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Abstract
Learning activities cannot be carried out with optimum results in case teachers have professional competence. Academic supervision by the school principals and professional learning community activities are two of the efforts which are conducted to improve teachers’ professionalism competence in Indonesia, especially in kindergarten level. This study aims at finding out the effect of school principal supervision and participation of the kindergarten teachers in Teacher Working Group (TWG), a kind of professional learning community, towards the kindergarten teachers’ professional competence. There were 57 kindergarten teachers involved in this study. Data of the study were collected through questionnaire. The collected data from the result of the questionnaire were analyzed using multiple regression statistical analysis. Statistically, the results of the study show that academic supervision of quality achievement conducted by the school principals and teachers’ participation in TWG have a significant effect on teachers’ professional competence. For this reason, the following suggestions are made: (1) It is necessary for teachers to develop a positive mindset about the benefits of academic supervision; (2) teachers also need to actively participate in TWG activities; and (3) school principals needs to be closer to teachers.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
Copyright @2017. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (http://creativecommons.org/licenses/by-nc-sa/4.0/) which permits unrestricted non-commercial used, distribution and reproduction in any medium
How to Cite
Isniwati, Wahdini, E., & Saleh, M. (2020). Supervision and Participation in Teachers Working Group Toward the Teach-ers’ Professional Competence . Journal of K6 Education and Management, 2(4), 292-300. https://doi.org/10.11594/jk6em.02.04.04
References
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Bambaeeroo, F., & Shokrpour, N. (2017). The impact of the teachers’ non-verbal communication on success in teaching. Journal of Advances in Medical Education & Professionalism, 5(2), 51-59.
Coenders, F., & Verhoef, N. (2019). Lesson Study: Professional development (PD) for beginning and experienced teachers. Professional Development in Education, 45(2), 217-230.
Dalle, J., & Ariffin, A. M. (2018). The Impact of Technologies in Teaching Interaction Design. Journal of Advaced Research in Dynamical and Control System, 04(special issue), 1779-1783.
Dybowski, C., Sehner, S., & Harendza, S. (2017). Influence of motivation, self-efficacy and situational factors on the teaching quality of clinical educators. BMC Medical Education, 17(1), 84-95. doi:https://doi.org/10.1186/s12909-017-0923-2
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Koellner, K., & Jacobs, J. (2015). Distinguishing Models of Professional Development: The Case of an Adaptive Model’s Impact on Teachers’ Knowledge, Instruction, and Student Achievement. Journal of Teacher Education, 66(1), 51–67. doi:https://doi.org/10.1177/0022487114549599
Kraft, M. A., & Gilmour, A. (2016). Can principals promote teacher development as evaluators? a case study of principals' views and experiences. Educational Administration Quarterly, 52(5), 711–753. doi:https://doi.org/10.1177/0013161X16653445
Luyten, H., & Bazo, M. (2019). Transformational leadership, professional learning communities, teacher learning and learner centred teaching practices: Evidence on their interrelations in Mozambican primary education. Studies in Educational Evaluation, 60, 14-31. doi:10.1016/j.stueduc.2018.11.002
Maaranen, K., Kynäslahti, H., Byman, R., Sintonen, S., & Jyrhämä, R. (2020). Do you mean besides researching and studying?’ Finnish teacher educators’ views on their professional development. Professional Development in Education, 46(1), 35-48. doi:https://doi.org/10.1080/19415257.2018.1555184
Mahler, D., Großschedl, J., & Harms, U. (2018). Does motivation matter? The relationship between teachers' self-efficacy and enthusiasm and students' performance. Plos One, 13(11), e0207252. doi:https://doi.org/10.1371/journal.pone.0207252
McChesney, K., & Aldridge, J. M. (2019). A review of practitioner-led evaluation of teacher professional development. Professional Development in Education, 45(2), 307-324. doi:https://doi.org/10.1080/19415257.2018.1452782
Muelasa, A., & Navarroa, E. (2015). Learning strategies and academic achievement. Procedia - Social and Behavioral Sciences, 165, 217- 221. doi:10.1016/j.sbspro.2014.12.625
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National Ministry of Education. (2009). Standar pendidikan anak usia dini (Early childhood education standards). Jakarta: National Ministry of Education.
Osman, D. J., & Warner, J. R. (2020). Measuring teacher motivation: The missing link between professional development and practice. Teaching and Teacher Education, 92(2020), 1-12. doi:https://doi.org/10.1016/j.tate.2020.103064
Ozdemir, T. Y., & Yirci, R. (2015). A situational analysis of educational supervision. Educational Process: International Journal, 4(1-2), 56-70. doi:http://dx.doi.org/10.12973/edupij.2015.412.5
Sarfo, F. K., & Cudjoe, B. (2016). Supervisors’ knowledge and use of clinical supervision to promote teacher performance. International Journal of Education and Research, 4(1), 87-100.
Schaap, H., & Bruijn, E. d. (2018). Elements affecting the development of professional learning communities in schools. Learning Environments Research, 21, 109–134. doi:https://doi.org/10.1007/s10984-017-9244-y
Schaap, H., Louws, M., Meirink, J., Oolbekkink-Marchand, H., Want, A. V., Zuiker, I., . . . Meijer, P. (2019). Tensions experienced by teachers when participating in a professional learning community. Professional Development in Education, 45(5), 814-831. doi:https://doi.org/10.1080/19415257.2018.1547781
Timperley, H., & Alton-Lee, A. (2008). Reframing teacher professional learning: An alternative policy approach to strengthening valued outcomes for diverse learners. Review of Research in Education, 32(1), 328–369. doi:https://doi.org/10.3102/0091732X07308968
Tulbure, C. (2012). Learning styles, teaching strategies and academic achievement in higher education: A cross-sectional investigation. Procedia - Social and Behavioral Sciences, 33, 398 – 402. doi:https://doi.org/10.1016/j.sbspro.2012.01.151
Yousaf, S. U., Usman, B., & Islam, T. (2018). Effects of supervision practices of principals on work performance and growth of primary school teachers. Bulletin of Education and Research, 40(1), 285-298.
Zhang, S., & Liu, Q. (2019). Investigating the relationships among teachers’ motivational beliefs, motivational regulation, and their learning engagement in online professional learning communities. Computers & Education, 134, 145-155. doi:https://doi.org/10.1016/j.compedu.2019.02.013.
Ampofo, S. Y., Onyango, G. A., & Ogola, M. (2019). Influence of school heads’ direct supervision on teacher role performance in public. IAFOR Journal of Education, 7(2), 9-26.
Avidov-Ungar, O. (2016). A model of professional development: Teachers’ perceptionsof their professional development. Teachers and Teaching: Theory and Practice, 22(6), 653–669. doi:http://dx.doi.org/10.1080/13540602.2016.1158955
Baharuddin, & Dalle, J. (2017). Interactive Courseware for Supporting Learners Competency in Practical Skills. TOJET: The Turkish Online Journal of Educational Technology, 16(3), 1-13.
Balyera, A., Karatasa, H., & Alcia, B. (2015). School principals’ roles in establishing collaborative professional learning communities at schools. Procedia - Social and Behavioral Sciences, 197, 1340 – 1347. doi:10.1016/j.sbspro.2015.07.387
Bambaeeroo, F., & Shokrpour, N. (2017). The impact of the teachers’ non-verbal communication on success in teaching. Journal of Advances in Medical Education & Professionalism, 5(2), 51-59.
Coenders, F., & Verhoef, N. (2019). Lesson Study: Professional development (PD) for beginning and experienced teachers. Professional Development in Education, 45(2), 217-230.
Dalle, J., & Ariffin, A. M. (2018). The Impact of Technologies in Teaching Interaction Design. Journal of Advaced Research in Dynamical and Control System, 04(special issue), 1779-1783.
Dybowski, C., Sehner, S., & Harendza, S. (2017). Influence of motivation, self-efficacy and situational factors on the teaching quality of clinical educators. BMC Medical Education, 17(1), 84-95. doi:https://doi.org/10.1186/s12909-017-0923-2
Eze, T. A. (2016). Teachers’ perception of the impact of training and retraining on teachers’ productivity in Enugu State, Nigeria. Journal of Research in Business and Management, 4(3), 33-37.
Hamilton, M. (2020). Evidence-based portfolios: a cross-sectoral approach to professional development among teachers. Professional Development in Education, 46(1), 160-174. doi:https://doi.org/10.1080/19415257.2018.1555183
Hervie, D. M., & Winful, E. C. (2018). Enhancing teachers’ performance through training and development in Ghana education service (A case study of Ebenezer senior high school). Journal of Human Resource Management, 6(1), 1-8. doi:10.11648/j.jhrm.20180601.11
Hubers, M. D., Endedijk, M. D., & Veen, K. V. (2020). Effective characteristics of professional development programs for science and technology education. Professional Development in Education, 46(2), 1-20. doi:10.1080/19415257.2020.1752289
Idris, M. (2016). The impact of supervision, motivation and work ethic on teachers’ professional competence: a case study of private Islamic high school teachers. International Journal of Human Resource Studies, 6(1), 147-158. doi:http://dx.doi.org/10.5296/ijhrs.v6i1.9073
Iroegbu, E. E., & Etudor-Eyo, E. (2016). Principals’ instructional supervision and teachers’ effectiveness. British Journal of Education, 4(7), 99-109.
Jhang, F. H. (2019). Teachers’ attitudes towards lesson study, perceived competence, and involvement in lesson study: Evidence from junior high school teachers. Professional Development in Education, 46(1), 82-96. doi:https://doi.org/10.1080/19415257.2019.1585383
Jong, L. d., Meirink, J., & Admiraal, W. (2019). School-based teacher collaboration: Different learning opportunities. Teaching and Teacher Education, 86, 1-12. doi:https://doi.org/10.1016/j.tate.2019.102925
Kennedy, A. (2005). Models of continuing professional development: A framework for analysis. Journal of In-service Education, 31(2), 235-250. doi:10.1080/13674580500200277
Kennedy, M. M. (2016). How does professional development improve teaching? Review of Educational Research, 86(4), 945–980. doi:https://doi.org/10.3102/0034654315626800
Kennedy, M. M. (2019). How We Learn About Teacher Learning. Review of Research in Education, 43(1), 138-162. doi: https://doi.org/10.3102/0091732X19838970
Khan, S., & Abdullah, N. N. (2019). The impact of staff training and development on teachers’ productivity. Economics, Management and Sustainability, 4(1), 37-45. doi:10.14254/jems.2019.4-1.4
Kiany, G. R., & Shayestefar, P. (2011). High school students' perceptions of EFL teacher control orientations and their English academic achievement. British Journal of Educational Psychology, 81(3), 491-508. doi:https://doi.org/10.1348/000709910X522177
Koellner, K., & Jacobs, J. (2015). Distinguishing Models of Professional Development: The Case of an Adaptive Model’s Impact on Teachers’ Knowledge, Instruction, and Student Achievement. Journal of Teacher Education, 66(1), 51–67. doi:https://doi.org/10.1177/0022487114549599
Kraft, M. A., & Gilmour, A. (2016). Can principals promote teacher development as evaluators? a case study of principals' views and experiences. Educational Administration Quarterly, 52(5), 711–753. doi:https://doi.org/10.1177/0013161X16653445
Luyten, H., & Bazo, M. (2019). Transformational leadership, professional learning communities, teacher learning and learner centred teaching practices: Evidence on their interrelations in Mozambican primary education. Studies in Educational Evaluation, 60, 14-31. doi:10.1016/j.stueduc.2018.11.002
Maaranen, K., Kynäslahti, H., Byman, R., Sintonen, S., & Jyrhämä, R. (2020). Do you mean besides researching and studying?’ Finnish teacher educators’ views on their professional development. Professional Development in Education, 46(1), 35-48. doi:https://doi.org/10.1080/19415257.2018.1555184
Mahler, D., Großschedl, J., & Harms, U. (2018). Does motivation matter? The relationship between teachers' self-efficacy and enthusiasm and students' performance. Plos One, 13(11), e0207252. doi:https://doi.org/10.1371/journal.pone.0207252
McChesney, K., & Aldridge, J. M. (2019). A review of practitioner-led evaluation of teacher professional development. Professional Development in Education, 45(2), 307-324. doi:https://doi.org/10.1080/19415257.2018.1452782
Muelasa, A., & Navarroa, E. (2015). Learning strategies and academic achievement. Procedia - Social and Behavioral Sciences, 165, 217- 221. doi:10.1016/j.sbspro.2014.12.625
National Education Department. (2009). Pedoman pengelolaan gugus sekolah dasar (Elementary school cluster management guidelines). Jakarta: Directorate General of Primary and Secondary Education Management.
National Ministry of Education. (2009). Standar pendidikan anak usia dini (Early childhood education standards). Jakarta: National Ministry of Education.
Osman, D. J., & Warner, J. R. (2020). Measuring teacher motivation: The missing link between professional development and practice. Teaching and Teacher Education, 92(2020), 1-12. doi:https://doi.org/10.1016/j.tate.2020.103064
Ozdemir, T. Y., & Yirci, R. (2015). A situational analysis of educational supervision. Educational Process: International Journal, 4(1-2), 56-70. doi:http://dx.doi.org/10.12973/edupij.2015.412.5
Sarfo, F. K., & Cudjoe, B. (2016). Supervisors’ knowledge and use of clinical supervision to promote teacher performance. International Journal of Education and Research, 4(1), 87-100.
Schaap, H., & Bruijn, E. d. (2018). Elements affecting the development of professional learning communities in schools. Learning Environments Research, 21, 109–134. doi:https://doi.org/10.1007/s10984-017-9244-y
Schaap, H., Louws, M., Meirink, J., Oolbekkink-Marchand, H., Want, A. V., Zuiker, I., . . . Meijer, P. (2019). Tensions experienced by teachers when participating in a professional learning community. Professional Development in Education, 45(5), 814-831. doi:https://doi.org/10.1080/19415257.2018.1547781
Timperley, H., & Alton-Lee, A. (2008). Reframing teacher professional learning: An alternative policy approach to strengthening valued outcomes for diverse learners. Review of Research in Education, 32(1), 328–369. doi:https://doi.org/10.3102/0091732X07308968
Tulbure, C. (2012). Learning styles, teaching strategies and academic achievement in higher education: A cross-sectional investigation. Procedia - Social and Behavioral Sciences, 33, 398 – 402. doi:https://doi.org/10.1016/j.sbspro.2012.01.151
Yousaf, S. U., Usman, B., & Islam, T. (2018). Effects of supervision practices of principals on work performance and growth of primary school teachers. Bulletin of Education and Research, 40(1), 285-298.
Zhang, S., & Liu, Q. (2019). Investigating the relationships among teachers’ motivational beliefs, motivational regulation, and their learning engagement in online professional learning communities. Computers & Education, 134, 145-155. doi:https://doi.org/10.1016/j.compedu.2019.02.013.