Physical education teacher professionalism: What did the principal say?

Jeki Haryanto(1), Salvetri Salvetri(2),
(1) Universitas Negeri Padang  Indonesia
(2) SMPN 28 Kerinci  Indonesia

Corresponding Author


DOI : https://doi.org/10.32698/01752

Full Text:    Language : en

Abstract


The professionalism of physical education teachers is still low and needs to be improved so that the quality of graduates also improves. This study aims to determine the level of professionalism of physical education teachers from the point of view of the principal's assessment. This needs to be known in order to add insight into the professionalism of teachers from various existing perspectives, so that understanding of teacher professionalism can be more in-depth. A survey study was conducted to examine the principal's assessment of the professionalism of physical education teachers. The population in this study were all public elementary school physical education teachers in Kerinci Regency, amounting to 228 people. The sampling technique in this study used a simple random sampling technique so that 50 people were selected as samples. Data on the professionalism of physical education teachers in this study were collected using a questionnaire. The results of this study indicate that the level of professionalism of the physical education teacher based on the principal's assessment is in the low category. So that physical education teachers, principals, and the government need to make programs so that the professionalism of physical education teachers can increase.

Keywords


Professionalism; Physical Education teacher; Principal's Assessment

References


Afandi, M., Wahyuningsih, S., & Mayasari, L. I. (2021). Does elementary school teacher performance matter? Cakrawala Pendidikan, 40(1), 242–252. https://doi.org/10.21831/cp.v40i1.35284

Arsyad, S. azhar. (2013). Kompetensi pedagogikisme guru dalam pembelajaran. Jurnal Adabiyah, 8(2), 203–214.

Asún, S., Chivite, M. T., & Romero, M. R. (2020). Perceptions of professional competences in Physical Education Teacher Education (PETE). Sustainability (Switzerland), 12(9). https://doi.org/10.3390/su12093812

Bourke, T., Ryan, M., & Ould, P. (2018). How do teacher educators use professional standards in their practice? Teaching and Teacher Education, 75, 83–92. https://doi.org/10.1016/j.tate.2018.06.005

Dewi, R., & Khotimah, S. H. (2020). Pengaruh Kompetensi pedagogikisme Dan Disiplin Kerja Guru Terhadap Peningkatan Mutu Pendidikan Di Sekolah Dasar. ELEMENTARY: Islamic Teacher Journal, 8(2), 279. https://doi.org/10.21043/elementary.v8i2.7839

Erss, M., & Kalmus, V. (2018). Discourses of teacher autonomy and the role of teachers in Estonian , Finnish and Bavarian teachers ’ newspapers in 1991 e 2010 *. Teaching and Teacher Education, 76, 95–105. https://doi.org/10.1016/j.tate.2018.08.003

González-calvo, G., & Juan-Miguel, F.-B. (2016). A qualitative analysis of the factors determining the quality of relations between a novice physical education teacher and his students ’ families : implications for the development of professional identity. Sport , Education and Sociaty, July. https://doi.org/10.1080/13573322.2016.1208164

Haryanto, J., Bakhtiar, S., & Damrah. (2021). The performance of elementary school physical education teacher base on principle assessment in kerinci regency. Journal of Educational and Learning Studies, 4(2), 200–204. https://doi.org/10.32698/01722

Marzuan, & Herlina, L. (2021). Kompetensi pedagogikisme Guru Dalam Mentranformasi Pendidikan yang Bermutu Melalui Sistem Penjaminan Mutu Internal (SPMI) Pada Masa Pandemi Covid-19: Studi Kasus di SMP Negeri 13 Oku. Prosiding Seminar Nasional Pendidikan Program Pascasarjana Universitas PGRI Palembang, 207–215. https://jurnal.univpgri-palembang.ac.id/index.php/Prosidingpps/article/view/5607

Mayer, D., & Mills, M. (2021). Professionalism and teacher education in Australia and England. European Journal of Teacher Education, 44(1), 45–61. https://doi.org/10.1080/02619768.2020.1832987

Mockler, N. (2022). Teacher professional learning under audit: reconfiguring practice in an age of standards. Professional Development in Education, 48(1), 166–180. https://doi.org/10.1080/19415257.2020.1720779

Qamila, Rukhayati, & Rahman, A. (2021). Pengaruh Keterampilan dan Kompetensi pedagogikisme Terhadap Prestasi Kerja Aparatur Sipil Negara Pada Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Palu. Jurnal Kolaboratif Sains, 04(10), 561–565.

Ro, J. (2020). Curriculum , standards and professionalisation : The policy discourse on teacher professionalism in Singapore. Teaching and Teacher Education, 91, 103056. https://doi.org/10.1016/j.tate.2020.103056

Soenarto, S., Sugito, Suyanta, Siswantoyo, & Marwanti. (2020). Vacational and senior high school professional teachers in industry 4.0. Cakrawala Pendidikan, 39(3), 655–665. https://doi.org/10.21831/cp.v39i3.32926

Sojanah, J., Suwatno, Kodri, & Machmud, A. (2021). Factors affecting teachers’ technological pedagogical and content knowledge (A survey on economics teacher knowledge). Cakrawala Pendidikan, 40(1), 1–16. https://doi.org/10.21831/cp.v40i1.31035

Soong, H., & Stahl, G. (2021). Negotiating ‘global middle-class’ teacher professionalism: using transnational habitus to explore the experiences of teacher expatriates in Shanghai. International Journal of Qualitative Studies in Education, 0(0), 1–14. https://doi.org/10.1080/09518398.2021.1942295

Sukmawati, S. (2016). Kompetensi pedagogikisme Guru Sekolah Dasar. Jurnal Visi Ilmu Pendidikan, 7(2), 1665–1677. https://doi.org/10.26418/jvip.v7i2.17055

Syamsuriyanti, & Sukirno. (2017). Faktor determinasi kompetensi pedagogikisme guru. Harmoni Sosial: Jurnal Pendidikan IPS, 110265(2), 110493.

Syamsuriyanti, & Sukirno. (2018). Faktor determinan kompetensi pedagogikisme guru. Jurnal Kependidikan, 2(1), 56–57.

Vagi, R., Pivovarova, M., & Barnard, W. (2019). Dynamics of preservice teacher quality. Teaching and Teacher Education, 85, 13–23. https://doi.org/10.1016/j.tate.2019.06.005

Willegems, V., Consuegra, E., Struyven, K., & Engels, N. (2018). Pre-service teachers as members of a collaborative teacher research team: A steady track to extended professionalism? Teaching and Teacher Education, 76, 126–139. https://doi.org/10.1016/j.tate.2018.08.012

Yin, H., To, K. H., Keung, C. P. C., & Tam, W. W. Y. (2019). Professional learning communities count: Examining the relationship between faculty trust and teacher professional learning in Hong Kong kindergartens. Teaching and Teacher Education, 82, 153–163. https://doi.org/10.1016/j.tate.2019.03.019


Article Metrics

 Abstract Views : 0 times
 PDF Downloaded : 0 times

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.