Improving the professionalism of post-certification teacher through academic

supervision in vocational schools

Sophia Tri Satyawati, I. Putu Widyanto, and Suemy

Citation: AIP Conference Proceedings 1818, 020049 (2017); doi: 10.1063/1.4976913

View online: https://doi.org/10.1063/1.4976913
View Table of Contents: http://aip.scitation.org/toc/apc/1818/1
Published by the American Institute of Physics

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Improving the Professionalism of Post-Certification Teacher
Through Academic Supervision in Vocational Schools
Sophia Tri Satyawati1,a) , I Putu Widyanto1,b), Suemy1,c)
1
Postgraduate Student of Educational Management Studies Program, Universitas Negeri Semarang, Indonesia
a)
Corresponding author: sophieschoise@yahoo.co.id
b
)putuwidyanto@yahoo.co.id
c
)emygunungpati@gmail.com

Abstract. This paper examines the principal's efforts in improving the professionalism of post-certification teachers
through academic supervision in vocational school. The certification of educators is expected to improve the
professionalism of teachers, there are significant changes between the before and after receiving the certificate of
educators. One of the efforts made by the principal on increasing the professionalism of teachers is to carry out academic
supervision completely and continuously. This paper examines about how principals at vocational schools carry out the
programmed academic supervision, and continuing through mentoring, evaluation and coaching. Academic supervision is
performed by individual supervision techniques which includes: classroom or practical visit, classroom or practical
observation, individual meetings, inter-class or practical places visit, and self-assessment.
Keywords: teacher professionalism, certification of educators, academic supervision

INTRODUCTION

Law Number 20 Year of 2003 on National Education System stated that educators are professionals. As a
professional educator, teacher has strategic function, role, and position. Teachers as professionals carried out
learning management mission in accordance to the principles of professionalism. It is also stressed in Law Number
14 Year of 2005 on Teachers and Lecturers, that teachers are required to have academic qualifications, competence,
teaching certificate, physically and mentally healthy, and meet other qualifications required by the educational unit
in charged, as well as to have the ability to achieve national education goals.
To personify the professional teachers, the government organized the teacher's certification which is the
commitment of the government to implement the mandate of Act No. 14 of 2005 on Teachers and Lecturers. With
the certification, teachers are expected to carry out duties as a professional educator, improving learning processes
and outcomes, promoting the dignity of teachers, realizing the quality of national education, and increasing the
welfare of teachers. Therefore certified teachers and who are assumed to have the capability of cognitive, affective,
and psychomotoric.
The increased in competence is not only indicated by the cognitive, affective, and psychomotoric aspects, but
willingness and commitment of wanting to continuously make improvements on their competence are more
important.1 Assumptions on professionalism of post-certification teachers, are expected to be the spring board for
teachers in an effort to continue organizing the commitment to make improvements towards the increase in
competence. The increase in competence on the encouragement of personal commitment is further expected to
enhance the effectiveness of their performance in school.
But the reality on vocational schools indicated that many teachers who have obtained the certificate of education
is still stagnant, they haven't show an increase of quality and competence.
There is no difference between teachers who have not been stated as professional with the ones who have been
stated as professional. These facts are not only an obstacle for the government in improving the quality of education,
but it has become the public spotlight, therefore there will be more public criticism towards the professionalism of
teachers through the mass media.
The fact that the post-certification teachers haven't indicated an increase in their professionalism needs to be
addressed. Teachers need to be accompanied, escorted, and programmatically given the guidance in carrying out
their duties.2 One of the principal efforts is to carry out a complete academic supervision, which means that the
academic supervision is not just a regular principal program but it is actually used as a means of evaluation,

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coaching, and mentoring which must be followed by an effort to change and competence improvements of the
teachers in vocational schools.
Teacher Certification
1. Definition of Teacher Certification
Regulations emerged regarding teacher certification are motivated by developments in technology and the
demands of the era. Teacher certification is a measure where the teacher has been declared competent and
professional educators. Teacher certification is the process of improving the quality and competence of educators in
technical mechanisms that have been set by the government through the Department of Education and Culture in
place, in cooperation with competent higher education institutions, which ended with the provision of teaching
certificate for teachers who have been found to comply with professional standards. During this time we see teacher
as a noble profession, but the improvement on the aspect of human resource development and economy are still
inferior to lawyers, notaries, doctors, bankers, accountants, athletes and so forth. Whereas, the role of teacher is vital
for future generations and nations.
In terms of improving the quality of the facilities, why are they always inferior to other professions? Moreover,
on the economic aspects which are still far from the professions mentioned above. Therefore it’s not surprising when
teachers are busy with their side work, and they are still criticized. Teachers sometimes are in a position of dilemma.
This is the importance of teacher certification, in addition to gain an increase in knowledge and teaching methods,
teachers who participated the certification are also entitled for better benefits and allowances or income.
2. Objectives and Benefits of Certification for Teachers
Objectives of teacher certification are to (1) determine the feasibility of teachers and learning outcomes; (3)
improve the welfare of teachers; (4) increase the dignity of teachers; and (5) create national education quality.
Competence eligibility of teachers in the learning process includes the mastership on four areas of competence,
namely pedagogical, personality, social, and professional as evidenced through the competence test.
While the benefits of teacher certification in vocational schools are to protect the teaching profession from the
incompetent practices, which can damage the image of the teaching profession, to protect the public from
unqualified and unprofessional practices and to improve the welfare of teachers.
3. Legal Basis of Teacher Certification
Teacher certification has a strong legal basis, namely
1) Law No. 20 of 2003 on National Education System
2) Law No. 14 of 2005 on Teachers and Lecturers (UUGD)
3) Regulation of the Minister of National Education No. 18 of 2007 on Certification For Teachers in
Employment
4) Ministerial Regulation No. 36 of 2007 on the Distribution of Professional Allowance for Teachers
5) Government Regulation No. 74 of 2008 on Teachers Article 52 paragraph (1) and (2) regarding the workload
of teachers.
6) Regulation of the Minister of National Education No. 39 of 2009 on the Workload Fulfillment of Teachers
and Educational Unit Supervisor
4. Professional Teachers
Law number 14 of 2005 on teachers and lecturers article 1, paragraph 1 stated that teachers are professional
educators with the primary task of educating, teaching, guiding, directing, training, assessing and evaluating students
on early childhood education, formal education, basic education and middle education. Professionalism became the
demands on each and every job. Moreover, the teaching profession who daily deals with living beings named
student, with different characteristics on each individual. Employment as a teacher becomes heavier when they are
concerning the improvement on their students' ability, while her abilities are stagnated.
Professional teachers are those who have professional skills in various capacities as an educator. To educate has
broad and deep meaning. To educate is not only interpreted as teaching. Teaching is only on the extent of delivering
the subject material in a particular target. While professional teacher should have the teaching experience,
intellectual capacity, moral, faith, devotion, discipline, responsibility, comprehensive educational insight,
managerial ability, ingenious, creative, owns professional openness in understanding the potential, characteristics
and problems on the development of students, have the ability to develop study plans and careers of students and
have the ability to research and develop the curriculum.3
With a starting point in this sense, the definition of a professional teacher is a person who is able and expertise in
the field of teaching, therefore she/he is able to perform their duties and functions as a teacher with a maximum
capability. Or in other words, professional teachers are well-educated and well-trained individuals, and has rich

020049-2
experience in the aspect. Whereas, well-educated and well-trained are not only obtained from formal education but
they also have to master various strategies or techniques in teaching and learning activities as well as to master the
foundations of education as stated in the professional competence of teachers.
All the teachers in vocational schools actually have the same commitment of wanting to educate the nation's
children. Nowadays, the image of teacher at vocational schools has been shifted in the eyes of society, it has been
stated that teachers today no longer have high devotion in the world of education as to the past, which really wants
to devote their life to educate even without the compensation. Requirements as professional teachers in vocational
field is indeed a matter that should be owned by every teacher at vocational schools. Professional teachers are the
dream of all teachers, to become a professional teacher is not difficult, because the professionalism of a teacher
comes within the teachers themselves.

Improving Teacher Professionalism in Vocational Schools through Academic Supervision

1. Concept and Urgency of Academic Supervision
1.1. Definition of Academic Supervision
One of the skills of a headmaster at vocational schools is to carry out assessment and development to teachers to
continuously improve the quality of the learning process performed in the classroom and outside the classroom in
order to have an impact on the quality of student's learning outcomes. In order to achieve these competence,
principals are expected to conduct academic supervision based on the appropriate methods and techniques of
supervision to the needs of teachers.
Defined academic supervision as a series of activities to help teachers develop their ability to manage the
learning process for the achievement of learning objectives.4 Academic supervision is an attempt to help teachers in
vocational schools to develop the ability to achieve the learning objectives. Thus, the meaning, and the essence of
academic supervision was not to evaluate the performance of teachers in managing the learning process, but to help
teachers on developing their professionalism capabilities.
1.2. Principles of Academic Supervision.
The principles of modern academic supervision which should be realized in each of the academic supervision in
schools, are as follows.5
a. Academic supervision should be able to create a harmonious, openness, solid, and informal human relations.
Thus, this relationship is not only between supervisors and teachers, but also between supervisors and other
parties associated with the academic supervision program.
b. Academic supervision should be conducted on an ongoing basis. Academic supervision is not a sideline task
which can be done at any time when there is a chance. If teachers has succeed on developing themselves, it
does not mean that the supervisor had finished the task, but it should be developed in an ongoing basis. This
is logical, considering that problems in the learning process always emerge and evolve.
c. Academic supervision should be democratic. Supervisors should not dominate the implementation of
academic supervision. Pressure point of the democratic, active and cooperative academic supervision.
Supervisors should actively involve the teachers he mentored. The responsibility of the academic program
improvements are not only to the supervisor but also on teachers. Therefore, academic supervision program
should be planned, developed and implemented together cooperatively with teachers, principals, and other
related parties under the coordination of supervisor.
d. Academic supervision programs should be integral to the overall education program. In the effort to embody
the principle, a good and harmonious relationship between the supervisors with all parties implementing the
educational programs are required.
e. Academic supervision must be comprehensive. Academic supervision programs should cover all aspects of
academic development, even though there is an emphasis on certain aspects based on the analysis result of
previous academic development needs.
f. Academic supervision should be constructive. Academic supervision is not for searching the errors of the
teachers, but to develop the growth and creativity of teachers in understanding and solving the academic
problems faced.
g. In formulating, implementing, and evaluating, the success of academic supervision program should be
objectively based on the significant needs of the professional development of teachers.
2. Academic Supervision Approach
According to Sahertian,6 there are three approaches used in carrying out academic supervision, amongst them
are:

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 a. Direct approach (Directives)
Directive approach is the approach towards direct problem. Supervisor provides direct referrals. Of course,
the effects on the behavior of supervisor are more dominant. Therefore the teacher will experience shortage,
then a stimulus should be given for them to react. Supervisor can use reinforcement or punishment. This kind
of approach can be done with the action of supervisor, which includes: explaining, presenting, directing, set
an example, set benchmarks, and strengthening the teacher.
b. Indirect Approach (Non-directive)
Indirect approach (non-directive) is the approach to the indirect problems. Behavior of the supervisor does
not directly indicate the problems, but first, he actively listens to what was expressed by the teachers. He
gives many possible opportunities for teachers to express the problems they experienced. While the teachers
expressed the matters, supervisor tried to listen and understand of what is experienced by the teachers. The
action of supervisor in a non-directive approach includes: listening, providing reinforcement, explaining,
presenting, and solving problems.
c. Collaborative approach
What is meant by collaborative approach is the approach that blends directive and non-directive approach
into a new approach. In this approach both supervisors and teachers together, agreed to establish the
structure, process and criteria in carrying out the conversation process to the problems faced by teachers.
Thus the approach in supervision relates on two-ways. From top to bottom and from bottom to top. The
supervisor action includes: presenting, explaining, listening, problem solving, and negotiating.
3. Method of Academic Supervision.
There are two methods of academic supervision that can be conducted by the principal in vocational schools. The
methods are differentiated between the individual and the group. At each method of supervision, it is certain that
there are some strengths and weaknesses.
a) Individual supervision method is the implementation of the supervision given to certain teachers who have
specific and individual problems. Supervisor here are only dealing with a teacher who is seen to have
particular problems.
b) Group supervision method is one way to implement supervision programs which are aimed at two or more
people. Teachers suspected, according to the analysis of the same needs, problems or weaknesses are grouped
or collected into a unity. Then they are given supervision services in accordance with the problems or needs
that they face.
4. Individual Supervision Technique
The techniques of supervision which is classified as individual techniques includes: classroom visits, classroom
observations, individual meetings, visits between classes, and self-assessment. The following describes each
definitions briefly.7
1) Classroom or Practical Visit
Classroom or practical visit is supervision techniques of teachers by principals, supervisors and other
supervisors in vocational schools in order to observe the implementation of the teaching and learning
processes and practices so as to obtain the necessary data in order to supervise the teacher. Classroom visit
can also be implemented with announcement or without announcement, and can also be on the basis of an
invitation from the teachers themselves.
2) Classroom or Practical Observation
Classroom or practical observation can simply be interpreted as to look and notice carefully to the
phenomenon appeared. Classroom observation is an observation technique conducted by the supervisor
towards the learning process in the classroom or during an ongoing practice. In general, the aspects observed
during an ongoing learning process are:
a) Efforts and activities of teacher-student in the learning process
b) How to use instructional media
c) Mental reaction of the students in the learning process
d) The condition of learning media used, in terms of its material.
3) Individual Meeting
Individual meeting is a meeting, conversation, dialogue, and exchange of ideas between the supervisors with
teachers, teachers with teachers, regarding the efforts to improve the professional capabilities of teachers. In
these individual conversations, supervisor should try to develop positive aspects of teachers, encourage

020049-4
 teachers to overcome their difficulties, and provide guidance, matters that are still doubtful therefore there is
an agreement on the concept of learning situations faced.
4) Inter-Class or Practical Visit
Visits between classes or during course practice can also be classified as individual supervision technique.
Teachers from other class visits another class in the school environment itself. With the visits between these
classes, teachers will gain a new experience of their associates on the implementation of learning process and
practice, classroom management, and so forth.
5) Self-Assessment
Self-assessment is an individual techniques in educational supervision. Self-assessment is a development
technique of professional teachers. Self-assessment provides objective information to the teachers about their
role in the classroom and provide opportunities for teachers to learn self-assessment method which is not an
easy task for teachers. To measure the teaching abilities, besides assessing their students, also assessing
themselves.

Academic Supervision Program (Individual) To Improve Teacher's Professionalism in

Vocational Schools
Tabel 1. Academic Supervision Program (Individual)
No Activities July August September October November December
1st Semester 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 Classroom
or practical
visit
2 Classroom
or practical
observation
3 Individual
meeting
4 Inter-class or
practical
visit
5 Self-
assessment
2nd Semester January February March April May June
1 Classroom
or practical
visit
2 Classroom
or practical
observation
3 Individual
meeting
4 Inter-class or
practical
visit
5 Self-
assessment

CONCLUSION
Vocational school teacher post-certification need to be accompanied, escorted, and programmatically given the
guidance in carrying out their duties. One of the principal efforts is to carry out a complete academic supervision,

020049-5
which means that the academic supervision is not just a regular principal program but it is actually used as a means
of evaluation, coaching, and mentoring which must be followed by an effort to change and competence
improvements of the teachers in vocational schools.
The principles of a complete academic supervision which should be realized in each of the academic supervision
in schools, are as follows : (1) Academic supervision should be able to create a harmonious, openness, solid, and
informal human relations; (2) Academic supervision should be conducted on an ongoing basis; (3) Academic
supervision should be democratic; (4) Academic supervision programs should be integral to the overall education
program; (5) Academic supervision must be comprehensive; (6) Academic supervision should be constructive; (7)
In formulating, implementing, and evaluating, the success of academic supervision program should be objectively
based on the significant needs of the professional development of teachers.

REFERENCES

1 Mantja, W, Manajemen Pendidikan dan Supervisi Pengajaran. Malang: Wineka Media. (2002)
2 Mulyasa, 2012, Manajemen dan Kepemimpinan Kepala Sekolah, Jakarta PT
3 Slameto, Manajemen Pendidikan, Salatiga :Widya Sari Pres.(2009).
4
Glickman, Carl D, Developmental supervision: Alternative practices for Help-ing Improve Instruction.
Asspciation for Supervision and Curriculum Development, Alexandria, Virginia (1981).
5 Tim Dosen dministrasi Pendidikan Universitas Pendidiksn Indonesia, Manajemen Pendidikan, Bandung:
Alfabeta, (2013)
6 Sahertian, Piet A, Konsep-Konsep dan Teknik Supervisi Pendidikan Dalam Rangka Pengembangan Sumber
Daya Manusia, Jakarta: Rineka Cipta (2000)
7 Materi Pelatihan Penguatan Kemampuan Pengawas Sekolah, 2010 Supervisi Pendidikan, Direktorat Tenaga
kependidikan, Dirjen Peningkatan Mutu Pendidik dan Tenaga kependidikan Departemen pendidikan Nasional
Bumi Aksara

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