Syafar, Anshari (2012) Self-assessment of certified elf teachers in central Sulawesi on their professional competence / Anshari Syafar. Doctoral thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
Key Words self-assessment teacher certification program teacher standard of competence certified EFL teachers and English teaching practices The inception of teacher certification program (TCP) popularizes the teacher standard of competence and certified teachers. The main objective of TCP is to improve the level of teachers social-economic lives and the quality of their teaching performance of certified EFL teachers to exhibit English teaching practices. The standard requires EFL teachers to teach English based on the components of competence recommended and English language teacher standard of competence. The domains of competence to apply in English teaching practices consist of four kinds of competences pedagogical personality social and professional. These competences are defined as abilities or skills to possess of certified EFL teachers and perform in their English teaching practices. Thus the abilities of EFL teachers to perform English teaching practices were investigated based on their own self-assessment and perception. The objective of the research is to (1) describe the level of self-assessed and perceived professional competence i.e. pedagogical personality social and professional domains of respondents in teaching English and (2) find out and describe perceptions of respondents pertaining to the advantages of TCP and the management of TCP. This research applied a cross-sectional survey design and a systematic sampling strategy was used to take 227 research respondents. Questionnaire and interview were employed to collect quantitative and qualitative data from respondents. The quantitative data were analyzed using descriptive statistics for frequency and percentage range minimum and maximum mean and standard deviation. Whereas interview data were analyzed by applying the grounded analysis method that is the analysis process including rewriting the responses to a transcription folder and repeatedly reading coding making comparisons and connection between sub-categories and then setting main categories of the emerging data. The findings indicated that respondents perceived their own ability at competent and strongly competent levels to exhibit English teaching practices. On the pedagogical domain they self-perceived themselves competent to perform English teaching practices on seventeen abilities suggested two abilities at strongly competent and one ability at sufficiently competent level. In addition the findings on personality domain indicated that respondents selfperceived their six abilities to perform English teaching practices at strongly competent and one at competent levels. On the social domain they selfperceived four of their abilities at competent and three at strongly competent levels. In the professional domain they self-perceived twenty-four of their ii abilities at competent five at strongly competent and two at sufficiently competent levels. However the findings were inconsistent with the teacher competence test or UKG conducted by the government. Most respondents perceived that the TCP had advantages on their socialeconomic lives and professional works such as (1) improving the quality of English teaching practices (2) motivating to pursue higher education i.e. master degree program (3) increasing the quality of teachers social-economic welfare and social prestige and (4) attending teacher training (PLPG). On the contrary the participants perceived that the work of the TCP management was awful because (1) they never got paid compensation on schedule (2) they always asked doubtful requirements when compensation was about to disburse and (3) they did not transparently expose amount of money a teacher should earn and the cutoffs other than taxes was unclear. The participants perceived that the management of TCP should (1) apply simple bureaucracy but accountable (2) be proactive to supervise teachers works and take action and policies needed to enhance the quality of teachers (3) pay the compensation on time and (4) disburse the compensation all-together with monthly salary of teachers. The findings also indicated that more than fifty percent of respondents seemed to have overestimated in rating their competence to teach English. Whereas the competence they overrated most dealing with abilities that involved social and psychological interaction with students. The analysis of scores attained indicating five abilities of pedagogical all abilities of personality and social and fourteen abilities of professional competences were predicted being overestimated by participants. Therefore this study suggests that researchers who wants to probe the same topic might widen the investigation on teaching performance applying multiple research instruments and involving more stakeholders i.e. students school supervisors colleagues and students parents to apprise the EFL teachers teaching performance.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S3 Pendidikan Bahasa Inggris |
| Depositing User: | Users 2 not found. |
| Date Deposited: | 29 Oct 2012 04:29 |
| Last Modified: | 09 Sep 2012 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/64409 |
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