create new methods or
approaches in their classroom even though the other will look at it with skepticism.
3. Perseverance. This term can refer to dedication or tenacity which describes the
willingness to fulfill the students needs or to pursue education issues. When the teachers
are doing positive attempts and having encouraged, the students will learn more
diligently.
4. Pragmatism. This point translates as a willing to compromise in any situation. They
know the right time to act and when to use their resources in helping the students.
Teachers still do their best to make progress even in a difficult position.
5. Patience. Effective teacher requires patience. A teacher must be courage and confidence
to get the students progress. Sometimes, we are challenged by students behavior or
their slow to learn in the class that raise for exasperation, frustration, and anger. The
students need reminder after reminder and more opportunities or chances to try.
6. Respect. This is strongly believed that creating environment naturally is basic of being a
good teacher. The diversity of students in background of family, ethnic, and social status
must be appreciated. A teacher obliges to respect and to maintain the belief that all
human are the same.

37

7. Flexibility. Sometime, teachers face drastic and sudden challenges such as no operating
budget or no classroom aide for teaching. In this case, the teacher must be able to find
any alternatives and to do what the teacher has to do for students.
8. Creativity. One characteristic cited in the literature is creativity. Creative teacher helps
students to learn when the physical environment is less ideal or the resources are limited.
Creativity is important when teaching students from different background and learning
style. Most of all, it takes myriad of techniques that can employ to make learning fun,
for example; games, problem solving, song, etc.
9. Authenticity. It can also be addressed to self-awareness of teachers by knowing who
they are and what they stand for. Being authentic gives teacher integrity and conviction
where students can judge if a teacher is authentic or not.
10. Sense of humor. It can help teacher to alleviate the nervousness among students. Humor
gives good time learning and enhances a lot progress because the students are not afraid
to make a mistake. Learning with fun taking away the tension and help teacher to
maintain an excellent pace in the class.
11. High energy. The energy makes teachers wake up every day and work for students and
family. A teacher who displays high energy will value the students enthusiasm.
12. Love of learning. Teachers who are lifelong learner inspire the students that learning is
vital in our life. Because learning and teaching is dynamic process, teachers should
involve actively in seeking out recent knowledge on teaching.
The explaining characters above show the quality of teacher themselves. It can
make a difference in students live but with all the qualities, no wonder it is hard to find
great teachers. There are a lot of small and big things of teachers attitude and behavior
to be considered in treating our students in the class.

2.2.2

Teacher Competences
The question of what the teachers should know, be like, and able to do are very

familiar in our mind. The common responds suggest knowing pedagogical and content

38

knowledge in depth, be committed to learn continuously, and be able to engage the

students in their learning. All respondents in Matulic-Kellers (2011) research agree the
importance of having equal balanced of content areas mastery and pedagogical skills. It
means beyond these competences, teachers not only able to teach content but also teach
students.
A school can only be improved if its personnel are armed with the knowledge,
skills and get supports they need. Everything depends on what knowledge of teachers
teach, how the skills and commitments they apply to produce more powerful learning for
students (Feiman-Nemser, 2001). The knowledge for teachers is mainly categorized into
two parts; subject-content and pedagogical knowledge. It does not mean that the others
discipline of knowledge ignored. Katane et al. (2006) define competencies as a set of
necessary future of knowledge, skills, and experience to be implemented in the activities. It
is described as the capability to perform a specific task or activity to decide the attainment
standards (Naumescu, 2008).
Effective teacher is one who is self-reflective, has a wide knowledge base (content,
strategies, and students) and uses strategies to improve student learning. Based on The
North Carolina Teaching Standards (2009) about the role of pedagogical and subject
knowledge in teaching practice where teachers apply of what and how can be done to
improve students learning. Blandford (2000) identified the actions, behaviors or outcomes
where a person should be able to demonstrate the ability to do his/her tasks or activities
based on the standards required in employment. In supporting this description, literature
exposes the effective teacher who has the professional competence as follows: (i)
Knowledge and understanding include knowledge of children and their learning, subject
knowledge, knowledge of the curriculum, and knowledge of the teachers role. (ii) Skills
comprise subject application, classroom methodology, class management, and assessment
and recording (Pitout et al., 1993 and Moore, 2004).

2.2.2.1 Mastering Subject-Knowledge for Teaching

39

All teachers are being aware that they have to master and comprehend their
teaching subject and responsible to help student learn it. Researchers have identified
three points of subject-content knowledge for teaching: a) knowledge of given field
contains central facts, concepts, theories, and procedures; b) knowledge gives
explanation on frameworks that organize and connect ideas; c) knowledge consists of
evidence and proof of the rules (Shulman, 1986). It frames the purposes for studying
certain content and being familiar with some well-structured curriculum materials. It
means understanding how main concepts and processes bridging across fields and how
they bring to everyday life. The ability to connect subject-matter with various disciplines
can help the students learn in meaningful and translate into the human daily life.

2.2.2.2 Mastering Pedagogical Knowledge in Teaching

Pedagogic competence is the ability to manage learning, includes the concept of
teaching readiness shown by the predominance knowledge and skills to teach. This
competency must be achieved by each teacher to succeed in learning and teaching
process. According to Government Regulation of Indonesia No. 74 of 2008, Article 3,
paragraph (4) that the pedagogic competence is the ability of teachers in the
management of student learning that at least include: a) understanding or insight into
educational foundation, b) understanding of learners; c) developing curriculum or
syllabus; d) learning design, e) implementation of educational learning and dialogic; f)
the use of learning technologies; g) evaluation of learning outcomes, and h) development
of a variety of learners to actualize its potential.
Mastering a broad knowledge promote teachers status in the public context. For
example, Indonesian teachers still shine authority since 1960. According to Manurung
(2008), in this era, Pupils still admired teacher, respect, and putting teachers in a high
degree. Pupils compete in order to help teachers get merit. A teacher made of hangers to
ask, both subject matter, family, even the rice problem. Thus, the teacher is still
considered to be the expert, more science, and wise. Eyes of the students and the

40

community, teachers have higher degree than parents even community leaders. Able to
communicate and interact with the teacher is an honor. Thus, in the 1960 literature,
teachers are very positive image.
The position of teachers is very high, thus every teacher should improve
performance and professionalism. Teachers who are not competent would be difficult to
create conducive environment in the classroom. Incompetent teachers will go down in
rank. Expression unsung heroes will evaporate from the minds of students if the teacher
does not have sufficient knowledge. Teachers are claimed to proactively improve the
knowledge and competence to be appreciated by students. Smart and intelligent teachers
are able to make students impressed and the students will return adore and idolize
teachers. But what happened in the last decades, teaching profession is considered one
eye, trivial, even marginalized. Teachers who have been given the obligation to teach 24
hours or even 36 hours a week, just rewarded with minimum wage per month but luckily
certification program raised their welfare since 2006.

2.2.3

The Ethic of Professionalism

Human being could not be separated from moral aspect in interacting with other

people. This is a consequence of its identity as social creatures are created to lead and
manage this universe globally. Morality affects our live and development to solve
problems or crisis toward job as actors. In line with teachers life, they are responsible to
the public in organizing their occupation in education (Hargreaves, 1994). Autonomy
perspective contains three aspects or dimension for teachers namely; obligation of
moral, community agreement or consensus, and professional competence. It is argued by
Tom (1984) and Campbell (2004) that if the consciousness on moral to the work is
obeyed by educators and do not realized the consequences of moral, all aspects
regarding to intellectual aspects, formal curriculum and hidden ones will affect the
quality of work. So the first thing to be grown up is moral view (see Tom, 1984; Soder,
1990).

41

The number of behaviors is related to professionalism such as appearance,

punctuality, and preparedness. A teacher should look like teacher he/she is expected to be in
fashion in a respectable manner and encourage to show formality than casualty. Another
critical behavior is avoiding tardiness to be at school setting because students could not be
left unsupervised. Come on time is a fixed price for teachers as professionals. Similarly,
teachers need to prepare their lesson well as Hurst and Reding (2000) emphasized Teacher
needs to be prepared every time they enter the classroom. Meanwhile, professional attitude
cannot let teachers personal live. A teacher needs to keep up their positive attitude such as
caring for students, taking risk for a new thing, confidence, having initiatives to achieve
professional goals, and commit to be life-long learners (Kramer, 2003).
Additionally, a teacher has responsibility to be there to serve the clients. So, he or
she holds on altruism service which means practicing unselfish concern for and devotion
to the welfare of others. It means identifying with and being concerned about peoples
feelings and needs. It provides the emotional root for caring about other people and
allows us to be understanding and tolerant of different points of views and beliefs
(Sanborn, 2008). Teachers must have a fundamental social function to serve and to fulfill
the students needs over their own interests.
Teachers Professionalism Model proposes reflective techniques as the main
principle of experimental Professional Ethics Course for teachers. The model comprises
three deeply linked components but in settling and using for teachers assessment criteria
they can be work independently. The first component is the technical part of
professionalism and the second is the code of ethical in term of moral component. The
third component combines the link between these two structures which is built by the
reflective capability. Therefore, the technical practice and moral components in
educational practice should become the aims of the pre-service training to create
professional educators. The people always enchained by dilemmas all the time except in
routine situations and automatisms. For a better result, the objectives are formulated

42

based on the development of reflection and capabilities in making decision, ability to

analyze argumentations, conflict-solving and competences in self-educating.

2.2.4

Collaborative and Collegiality

Little (1993) define collaborative as continual process of sharing technical

language and knowledge base through reflective inquiry and exchange of ideas while,
collegiality comprises privacy and personal control which are in logical inverse. Further,
Collaborative in team determine ongoing professional development activities based on
the data gathered assessment. The decision addresses to the need-based areas to make
them participate in professional development opportunity.
School community acquires work culture support and safe workplace to intense
interaction among them over the school goals. Today, teachers get a pressure to produce
standardize outcomes but they have little opportunity to collaborate with their own
colleagues, researchers, and trainer in education. Some aspects of school culture can be
marked with the existence of collaboration among teachers to develop the goals and
priorities of school; teachers learning opportunity to each other; and collective
responsibility. Teachers need adequate time to reflect on teaching in their content area
with other professionals (Johnson & Fargo, 2010; Wei, Darling-Hammond, & Adamson,
2010).
Collaboration among members of an organization is critical to enhance in reaching
the goals. The members must serve a support to each others as the base to promote
productivity, trust, and change beyond individual or group. McLaughlin & Talbert
(2001) and Perez et al. (2007) found that collaborative is effective in promoting
changing and lead inquiry and reflection that allow taking risk, solving problem in their
works (Lieberman & Wood, 2002). For teachers, there are some model of collaborative
in interact with their peers.

43

Within-School Teacher Interaction. This model is very frequent (1-3 times per week) for
teachers to interact in their own school or discussions about instructional method, lesson
project, subject-content areas, and ICT for teaching. Another way for them to interact by
having observation informally to their colleague or asking their own peer to observe
his/her teaching. According to Feiman-Nemser (2001), it is difficult to accomplish alone
the ongoing study and improvement of teaching. A teacher needs opportunities talking
and sharing with others about their teaching practice, analyzing their students work,
examining problems, and considering alternative explanations and actions.
Beyond-School Teacher Contact. Interaction with teachers from different school is
usually done by attending meeting or workshop to find any solution in their daily
practice in teaching. The regular meeting can be arranged based on the agreement of
committee or using electronic tools such as e-mail or electronic conference to explore
the phenomenon in the class as a self-development to engage actively. The interaction
beyond the class between the community leaders and educators can support and strength
students achievement.
Leadership. The involvement of teachers in any profession leadership activities,
for example, mentoring novice teachers, giving presentation in workshop, teaching
course at college level, publishing classroom action research subscribe to the leadership
points.
The models of collaboration are able to create a synergy to produce new ideas
which no one would claim as his/her own. There are some reasons why the teachers
require working collaborative among them; (i) the school must collaborate to articulate
its visions and missions, (ii) inquiry the practice to continue to learn and improve
professionalism; (iii) together with family and other community to tailor the school
efforts to meet the state standard. Unluckily, in the real work of teachers, they get little
assistance from other even they plan to work together because of insufficient time
allocated to cooperate.

44

Teachers also have a fundamental social function to serve and to fulfill the
students needs over their own interests, have personal knowledge and space to practice
their professional autonomy to perform an essential public function (Benade, 2009). As
we know that teachers are an integral part of the overall educational organization
subsystem. In order for an educational organization able to deal with change and
uncertainty that characterize modern life, it is necessary to develop the school as a
learning organization. Among the main characters learning organization is looking at
changes in the internal and external adjustment followed by efforts in order to maintain
its existence. Teachers also collaborate with district stakeholder to create peer review
programs; establish extra salary plans based on career level, assignment of teaching,
credentials, roles and responsibilities, and enlarge learning time; and expand teacher
decision-making structures for the career development, student learning, and professional
development.

2.2.5

Teacher Autonomy
Many authors mention that one main characteristic of professionalism is

autonomy. It aims to give independency to make decisions in organization. Forsyth and

Danisiewicz (1985) argue in debating about professionalism that autonomy in decision
making for professionals should be free from any pressures because their tasks are very
complex, exclusive, and crucial. In professionalizing teacher, Bull (1998) states that
professional autonomy become a main objective to interest the movement. Autonomy
component in teacher professionalism provide a space for individual decision making in
achieving the aims and effect to control the related-work situations. The practitioners
can use it as protection against the external pressures on teachers works and also to
strength the personal and professional sense (Friedman, 1999). Consequently, it can
control the organizational function (Johnson, 1992; Bull, 1998). The occupation status
need to respect by re-defining and re-conceptualizing the nature of professionalism (e.g.
Hoyle, 1975; Kennedy, 2007), improvement of service quality (e.g. Hoyle, 2001), to
achieve of the highest standards (e.g. Boyt, Lusch ve Naylor (2001), to have self-control

45

(e.g. Barber, 2001) and to obtain autonomy professionally (e.g.David, 2000; Johnson,
1992; Bull, 1998).
The autonomy of teachers has been discussing to acquire the meaning in order to
advocate on aspect to the others exclusion. Benson (2000) generalized it as teachers
freedom right from control to engage self-directed in teaching (Tort-Moloney, 1997) and
independency as learners (Smith, 2000 and Savage, 2000). Autonomy is the right to
manage their own without any control or control by others (Hj Noresah, 2007). While
the most explicit definition by Aoki (2000) suggests having capacity, freedom, and
responsibility to choose their own teaching.
It can be translated as Smith (2000) explained that autonomy means the capacity
to take charge of ones own learning, was seen as a natural product of the practice of
self-directed learning, or learning in which the objectives, progress and evaluation of
learning are determined by the learners themselves. Aoki (2000) concluded the
definition of teacher autonomy as the capacity, freedom, or responsibility to make choice
concerning his/her own teaching and take decision. Teacher-learner autonomy implied
the willingness of teachers to engage in and reflect on pedagogy practice and to prepare
possibly ways to address the constraints in their work field.
In many years, teacher profession had assigned with a great changes in
responsibility. The trend aspect of changing is a greater autonomy which enable teacher
to become more effective. The areas of the assigned autonomy involve curriculum
development (determine the content of compulsory and optional subjects); freedom to
choose their teaching method, textbooks, and planning school programs; and students
assessment (determine criteria of internal assessment, if student repeat or not for a year,
and content of test for qualification (Eurydice, 2008). The core is teachers may
contribute to school decision-making together with principal and school committee. This
concept regards to professional teachers who are able to concentrate, involve in a group
activity, control destructive and impulsive behavior, and work independently, and these
conditions affect on their learning and attainment (Duckworth et al., 2009).

46

Elements in autonomy does not require external elements in determining what to

do, trust is high on self-sufficiency, the adoption of high-level moral principles and
values in the act of use, adulations professional ethics and ideals, not easily feel
threatened, feel reciprocity of firm, professional rigor, tolerance in these differences,
strong emotion, willingness to accept feedback and criticism openly, actively involved in
the continuous process of reflection and self-determination leads to the values higher
(Bakhtiar, 1994).
Teachers' autonomy in conducting its activities closely related to internal
leadership in the school and external leadership, the leadership outside the school, such
as the District Education Office. A principal role is to support activities of the teacher
and the freedom to practice its duties in the classroom, including selecting an
appropriate learning model with the subjects being taught to teachers have latitude to be
creative and always carry out innovation in learning. Similarly, with the exterior, this is
supported by rules that give authority to the teacher to make creativity and innovation in
the practice of learning.
If they have the will to carry on, but their capacity is limit, it requires an increase
in capacity through several stages, and this is what is needed in empowerment, namely
by increasing the ability of teachers in imparting knowledge to students. The occurrence
of education, decentralization, and the enactment of Education Curriculum Unit (KTSP),
the teacher has the authority to plan a curriculum appropriate to the situation and
condition of the school, as well as its planning and implementation of learning by
adapting the school environment. This can make the teachers to be creative and
innovative in implementing learning.
However, in the era of the 2000s, the authority and image of teachers are fading.
Teachers even harassed, ridiculed, and a person who's avoided. Pupils do not put
teachers as partners who can work with. Pupils even put teachers in a negative place.
Teachers symbolized as being a scary and nasty. Bad perception of student on teacher

47

comes in the absence of authority attached to the teacher. Harassment students to

teachers are not just a figment. Further, teachers also need to change the image. Negative
image, rigid, even gruesome in figure teachers should be eliminated. How to treat
students as subjects not objects. By treating pupils as partners who should be invited to
cooperate in the teaching-learning process. Integrity, policies, and must have the wisdom
of teachers. Wreaking emotionality in the classroom is not an effective.

2.2.6

Self-Regulated and Reflective

Self-regulated is an effective way to be successful in accomplishing academic

work. It is also to understand the teachers learning process through collaborative

professional development. Zimmerman and Schunk (2001) assented that self-regulated
learning describe the strategy of individual teacher to achieve authentic goals and adapt
within the environment. There are two simultaneous level of teachers self regulated;
firstly, self-regulating learning about teaching. It means teachers build their new
knowledge and belief based on the theories and reflections on their own teaching
practice. Secondly, self-regulating on teaching practice which is related to teachers
learning to construct instructional strategies, act them out in their classrooms, observe
and supervise outcomes, and modify instruction accordingly.
This concept regards to professional teachers who are able to concentrate, involve in
a group activity, control destructive and impulsive behavior, and work independently, and
these conditions affect on their learning and attainment (Duckworth et al., 2009). In
addition, Strong (2002) stated that Self-regulated learning reflects a behavior performed
by professional teacher to be a lifelong learner. Be self-regulated in empowering their
thought, feeling, and action to achieve personal goals which are focused on to activate,
alter, and sustain specific learning practices (Zimmerman, 2002). Teachers also have a
fundamental social function to serve and to fulfill the students needs over their own
interests, have personal knowledge and space to practice their professional autonomy to

48

perform an essential public function (Benade, 2009). Self-regulated learning implied

behavior and attitude, altruism in service, autonomous, and collegially collaborative.
Effective teacher is one who is self-reflective, has a wide knowledge base (content,
strategies, and students) and uses strategies such as feedback to improve student learning.
Reflection can help teachers to find out some weaknesses of their teaching practice before
enhancing a better atmosphere and effort for the students to learn. Based on The North
Carolina Teaching Standards (2009) about reflective teaching practice, teachers should be
reflecting their practice in case of what and how can be done to improve students learning
through data analyzing, how to link the professional growth and professional goal, and
how to adapt their function into a dynamic and complex environment by using variety of
researches.
Teachers work quality can also be measured through reflecting and evaluation. By
analyzing the strength and the weakness, we might develop effectively our teaching
practice in order to achieve good learning output. According to ETSs report (2004)
creating data system to identify the strategy and attributes of teachers is a promising
progress. From here, we might look at the contribution of teacher performance and
students learning to see the accuracy, fairness, and the appropriate methodology and
measurement used.
Furthermore, action research can also be used as a means of doing a reflection.
According to Ferrance (2000) it is a reflective process to inquire and discuss the real
problem experienced in a school setting. Sometime teacher and colleague collaborate
searching the solution for daily to improve teachers instruction and student achievement.
It has also been proved by Belzer (1998) in his evaluation that inquiry/research engage in
more reflection and problem solving.
2.3 Attitude and Behavior of Teachers

49

Professionalism related to the characteristics of a professional in daily life.

Teachers as professional require to have academic qualification and to demonstrate
ethical manner. Kramer (2003) determines three elements of professionalism to develop
stronger sense of it. They are attitude, behavior, and communication or the ABCs
professionalism.
Teachers attitude is everything. According to Hurst and Reding (2000), one of
essential component in teacher professionalism is positive attitude. A teacher needs to
keep his/her positive attitude toward the students even though in bad day or mood.
Personal anger and any other negative feeling should be put aside to make focus on the
task. Consequently, a teacher is demanded to love and care for students as a calling sense
not just as a job. Pajak (2001) asserted that a successful teacher is the ones who are able
to make personal connection with students. On the other side, teachers are easy to fall
into the negative matters if they think of the challenges. Every job and profession has
joy and sorrow but true professional should own assertiveness attitude to stay focus with
their positive energy. Teachers also have to try new things to avoid stagnant and never
worry to take risks as Wong (1998) stated that taking risk brings accomplishment. Then,
confidence attitude is needed to gain trust and to know their abilities and initiative
attitude is to achieve what they want without a command what to do. The last is
commitment to be lifelong learners.
Wong and Wong (1998) defined behavior as the way of a person does his or her
business. Numerous teachers behaviors are associated with professionalism. The first
one is preparedness where a teacher should know subject matters and methodology to
teach it. On the other hand, teacher needs to prepare everything before coming to the
classroom. The second one is punctuality and appearance which means teachers arrive at
school on time and dress in respectable manner. The third behavior is to respect
colleagues, parents and students as well as treat everyone with dignity. It is important for
teachers to recognize their role through their behavior.

50

Communication builds strong and good relationship among teachers. It can be

done through collaboration, cooperation, support and encouragement, and participation
in learning community. Collaboration and cooperation maintain supports and encourages
with colleagues (Hurst and Reding, 2000). While support and encourage in professional
development can create and bond a sense of community. A teacher cannot just come in
to the class, closed the door, and do his/her own teaching. Then, participating in any
conference, workshop, and publication let the teachers learn and connect with new
sources of information.
We conclude that being a professional teacher face a lifelong challenge. By
demonstrating these characteristics in professional live, teachers can play a significant
role in enhancing professionalism in teaching. All teachers are expected to improve the
level of professionalism by having good attitude, behavior, and communication.

2.4 Professionalism Development

In the twentieth-first century, teachers faced a great pressure in shaping their
students future. The students are obliged to be tested in order to measure the demanded
skills in this century. That is why; todays teachers have to be equipped and supported
sufficient knowledge and skills to solve growing problems. The development of science
and technology is fuelling the competition of life around the world. So, high skill
workforces require a space like professional development to transform what do they
needs.
Give the situation, teachers obligation is to own broad content knowledge, skills,
and experiences to be success. The purpose is to make sure that teachers are able to
bring their students succeed in their life facing the globalization. The students are
impossible gains their dreams in the industrial with high innovations and in the
explosion of communication network without knowledge, skills and experiences. Both
teachers and students can gain the requirements through professional learning.

51

Another obligation of teachers is to show their social role in public. Teachers are
human role model (Suparlan, 2004), in other words what the teacher will understand and
what they do will be imitated by students. Similarly, in public life, they are always seen
as an example of social life. It is aligned as teacher who should be role models in life.
But the situation is not permanent in nature, they also need to the impact of the
profession, which not only earned a high status in society, but cannot get enough
welfare. Teachers earned the nickname as unsung heroes (Suparlan, 2004). This
statement showed a teacher can only convey the heritage, if welfare were not met.
Naturally, effective teacher must reconsider their practice and renew their
approaches through learning along their career. Next, a good school also has to ensure
the need of teachers in learning through a significant professional development based on
teachers work and need. Frequently, the reality of classroom practice does not connect
with professional development. We believe that teachers wish meaningful professional
learning meet their day-to-day works and the students they teach (Anonymous, 2011).
By defining the content and design of professional development, it could strength
students learning.
Professional teachers are teachers who are able to take care of itself in day-to-day
work practice (Suparlan, 2005). While the professionalism of the teacher is a process of
moving from ignorance to be know, from immaturity to be mature, than directed others
to be self directed. A teacher is a professional if the teacher has a high work ability and
sincerity to do his job well (Ibrahim, 2004). Without having an access to serious and
sustained learning opportunities at every level in their career, teachers are doubtful to
teach in ways to meet new demand or minimal standards for student learning or to
participate in solving educational problems (Ball & Cohen, 1999). Teachers must be
aware that to attain knowledge they acquire education, training, and collegial sharing
along their career. However, it should be extensive and rigorous enough.

52

To be a professional, a teacher claimed to have five things, namely: a) a

commitment to the profession, b) in-depth control of teaching materials and how to
teach, c) a responsible for monitoring the students' ability to learn through a variety of
method evaluation, d) able to think systematically about what they do and learn from
experience, e) is a member of the community learn in an environment of profession
(Supriadi, 1998). A teacher can have these five things to be professional by always
striving to improve its professionalism. In an effort to improve the quality of education,
one way could be to increase the professionalism of teachers, a teacher should always
strive to improve professionalism in the performance of teaching duties for the better.

2.5 Teacher, Parents, and Society Role

Generally, partnership activities are in the form of the provision of resources and
sources of funding for education, advocacy work tasks, and support directly in the
classroom with the teacher. If classified, there are two areas participation of parents, the
academic and non-academic. Anderson (1998) in parent involvement stated the
following example:
1. School governance and decision-making.
2. Creating equal education opportunities and standards certain quality.
3. Curriculum and its implementation in the classroom.
4. Help on homework or other assignments.
Interaction can be made through direct meetings (face to face), at school, at
home, at work or even at parents place as long as the place chosen is convenient for
both sides. This event would be considered as an integral part of other school activities,
so there is allocation of time which is also considered as the hours worked by employees
in general. Communication is woven also should be recognized as an important part of
parenting, so that parents are committed to meet with teachers on a regular basis at
specified times.

53

In developed countries, a partnership between the community, school and family

formally constructed. Group or partnership council was established to create a closer
communication between parents / families, schools and communities. They meet once a
month to be exact on Tuesday in the second week. They remind and invite parents to the
celebration of national days or any other activity that requires their participation as a
parent, for example, Red Cross activities and the anniversary of independence. Parents
and schools are also reminded to establish good relations with the public, especially
junior public figures. In fact, they have the name and address of the populations
concerned.

2.6

The Constraints of Teachers, Parents, and Society

An important characteristic of schools management is collaboration. As key

organizational decision, teacher and parents should be encouraged by school

administrator to involve in decision making (Conley et al., 1988). If teachers and parents
occupy in problem-solving process, they will have great opportunity for communicating
and understanding each other. Sometimes the reluctance to partner with parents emerged
from the teacher or school due to the following (Preedy, 1993):
1. Teachers used to do his job without the help of parents.
2. Teachers feel tired enough to teach the students, so they no longer want to be
busy with the partnership.
3. Some teachers think parents threaten their presence.
4. Teachers hours of work do not incorporate elements of partnership activities
with their parents.
5. Teachers felt the issue of the importance of education has been delivered by
the government, so they felt it was more than enough.
6. Teachers realize how quickly the change and how to address it, while parents
are usually less sensitive to concerned.
7. Some teachers did not respond about the fact that parents understand about
the work but not necessarily understand the role of education.

54

The most serious obstacle from the community, especially from minorities and
characterized from the economic aspect that is usually associated positively with the
educational background and social status. Referring to Grant (1979), practical barriers
that are essential for minorities to participate are: 1) Lack of knowledge society; 2)
School leadership is less aspiration in representing the views of the public; 3) Lack of
financial resources. The collaboration of all elements should commit to work in a unity
and ignore the differences.
Willingness to partner not to be domination of one side, but both should be
equally owned by the school, parents, and community. When the community decided to
form a partnership, it is necessary to understand the importance of the role of each side,
in achieving the goals of understanding, and be able to recognize a familiar state of the
environment. Without ignoring the communitarian spirit, community partnerships in
education also should be conducted in a professional manner that is realized by the
principle of accountability. In this case, the school as an initiator requires understanding
the basic principles of communication, since the establishment of partnership becomes
the key of communication.

2.7 Teacher Professional Development

Nowadays, teachers have important roles but different in each setting. They are
expected to fulfill twofold roles: teaching and engaging continuous professional
development of skills in teaching and learning (Harwood and Clarke, 2006). More
professional development programs have been proposed and all of these widely different
in their content and format. However, most programs share a general purpose: to adjust
the professional practices, beliefs, and to understand the school persons towards an
articulated end (Guskey, 2002). Wise (1989) illustrates professional teacher as the one
who grab hold the subject he/she teaches, know the standard of practice, accountable, and
able to analyze the students needs.

55

Teacher

professional

development

programs

aim

to

enhance

teacher

professionalism and teachers professional learning. In most countries, Teacher

Professional Development (TPD) of teachers is increasingly becoming a priority. It is
broadly viewed as the most effective approach to prepare effective teachers adequately,
and to develop their instructional and intervention practices when they enter the
profession (Fraser et al., 2007). Furthermore, many teachers convey their dissatisfaction
with the professional development opportunities found at schools and they recognized
that the most effective development programs gained through self-initiated (National
Research Council, 2007). There is a consensus that many TPD programs are not
generated from a teachers perspective. This perspective acknowledges teachers to enlist
and to design their needs in these programs and how such programs can make a divergent
to them and their classrooms.
The changing in education is associated with the global information society which
requires activities for staff development. The necessity activities cover the technical and
pedagogical support to inspire the changes in the classroom. Staff and teacher
professional development programs are designed to contribute into the intended changes
of teachers, principals, administrative and technical staffs. Professional development is
usually in the form of in-service teacher training to support the development in a certain
competence area which benefit to the students. In the implementation, all the policies
and visions of the decision-makers can be disseminated and transferred to teachers. So,
the objectives of Teacher Professional Development (TPD) are often very crucial to
bridge the components in education especially for learning and teaching process.
The system structure in education determines the availability of high quality
professional development for teachers. They are as adult learners sometimes face some
problems to know the opportunity of professional development and to participate in it
(Burt & Keenan, 1998). While, Wilson and Corbett (2001) identified the most important
problems in their interviewing of 60 decision-makers and practitioners in different ten
states as follow:

56

1. Time constraints. Most of the teachers find hard to participate for a certain period
of time regularly.
2. Financial constraints. In many activities, teachers should pay without getting
refund or incentive to participate in professional development.
3. Distance. Teachers require leaving their places far away because Professional
development is organized and offered by state not local.
4. Information gaps. Geographical factors or remove area often make teachers are
hard to communicate with others, consequently they lack of information about
teacher professional development.
5. Lack of face-to-face interaction. Naturally, meeting among teachers to discuss
actual issues are more effective but the limited opportunity and over loaded
burden inverse them to share and to interact their experience.
6. Mismatch of goals. The availability of professional development program may
be different or contra with the teachers need or interest.
The variety of work environment such as setting and context of the classroom
where the teachers work or the divergence of perspective on the goal of adult education
can be the greatest challenge experienced during the training. It is able to change
attitude; initially some participants feel that the course just similar that they had attended
formerly and do not have any impact on the system and themselves. Other participants
may think the new knowledge or experience like how to keep reflective journals and
conducting classroom action research as a new burden (Muziribi & Ilomu, 2010).

2.8

Why Professional Development Need for Teacher

Scholars agreed that teachers and their competence in teaching-learning process

are very important. The heart of classroom instruction is teachers (Galabawa, 2001).
Being effective teachers, competence in academic and pedagogic, efficiency in ability,
workload, and commitment, resources of teaching and learning and methods, and
education managers and supervisor must be owned to support teachers (Van den Akker
& Thijs, 2002, Rogan, 2004 and Mosha, 2004). Without teacher professional
development, teachers would have less-opportunities to explore new roles, improve new

57

instructional techniques, construct their practice and expand themselves both as

individual and as educators.
According to Gail Sanders (1992), professional development program is done as
preparation of a planning method to enhance the skills and the public's sensitivity
expansion and the services offered. It also aims to ensure that the views and opinions of
professionals more clearly and convincing as professional practice. Next, it can increase
professionalism among professionals to clients and ensure role as the main profession in
a field is maintained without allowing other professions take over that role.
As we know that the effort of school reform has been recognized through
professional development as an important component of change and a key to meet the
standards movement and student achievement. According to Darling-Hammond (2005)
the learning of teacher can create a bridge to address students needs and curriculum
goals. Enabling to achieve on a wide range of teaching and impact on students learning,
we need more intensive and effective professional learning by creating a new structure
and strategy of professional development from district work basis.
In this case, the first thing we do is to examine the existence of professional
development formally or informal professional learning opportunities like sharing
experience to examine student work or reflecting the instructional practice to support
student learning. We must recognize the intent of it (Easton, 2008; Fullan, 2007a) to
make the improvement more powerful to change the classroom and school culture but
Elmore (2004) remind the educators to do professional learning in our own work setting.
The next, teachers assess of what the students need and identify the areas for their own
learning. At last, illustrate strategies in operating effective professional development.
Understanding the types of professional development improve teachers instructional
practice, promote student learning, and create condition where teachers become effective
in the classroom and throughout their career.

58

2.9

Effective Professional Development

There is no precise statement about the key points of effective professional

development because the context influences the dynamic and the power (Guskey &
Huberman, 1995). That is why, a procedural guideline is offered as the best way and
reflecting a framework in developing professional development in a particular context at a
certain time (Fullan, 1991; Guskey, 1986; Huberman & Miles, 1984; Prochaska,
Diclemente, and Norcross, 1992; and McLaughlin, 1990). In education systems,
teacher professional development should be well-established as
teacher education programs because it leads to a process embracing
all activities that enhance professional career growth (Rogan &
Grayson, 2003; Tecle, 2006) or as experiences throughout the
teachers career formally and informally (Hargreaves & Fullan, 1992;
Arends et al., 1998) and become a main tool to bring a needed change
at school (Guskey, 1995). Again, he pointed out that there is no precise statement
about the key points of effective professional development because the context influences
the dynamic and the power.
Professional development can be assumed as effective learning if teachers
knowledge and teaching practice improve as well as learning students learning
outcomes. We put the student achievement as the most critical indicator of the successful
of professional development which derive from the improvement of teacher knowledge
and instructional practice. Hawley & Valli (1999) and NSDC (2001) identify that the
effectiveness of professional development based on the design of both content and
context that impact on teachers knowledge and practice. The content means it focus on
the real task of teaching, observation, assessment and reflection (Darling-Hammond &
McLaughlin, 1995) not the abstract teaching. The strong effects gain when teacher
knowledge-content engage with pedagogical skills at student learning. The context
means the design and the support of school and school system to adopt and adapt with
learning community, leadership, and resources.

59

Another way to effective professional development is through collaborative

professional development to deep teachers knowledge-content and practice. There are
three types of collaborative learning that mostly improve students achievement such as
traditional professional development workshop, professional community-based activity,
and the Integrated Mathematic Assessment (IMA). The research found that teacher get
the greatest gain in conceptual understanding that support teachers subject matter
knowledge and oriented pedagogical practice (Saxe, Gearheart, and Nasir (2001). This
illustrate the need on focusing to the content knowledge professional development and
to change the practice to get better student learning.

2.10 Types of Professional Development

The activities of professional development are dedicated in fostering teacher
learning and expressing feedback at school level. Keeping teachers up to date their skills
and knowledge, their institution tries some kinds of activities such as in-service training,
mentoring, coaching etc. Its function can conclude how to learn new strategy of
working, learn applying the new things into practice, so the teachers can be more
productive and changing the intellectual. The types of professional development can be
as follow:

Courses and workshops. The most common level of teachers participation in

some Europe countries such as Austria, Estonia, Lithuania, and Mexico are
between 92 96 percent and the less common finds in Italy, Turkey, and
Slovak Republic which is standing between 50 66 percent. Teachers ought to
take action back into classroom and schoolyard by helping increasing their
awareness and ability on knowledge and skills. Through courses and workshop,
new teaching techniques and developing creativity in designing lesson plan are
introduced.

60

Education conferences and seminars. Conference and seminar are major event
that scientifically brings the participants together to discuss papers and
exchange information on a certain topic. They will provide a forum to explore,
identify and synergize innovative approaches for teachers and other school
community. Their rich experiences in linking theory to practice will be shared
by distinguish speakers and paper presenters. This forum will be a place for
policymakers, educators, teachers, academicians and researchers to discuss,
exchange information and learn from each other. The percentage between 68
78 percent or over two third of teachers involve in this activity, while in
Belgium, Malaysia, and Mexico are in the rate of 32 33 percent or less than
half.

Qualification programmed. Qualification is a special teacher education in

completing an initial 4-year degree or bachelor program that required special
education studies and method at university or institute. This special teacher
education, first qualify as a primary or secondary school teacher and then
undertaking further master degree to get more qualifications in a particular
education field. The teacher usually undertake after having teaching
experience. The highest number of participants is in Bulgaria, Brazil, and
Lithuania (41 50) percents and the lowest is found in Australia, Ireland, Italy,
and Slovenia (10 -12) percent.

Observation visits to other schools. Classroom observations in different schools

can help teachers become aware of their strengths and weaknesses, sharpen
their skills and develop professional self-confidence if it is done properly and
for the right reason. One reason is the observation can enhance the growth of
pedagogical knowledge as long as observations are done in good faith, and
criticisms are balanced and constructive.

Professional Development network. Networking enhances a collaborative or

partnership between professional education and school for training. The
development of school partnership is unique where they work together to
explore and develop initiatives to engage their particular situation. The overall
aims in the network are being the pursuit of a high-level of professionalism and

61

professional growth through the simultaneous improvement and development

for both schools and teacher.

Individual and collaborative research. Collaboration in research is 'a good

thing' and should be encouraged. Essentially, research has an important role to
solve the same phenomenon, if we are aware with collaboration among
individuals, groups, organization, sectors or nations. It is beneficial for teacher
to transfer knowledge or skills. As stated earlier, it can be consuming much
time for an individual to renew their knowledge or to retrain.

Mentoring and peer observation. It involves one or more teacher work together
to find new ways to improve teaching practice and where, what is observed and
discussed generally based on the goals and concerns of the mentee and peer
observed.

2.11 Guidelines of Professional Development

Improving students achievement is a core purpose of teachers and other
education personnel which can be gained through continuous process of professional
development. After all, we have to think how to sustain over time, focus on crucial
content affecting teachers knowledge and skills and therefore on students learning.
When it is well-designed, this opportunity help teachers mastering knowledge-content,
hone teaching skills, evaluate their own practices and their students performance, and
finally the schools have needed changes in teaching and learning (Florida Education
Department, 2010). The standards and procedures reflect school levels of Professional
Development System and four strands incorporated into each level as follows:
The strands of school level
- Planning
- Learning
- Implementing
- Evaluating

62

Source: Florida Department of Education, Bureau of Educator Recruitment, Development and Retention, 2010.

There are four general questions addressed to his model as a basic systems approach to
professional learning:
1. Planning: What planning arises in organizing and supporting the professional
learning for teachers?
2. Learning: What quality does the professional learning have in which teachers
participate?
3. Implementing:

How do teachers apply the skills and knowledge acquired

through the professional learning?

4. Evaluating: What evaluation can be done to make sure that the professional
learning resulted in teachers applying what they learned in the classroom and the
students get improvement in learning as a direct outcome?
Further, the explanation of the guideline and procedures at school level will help the
school administrator to understand it.

2.1 Planning
2.1.1 School Needs Assessment:

Classroom by classroom analysis is required to

identify professional learning needs at least annually. Analysis purposes to separate

student achievement data based on the area of content and skill, the need of special
assistance by subgroups, and other school data.
2.1.2 Reviewing Professional Development Plans: The administrator of school meets
with individual teacher to review his or her professional development plan and identify
priorities of learning needs based on the data of performance appraisal and elements of
school such as students, content areas, and grade levels.

63

2.1.3 Reviewing Annual Performance Appraisal Data: The learning needs for individual
teacher, team, or whole school community can be gained through information from
annual performance appraisals of teachers.
2.1.4 Generating a School-wide Professional Development Plan:

The School

Improvement Plan collaborates with the districts Professional Development System

supporting by the school administrator and School Consultative Council create school
Professional Development Plan using evidence-based professional development to
identify the needs of classroom level to recognize student achievement, responds to
teachers level of development, and how the planning evaluated.
2.1.5 Individual Leadership Development Plan: The program that is based on school
and classroom are created and implemented by school administrator to separate between
student achievement, behavior data, and the needs of student groups. The content of
professional learning is clearly defined the goals to measure improvement in student
performance, teacher effectiveness, administrator practices changing. It is followed by
evaluation plan to know the effectiveness level of the Individual Leadership
Development Plan.

2.2 Learning
2.2.1 Learning Communities: Collaborative teams learning school-based is supported in
improving student achievement which are aligned from individual teacher, the school
and district goals.

64

2.2.2 Content Focused: Professional learning must be focused on developing content

knowledge, content of research evidence-based instructional strategies and interventions
on specific areas are aligned with district and state initiatives.
2.2.3 Learning Strategies: Professional learning strategies use to meet with the goals
and objectives; to apply knowledge of human changing in learning; and include
modeling of research evidence-based instruction, practice, and feedback from
classrooms.
2.2.4 Sustained Professional Learning: Professional learning participants are ensured to
sustain and rigorous to lead student achievement when implementing in the classroom.
2.2.5 Use of Technology: The application of technology can be used in distance learning
or supports and enhances professional learning easily and joyful.
2.2.6 Time Resources: Professional development requires adequate time used within the
work day.
2.2.7 Coordinated Records.

The participation of teachers is recorded by school

administrators, reviewed, reported regularly.

2.3. Implementing
2.3.1 Implementation of Learning: Follow-up support is provided by the school to
facilitate implementation of professional learning at school level.

65

2.3.2 Coaching and Mentoring: Mentoring and coaching help a continuing assistance to
sustain the implementation of comfortable and accurate learning for all teachers.
2.3.3 Web-based Resources and Assistance:

The implementation of professional

learning through web-based resources at school and district assist teachers awareness to
access.

2.4. Evaluating
2.4.1 Implementing the Plan: The schools Professional Development Plan is evaluated
annually to recognize which priority is going to be implemented.
2.4.2 Changes in Educator Practice: The evaluation of the Professional Development
Plan is important to conduct in assessing its impact on teachers practices in the
classroom or school level.
2.4.3 Changes in Students: Student performance should be evaluated to know impact
Professional Development Plan.
2.4.4. Evaluation Measures: The data of student achievement measures from summative
and formative can also be used in monitoring and measuring of student learning and
behavior, district achievement tests, teacher competences tests, supervisor monitoring,
action research findings, students portfolios to assess professional learning impacts.
2.4.5 Use of Results: Assessing professional development planning in order to remove
ineffective programs and strategies to expand effectiveness. The assessment combines
school administrators and school advisory council data at least annually.
Actually, the process of determining professional development activities by
district is diverging because each has specific process. If Florida State has four strands,
the Ohio district steps on planning cycle:

66

Step 1, examining data - teachers use available data through self-assessment and
evaluation to determine what the students, school, district and state needs.
Step 2, determining learning priorities - after analyzing the data collected from step 1,
teachers identify the professional learning goals.
Step 3, aligning initiatives - the gaining information from the previous steps, teachers
formulate action and activities that allow professional learning.
Step 4, developing implementation strategies - in this step, teachers think the strategy to
implement the action and evaluation planning.
Step 5, monitoring, assessing, and reflecting teachers draw their planning on the way
to evaluate professional development effectiveness.
The other basic principles which have guided the design of in-service courses are:
- A teacher needs to have subject knowledge. A teacher with a sound foundation in
his/her subject matter will be better able to plan for students learning based on
content outcomes and to keep abreast of current developments in that specific field
of knowledge.
- Pedagogic knowledge is essential for managing learning. Knowledge about classroom
management, teaching preparation, teaching and testing skills and the use of teaching
aids are needed. Pedagogical skills such as techniques, methods, material and overall
management are essential to every teacher.
- Every teacher has a practical theory that is practical knowledge which is directly
related to teachers actions in and experience of the classroom. Practical theory of

67

teachers refers to private, integrated but ever-changing system of knowledge,

experience and values which is relevant to teaching practice at any particular time.
- The need for process knowledge which will enable teachers to become more aware of
their practical theory and its implications on their classroom action. It is about ways
other knowledge is developed and understood in the context of a persons experience.
This knowledge is derived from the teachers awareness of himself/herself as a
person, his/her own beliefs, values and attitudes towards his/her actions, and
relationships with other people. The content of process knowledge are reflection, self
awareness, facilitation skills, effective communication, critical and thinking skills.
Teachers need these skills to understand themselves as educators and to inculcate
good values amongst their students.
All steps or procedures in professional development describe continuous cycle, it
should be realized by teachers that this is a long life career improvement. According to
Westendorf et al. (2005) continuous process of learning along teachers career is high
quality professional development. They renew knowledge of teaching, subject-content,
doing reflection, and learning the new professional challenges in order to provide
professional teacher and excellent students.

2.12 Model of Professional Development in Indonesia

Developing teacher competence is implemented through various strategies in the
form of education and training (training) and not training, among others as follow:
1. Education and Training
a. In-house training (IHT). In-house training is training conducted internally in
KKG / MGMP, school or other place set for training. Strategy development
through IHT is based on the idea that most of the ability to increase the

68

competence and career of teachers do not have to be done externally, but can be
done by teachers who have the competence to other teachers who do not have the
competence. This strategy is expected to save time and cost.
b. The internship program. Apprenticeship training program is conducted at
institutions / relevant industries in order to enhance the professional competence
of teachers. The internship program is primarily intended for vocational teachers
and can be done during a certain period, for example, an apprentice in the
automotive industry and the like. The internship program selected as an
alternative to building on the grounds that a particular skill, especially for
vocational school teachers who need a real experience.
c. Partnership schools. Training through school partnerships can be implemented in
cooperation with public and private institutions in a particular skill.
Implementation can be done at school or at school partners. Coaching through
school partners needed for the reason that some of the uniqueness or the excess
of the partners can be utilized by teachers who attend training to improve
professional competence.

d. Distance learning. Training through distance learning can be implemented

without bringing instructors and trainees in one particular place, but rather a
system of training through the Internet and the like. Coaching through distance
learning on the considerations that not all teachers, especially in remote areas can
attend training at places designated as coaching in the district capital or in the
provinces.
e. Hierarchical training and specialized training. This type of training conducted in
P4TK and or LPMP and other institutions that are authorized, where structured
training program in stages starting from the level of basic, intermediate,
advanced and high. Training courses organized by level of difficulty and types of

69

competence. Special training (specialization) provided by special needs or due to

certain new developments in science.
f. Short course in LPTK or other educational institutions. Short courses or other
educational institution LPTK intended to improve the competence of teachers
trained in several skills such as conducting action research, preparing scientific
papers, plan, implement and evaluate learning, and so forth.
g. Internal coaching by the school. Internal coaching is conducted by principals and
teachers who have the authority to foster, through official meetings, teaching job
rotation, giving additional internal tasks, discussions with peers and the like.
h. Further education. Fostering profession through continuing education is also an
alternative for the development of the teaching profession in the future.
Participation in further education teachers to implement the learning projects,
both at home and abroad, for teachers who excel. Implementation of further
education will produce teachers who can help coach other teachers in
professional development efforts.

2. Non-Educational Training
a. Discussion of educational issues. Discussions were held on a regular basis in
accordance with the topic of natural problems at school. Through regular
discussions of teachers are expected to solve the problems related to the learning
process at school or the improvement of competencies and career development.
b. Seminar. Teacher participation in seminars and development scientific
publications can also be a sustainable model of teacher professional development
in improving teacher competence. Through these activities provide opportunities

70

for teachers to interact with colleagues in his profession scientifically related to

current matters in improving the quality of education.
c. Workshop. Workshop conducted to produce products that are beneficial to
learning, improving the competence and career development. Workshop can be
done for example in preparing the activities of school based-curriculum (KTSP),
the analysis of curriculum, syllabus development, writing lesson plans, and so
on.
d. Research. Research can be done in the form of teacher action research,
experimental research or other types in order to improve the quality of learning.
e. Writing books / materials. Written teaching materials that teachers can take the
form dictates, textbooks or books in the field of education.
f. Design instructional media. Teacher-made instructional media can be shaped
props, simple lab equipment, and electronic teaching materials (animated
learning).
g. Making technology work / artwork. The work of the technology / art teacher can
be made useful technology work for people and or education and art have an
aesthetic value that is recognized by the community.

In Indonesia, professional development includes activities designed to increase

knowledge, understanding and skills of teachers. Professional development is activity in
the form of a cycle that includes planning, implementation, evaluation, and reflection
(Figure 4). It shows the cycle of professional development activity for teachers. Through
the cycle of teacher professional development activities on an ongoing basis, teachers are
expected to be able to accelerate the development of knowledge and skills for career
enhancement.

71

PLANNING

REFLECTION

PROFESSIONAL
DEVELOPMENT

IMPLEMENTA
TION

EVALUATION

Figure 4. shows the cycle of professional development activity for teachers.

Source: Policy of Teacher Professional Development Agency of PSDMPK-PMP

On the other hand, the Law No. 14 Year 2005 on Teachers and Lecturers mandates
that there are two strands development and professional development of teachers, namely:
training and professional development, and training and career development, as shown in
Figure 5. Fostering and developing profession include pedagogical, personality, social,
and professional development. Teacher competency includes pedagogical, personal,
social, and professional competencies acquired through professional education.
Pedagogical refers to the ability to manage learners learning. Then, personality
competence shows the teacher who has personality, noble, wise, dignify and exemplary
learners. Next, professional competence means the ability to master the subject matter
broadly and deeply. Lastly, social competence requires the teachers to communicate and
interact effectively and efficiently with students, fellow teachers, parents / guardians of
students, and the surrounding community.

Figure 5. The kinds of fostering and developing teacher profession

PROFESSION

FOSTERING
AND
DEVELOPIN
G TEACHER
PROFESSIO
N

CAREER

PROFESIONAL
TEACHER WITH
ACCESSIBLE
CAREER
DEVELOPMENT

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Source: Policy of Teacher Professional Development Agency of PSDMPK-PMP

Meanwhile, the figure 5 above describes the fostering and developing profession
of teachers which referred through functional position. Fostering and developing career
include: (1) assignment, (2) promotion. The assignment of teachers consists of three
types, namely classroom teachers, subject teachers, and guidance and counseling teacher
or counselor. In order to carry out its duties, the principal conducting teachers include:
planning the lesson, implementing learning, learning outcomes assessment, guiding and
training the learners, and performing additional duties inherent in the implementation of
the main activities based on the workload of teachers. The second career development is
promotion. Promotion may be referred to as supervisor, core teachers, instructors,
assistant principal, principal, administrator, and so on. Promotional activities should be
based on consideration of achievement and particular dedication possessed by the teacher.
Government Regulation No. 74 mandates that in carrying out the professional tasks, the
teacher eligible for promotion according to the duties and job performance. Promotions
may include promotions to the higher functional hierarchy.

2.13 The Role of Professional Development toward Teacher Professionalism

Professional development is one of the major focuses of government policy
(Campbell et al. 2004). This development is necessary because teaching today takes
place in a world of rapid change and development, hence teachers are expected to meet
high standards of teaching and raise levels of achievement in schools. Darling
Hammond (1995) agrees with this argument when he concedes that teachers need to be
aware of a range of policies that define their rights and obligations to their practice and
should be reflected in their curricular thinking. Adding to this view, Clarke (2005)
suggested that for professional development to be effective, it needs to be linked to
school and not just individual goals, and needs to be embedded in the workplace.

73

In supporting teachers, Blandford (2000) emphasized the importance of

professional development as follows:
enhances individual performance,
rectifies ineffective practice,
establishes the groundwork for the implementation of policy, and
facilitates change.
In similar view, Pitout et al. (1993) relates professional development to behavior
changes in teachers which are brought about by the interaction of both external and
internal agencies which teachers bring to each situation. Further, in his analysis of
behavior, he proclaimed that behavior includes all the aspects of human activity which
we can observe. In effect, it represents the outward life of individuals which is public
knowledge and personal experiences. These can be noted dispassionately and studied by
asking individuals to express their feelings and thoughts.
The concept of professionalism is also understood through the level of education.
Professionalism, therefore, concerns professional qualifications which are accumulated
from participating in professional development initiatives (Nkabinde, 1997). Petty
(2002) maintains a similar view that with the expert knowledge gained through the
levels of education, teachers are expected to reflect their knowledge through practice.
Moreover, in his definition, Campbell et al. (2004) emphasized that teacher
professionalism refers to the knowledge, skills and procedures employed by teachers in
the process of teaching. Similarly, National Policy on Teacher Supply, Utilization and
Development (1996) entails that professionalism incorporates values and ethical
commitment, as well as the concepts, knowledge, skills and judgment required for
professional practice. Elaborating on this definition, Day (2004) describes teacher
professionalism according to the quality of practice. This is indicated by the manner of
conduct within an occupation, how members integrate their obligations with their
knowledge and skills. Marrow (2007) also analyzed the concept of professionalism as
encapsulating the idea of expertise and knowledge to be deployed in the service of
communalities and individuals. The professional development idea requires teachers to

74

develop a culture of working in partnership with all education stakeholders like

government, NGOs, teacher unions, parents etc. This will create a learning atmosphere
in which every person is valued (Blandford, 2000).

2.14 Conclusion
In this chapter, the literature is mostly discusses the issues of professionalism and
professional development for teacher. Understanding on teacher professionalism concept
and implementing its dimensions into teachers life can be an effective way to create
high quality human resources. Good characters, behavior, and attitude with excellent
competences, co-operate with colleagues, reflective, and independent as lifelong learners
are some characteristics of professional and competent teacher.
As a profession, it needs professional development to maintain and to enhance
teachers knowledge, skills, and practice. There are a lot of kinds of professional
development activities for teachers that enhance professional career growth but the
effective approach must be a priority to impact the changing of practice in the
classroom. It is crucial to meet high standard of teaching and to elevate students
achievement level. The initiatives of professional development must be linked to school
needs and the policy of district and state in order to overcome the challenges of
individual and organization.

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CHAPTER 3

METHODOLOGY

3.1 Introduction
In this chapter, there are some terms of structured-process in conducting this
research will be used. The terms are considered to include research design, hypotheses,
population and sampling, method of collecting and analyzing data (quantitative and
qualitative). It also includes research instruments, validity, reliability, and the needs of
pilot study. In the next section, the research design and approach used will be discussed.

76

3.2 The Research Design and Approaches Employed

Research design refers to a strategy or technique to obtain evidences related to
research questions. Creswell (2012) states that research designs are the specific
procedures involved in the research process from data collection, analysis, till report
writing. In other words, the research design articulates what data is required, what
methods are going to be used to collect and analyze this data, and how all of this is going
to answer your research question. Butt (1998) reminds that methodology and technique
in collecting data must be selected to meet the research needs. Yin (1994) also
emphasized the type of research questions as one condition in selecting research method
or strategy.
From the point of view, this study employs mixed or combination method to
strength and to minimize the weaknesses of each method in order to build a better
strategy and synergy to be more understand a given phenomena. According to Baharin
Abu (2000), by employing more than one approach and method from multiple sources in
an investigation produced advantages in the richness of data collected. This choice is in
line with the aims of the research to investigate the teacher professionalism and its
significance to the demography factors, how to examine the feature of teacher
professional development, what factors can support it, and what problems hinder it.
Quantitative methods emphasize the statistical significant of teacher professionalism
with teachers gender, age, years of experience, and educational background, while the
qualitative method is to identify, to describe, and to evaluate teacher professionalism and
professional development.
Based on the research questions, this study will conduct exploratory mixed
methods design (QUAL-Quan Model) where qualitative data are more heavily weighted.
The exploratory design is applied to propose quantitative in simple form of numbers and
percentages following by qualitative dominantly to give interpretation. The exploratory
provides information to assist researcher to gain knowledge and to understand the
problems. Event it is lack of statistical support, this design can give understanding why
and how the phenomena happen.

77

In addition, to enhance the accuracy or credibility of the findings and ensuring

the validity of a study, triangulation is used to collect data through interview,
observation, and survey in order to get quality data. Creswell (2012) defines
triangulation as a process of corroborating evidence from different type of data.
Triangulation may involve comparing data on the same behavior from different
researchers who possibly adopt different roles in the field, from different times, subsettings or subjects and from different methods (Baharin Abu, 2000). The combination
can help to formulate conclusive evidence to support the findings in the study.
As the result, this design is enabled to get broad perspective of a number of
teachers about the dimensions of teacher professionalism and the features of teacher
professional development. Another purpose is to explore and analyze the themes and
issues in-depth between teacher professionalism and professional development.

3.3 Population
According to Creswell (2012), population is a group of individuals who comprise
the same characteristics. The homogenous characteristic of population in this study is the
civil servant teachers from public state high schools in the area of South Sulawesi,
Indonesia. The population is determined using clustering (single cluster) to efficient the
cost and time because of the large population and wide range of area or the geography
spread out over great distances (appendix A). Firstly, the area of South Sulawesi cluster
into two zones; south and north, follow the characteristic of the area which lies from the
south to the north (appendix B). Then, the researcher takes south zone to narrow the
scope and chooses six regencies randomly using simple random technique.
The considerations of choosing the south zone are the access to arrange
administration and cultural understanding of Makassar ethnic. The following are the
number of regencies, public state schools, and teachers presented in table 1 below:

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Table 1: The description of research population

No.
1.
2.
3.
4.
5.
6.

Regencies/Cities
Jeneponto
Takalar
Gowa
Maros
Pangkep
Barru
Total

Schools
9
6
7
8
10
6
46

Teachers
362
202
246
341
453
214
1818

3.4 Sample
The involvement of human as participants in the study needs consent to ensure
confidentiality. Gregory (2003: 35) hinted that fully informed voluntary consent is
the consent principle. In this case, adequate and sufficient information need to be
provided by the researcher in order to recognize the involving of participants in the
research (Allmark, 2002). They should be aware on the research aims, what is the
researcher expected from the participant, how to collect data, and who has access to the
data (Gregory, 2003). In addition, fully confidential guaranteed should also be given to
the participants because Flick (2006) worried any other people or institutions use the
findings for their own interest. That is why the standard of ethic crucial to be considered
for the sake of participants.
The respondents and the informants of this study are the state teachers of public
junior high schools who have been certified. They are presented in table 2 below.

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Table 2. The selected regencies with its schools and teachers

South Zone

Schools
8

Teachers
341

Sample
60

Pangkep

10

453

79

Barru

214

37

Jeneponto

362

63

Takalar

202

35

Gowa

7
46

246
1818

43
317

Maros

The total sample is determined based on Krejcie and Morgans (1970) table of
sampling from population (appendix C). The table shows if population (N) 1818, the
ideal sample is (S) 317. They are divided into six regencies; Maros, Pangkep, Barru,
Gowa, Takalar, and Jeneponto. It also describes the samples representation of each
regencies where can be taken from one or more schools in that area. Related to the sum
of samples, Najib (2003) stated that generally, the researchers do not have unified
consensus or understanding regarding the number of suitable subjects. Most of
researchers determine the sample size be at least thirty as the minimum required to form
a normal distribution curve.
The schools and the teachers are selected by using random sampling to be
surveyed to get information about demography factors, teacher professionalism, and
professional development. This method will provide preliminary data to be explored indepth through interview and observation from the same respondents. Two teachers for
each area will be selected by employing purposive sampling technique. According to
Coyne (1997) it is for selecting sample according to the needs of the study and the cases
are specifically selected because they can teach us a lot about the issues that are of
importance to the research. In addition, purposive aims to make a judgment of a broader

80

group of teachers in South Sulawesi. According to Babbie (2001), purposive sample

also commonly called a judgmental sample, is one that is selected based on the
knowledge of a population and the purpose of the study.
3.5 Method of Collecting Data
There is always activity of collecting data in every research. The methods can be
in survey using questionnaire, observation, and interview. It will be explained separately
on how to collect data for quantitative measurement and qualitative interpretation.

3.5.1

Collecting Quantitative Data

In collecting quantitative data, survey is a good procedure to be used. Survey is

procedure where a researcher administers survey or questionnaire to identify trends in

attitudes, opinions, behavior, or characteristics of a group of people and it allows the
examination of the relationship between and among variables and it is central to
answering questions and hypotheses of a study (Creswell, 2003; 2012). The proposed
questions in questionnaire are concerning the facts and opinions of the respondents.
Meanwhile, the questionnaire used in this study is closed-ended questionnaire where the
respondents are asked to answer questions by selecting the number of alternatives. The
advantages of close-ended form are easy to be solved and analyzed. Among the aims of
this questionnaire is to find out the statistical significant of demography factors with
professionalism dimensions.
Basically, the survey aims to gain information on the two variables. The first part
of the survey is the demography factors. The second, it is designed based on the
literature to include five aspects of teacher professionalism (p.10): (i) character; (ii)
competence on subject and pedagogical knowledge; (iii) teachers management and
support; (iv) attitude and behavior; and (v) professionalism constraints. While, the third
part of the survey is related to professional development based on Desimones core
features, namely; (i) content focus; (ii) active learning; (iii) duration; (iv) coherence; and

81

(v) collective participation. The survey is distributed directly to each selected teacher to
be completed.
Basically, the survey is not only used to test hypotheses but also to underpin
qualitative account. Quantitative survey complements the qualitative interview and
observation data by providing statistical information to be interpreted (Woolley, 2009).
In this case, its purpose is not only to measure the statistical significant of demography
factors such as gender, age, years of experience, and educational background with
teacher professionalism but also to qualify the statistical findings into qualitative on both
professionalism and professional development among junior high school teachers in
South Sulawesi province, Indonesia.

3.5.2

Collecting Qualitative Data

There are three ways in gathering qualitative data. Except for quantitative

purpose, survey also used to collect facts, to enrich and to support the qualitative data.
The numerical output will be used to explain or to describe the facts on variables.
Another way to get qualitative data, open-ended questions in a semi structured
interviews held to the teachers of selected schools to describe their professionalism
aspects, professional development programs, and the constraints toward professional
teachers. And the last, doing observation to get a description on teachers behavior and
attitude and competences performance in teaching related to the content-subject and
pedagogical knowledge.
The field note observation includes teachers attitude and behavior outside of the
class, for example; their presence, dress, collaboration, and the relationship with
colleagues and students. While, classroom observation will be done to get information
about a description on competences performance in teaching related to the contentsubject and pedagogical knowledge that focus on classroom management, learning
strategy, and subject-content mastery. It will be checked the indicators about teachers
preparation, the teaching process and the skills they apply.

82

Further, qualitative research design can also offers the best source of illumination
when language needs to be observed and understood in a natural setting (Richards,
2003). Because of its flexibility, this design can also support the use of quantification
when needed (Richards, 2003; Strauss and Corbin, 1998). It means we are able to
analyzed statistically the data have been gathered through qualitative methods as Strauss
and Corbin (1998) called as quantifying qualitative data. Furthermore, the conversion
of qualitative data into quantitative provide an apparent picture of the representation and
the widespread of particular instances (Seale and Silverman, 1997) and show how the
collected data compose regularly and peculiarly (Sandelowski et al., 2009).

3.6 Research Instruments

There are three kinds of instruments used in gathering data. They are
questionnaire, list of questions for interview, and observation check lists. These tools
support each other to gain information about teacher professionalism and teacher
professional development.

3.6.1

Types of Instruments

3.6.1.1 Questionnaire
According to Creswell (2012) questionnaires are forms used in a survey design
that participants in that study complete and return to the researchers. Participants mark
answer to the questions and supply basic, personal, or demographic information about
themselves. Further, Thomas (2003) adds that it is predominantly used to gather
quantitative data to understand perceptions something like intentions, procedures, and
condition within the research targets.

In this case, the objects are about teacher

professionalism and professional development.

83

Questionnaires is considered appropriate to the time and cost factors limited

survey. This study uses a set of items in the form closed-ended questionnaires.
According to Najib (2003), the use of questionnaires as the instrument is easily
administered and simple to be processed and analyzed, saving time, power and cost.
Respondents also said to be more open and courageous in responding. In addition, an
effective questionnaires increase the amount of feedback, easy to analyze and to draw
conclusion (Azizi et.al., 2007).
The questionnaires are built based on the compile of related information or
theories from other sources. Some items are also taken from the already exist
questionnaires and some re-adapt the constructs of the statements. Siniscalco and Auriat
(2005) suggested that in constructing a new questionnaire, we should consider
information from the existence sources or take partially from a questionnaire.
The content of questionnaires comprises three parts. The first part, the
respondents ask to fulfill information about demographic factors; gender, age, years of
experience, and educational background. The next part, the statements related to teacher
professionalism and teacher professional development using Likert Scale. It uses
response with categories as follows; 1 = Strongly Disagree (SD), 2 = Disagree (D), 3 =
Slightly Agree (SA), 4 = Agree (A), and 5 = Strongly Agree (SA). Here is the
description of items and its sums in table 3 below:

Table 3. The content of questionnaires

Content Base Variables
A. Teacher professionalism:
- Characters, attitude, ethic and
behavior
- Subject matter and pedagogic
Competences
- Learning activities and
improvement

Number of Items

Question Numbers

14

1 -14

22

15-36

15

37-51

84
-

Supporting factors in
management and resources
- Professionalism constraints
B. Teacher professional development
- Content focus
- Active learning
- Coherence
- Duration
- Collective participation

10

52-61

62-66

7
8
5
4
6

67-73
71-78
79-83
84-87
88-93

3.6.1.2 Interview Protocol

Interview is a method to obtain research relevant information. One of primary
means of data collection in qualitative is open ended questions in one-on-one interviews.
Open ended questions allow the interviewees create responses within their cultural and
social experiences (Neuman, 2000) and focus on issues of the greatest important to them
rather than on matters determined by researcher. While one-on-one interviews are useful
for asking sensitive questions and ask questions that go beyond the initial questions
(Creswell, 2012).
The interview protocol consists of two main parts, the first of it provide
information related demographic factors about gender, age, years of experience, and
education background includes the number of professional development attended in the
last two years. The next part is dominantly focuses on the dimension of teacher
professionalism such as characters, competences, supporting factors, attitude and
behavior, and constraints. This part also includes teacher professional development
which intended to know the effectiveness of the activities in promoting their
professionalism.

3.6.1.3 Observation
Observation is the process of gathering first hand information by observing
people and places at a research site (Creswell, 2012). It provides authentic data as a

85

reality check on every day behavior in context. The observation has two focuses namely
outside and inside the classroom. These observations aim to provide a rich description
and offer valuable insight on situation. In outside classroom observation, the researcher
will take a note on the characters or non-verbal behavior like punctuality, dressing,
interaction, manner and physical appearance. While, inside classroom observation will
focus on subject matter and pedagogic knowledge competences. The classroom
observation will be done in two ways namely; teachers self-evaluation/reflection on
teaching and observer evaluation on teaching. The observation tools are developed by
Baharin Abu (2000) and adjusted to the school condition.

3.6.2

Data Quality Control

This section describes two sub-sections namely; validity and reliability then

followed by pilot study of the research instrument.

3.6.2.1 Validity and Reliability

Carmines and Zeller (1997) is in line with Azizi et al. (2006) that the validity of
any measurement of quantitative instrument is defined as the extent to which it measured
what is intended to measure. It is not the test that is validated but the data in relation to
the purpose for which it is being used. In this case, a panel of experts will be asked to
assess the content validity if all items have measured the objectives of the research.
Mean while, construct validity requires that the premises of the research be based on
underlying theory. It based on Socketts and Tichenor & Tichenors theory of teacher
professionalism and Desimones core features of professional development. On the other
hand, trustworthiness or validity for qualitative achieved when researchers search for
convergence among multiple and different sources of information to form themes or
categories in a study (Creswell & Miller, 2000).

86

The reliability is the consistency, repeatability or stability of a measurement

(Mehrens and Lehman, 1991). An instrument is reliable if it can measure the same way
each time under the same condition with the same object. One way to determine specific
survey item reliability, we calculate Cronbachs Alpha for each of 10 survey subdomains covering the 90 items. A level for the reliability coefficient of 0.80 is selected
because a reliability coefficient of 0.80 or higher is considered acceptable in most
social science applications. The nearer value is to 1.0 the more reliable is the instrument
(Cronbach, 1951; Aiken, 1994). In different space, the consistency or reliability in
qualitative research will be achieved when the steps of the research are verified through
examination of such items as raw data, data reduction products, and process notes
(Campbell, 1996).

3.6.2.2 Pilot Study

The pilot study was conducted in order to ensure that the words and terms used
in the questionnaire have a clear purpose and have complete information to be used as a
research tool. It also allows the questions in the questionnaire can be clearly understood
by the respondents, reduces the risk of misinterpretation resulting from ambiguous
or unclear questions (Creswell, 2002), and views the required time to answer the items
presented in the questionnaire. Another purpose of pilot study is to gather feedback from
a small number of individuals who completed and evaluated the instruments of the
research and then use the feedback to make changes in instruments to minimize errors in
the main research.
A pilot study was carried out using 25 sets of questionnaires to 25 teachers of
junior high school. Respondents were selected from two public state schools, Marang

87

and Labakkang Junior High Schools in Pangkep. Respondents from these schools will
not be used in real studies. This method is carried out to determine the reliability of the
instrument. The result of this pilot study will be computed using Cronbachs alpha to
find the reliability coefficient. According to Mohamad Najib (1999), although no
specific limitations that can be used to determine the reliability coefficient, the
significant more than 0.80 are often used and referred to the minimum to accept.

3.7

Analysis of the data

The result of data collecting will be analyzed into two different sections;

qualitative and quantitative. This mix method will be useful to support each other where
narrative can add the meaning of numbers. The main sources of qualitative are subject to
a content analysis where they categorized, analyzed and then tabulated. The sources of
quantitative are tabulated analyzed the significant.

3.7.1

Quantitative Data Analysis

The data collected from the survey will be analyzed by changing the ordinal data
of Likert scale into ratio data by using Rasch model analysis. This model is using for
quantitative research method to measure persons attitude on a one-dimensional scale in
social science. In other words, the items are used to define the measure scale, and people
are then place on this scale based on their response to the item in the measure (Bond and
Fox, 2007). This model is being used as a tool of quality control of the item and as a
guiding in developing and select the items.
Then, the data will be analyzed by using t-test and ANOVA to measure the
significant difference of teacher professionalism with gender, age, teacher experience,
and educational background on their daily basis of teaching and other activities related
to their work field. The analysis can use the software of SPSS Version 19.0.

88

3.7.2

Qualitative Data Analysis

According Sugiyono (2007), data analysis is a process to find and organize data

systematically obtained from interviews, observations, and field notes. Fetterman (1989)
suggests to analysis since select the problem till the end of report writing so we may
start analysis data when collecting even though the more intensive after being
completed. The data collected through interview will be analyzed using comparative
method which is carried out in the following steps:
1. The researcher transcribes all the interview data in detail and then listens
again to the recording to make complete the transcript.
2. Then, the researcher groups the themes and concepts into the coding process
and further compares them across interviews. Coding means sorting the
descriptive data collected to separate from other data physically (Bogdan and
Biklen, 1982). Coding is a necessary aspect of organizing and interpreting
what the data contains (Littlejohn & Foss, 2004).
3. At this stage, the researcher re-reads, re-encodes, and links the themes and
concepts by repeated the process many times. Barbour (2008) assented that
analyzing the coding involve three main stages. Firstly, recognizing the
concepts, themes, and events. Secondly, classifying what is meant by the
specific concepts and themes. And lastly, encoding those themes and
concepts.
4. In this point, the researcher relates and allocates data in order to position it
into the existing structure.
5. The next, the categories are sent for third party review and comment to reach
final conclusion.
6. Finally, the researcher examines the data in search of patterns, themes, and
regularity in the data or in unit of the data.
In this case, the researcher will use NVivo 10 software for qualitative data
analysis to ease in managing and analyzing qualitative data collected. Miles and
Huberman (1994) agreed with others researchers like Richardson (1998), Richards

89

(2003) and Bazeley (2007) to suggest that qualitative data can produce meaningful
findings if they are managed properly. Others benefits of this software are the cost and
time will be effective to complete according to the time frame of study.
The next data is the result of observation in the classroom using scoring to
indicate extent or quality level of teacher in conducting his/her subject-matter and
pedagogical competence in teaching. A checklist used to judge actions or attributes in
performing teachers competences. The observation tool contains the background and
the aspect of subject-matter and pedagogical competences.

3.8

Conclusion
Methodology of the study aims to design the way to answer the problems

determined in the research questions. This chapter discusses the methodology employed
in this proposed research project. It describes the processes and procedure of data
collection and analysis. The strategies and methods have been chosen in order to answer
the problems addressed in the study. It also discusses the appropriateness of the use of
both the qualitative and quantitative methods of data collection. It is argued in this study
that the use of the questionnaires, the observations, and interviews in data collection
procedures give breadth and depth to the research. Triangulation in methodology is
used to achieve the research aims and answer the research questions identified in this
chapter. The mixing of both the qualitative and quantitative data and employing of
multiple methods complement each other and provide rich information, hard evidence
and add insights. For example, the subjective portions of all questionnaires and together
with the interviews and observations further clarified and amplified the quantitative
numerical values in the study. Furthermore, the elaborate interviews and the real life
observations provide the chance to further explore the issues concerned. These
combinations help to explain teacher professionalism and professional development
which may be benefit future decision making.

90

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