The Implementation of Teacher Performance Assessment Policy in Improving Competence at Senior High Schools in Palu
Asrul Achmad*, Syahir Natsir, Nasir Manggasing, Nurhannis
University of Tadulako Palu. Indonesia
This research aims to: 1) Analyze the process of implementing Teacher Performance Assessment policies in the environment of Senior High Schools in Palu based on the model of Van Meter and Van Horn; and 2) Analyze the performance and competency of pedagogy, personality, social and professional in teachers at Senior High Schools in Palu. The type of this research was qualitative research conducted at Senior High Schools in Palu. Data collection was done through observastion, interview, documentation, and FGD. Data analysis used Miles and Huberman's interactive analysis techniques which include: data collection, data condensation, data display, and conclusions/verification. The results and conclusions of this research are: 1) The process of implementing Teacher Performance Assessment policy using the Van Meter and Van Horn models shows: a) Standard variables and targets are known and understood by some implementors (principals) and teachers but some have not implemented Teacher Performance Assessment policies consistently and systematically; b) The resource variable includes human resources, partially mastering Teacher Performance Assessment concepts and instruments, means resources are in the form of Teacher Performance Assessment and Stationery rooms can be met and financial or financial resources are not yet available; c) Variable of communication between organizations involves Education and Culture Office of Central Sulawesi Province, education unit (school), and supervisor. External agency involved is LPMP; d) implementing agent characteristic variables differ from one another. The Education and Culture Office of Central Sulawesi Province is the highest agent with coordinating characteristics, school as a central agent with the main implementing characteristics of Teacher Performance Assessment, and LPMP as a functional agent with the characteristics of supplying speakers; e) Variable social environmental conditions influence the implementation of Teacher Performance Assessment policies, economic conditions especially the funding aspects affect the implementation of Teacher Performance Assessment policies, and practical political conditions do not affect the policy of implementing Teacher Performance Assessment; and f) The variable of the implementor's disposition or the attitude of the principal accepts the Teacher Performance Assessment policy with different intensities between one implementor and another implementor according to the situation of the school; and 2) Teacher Performance Assessment results show: a) Pedagogic competence gets less predicate; b) Personality competence gets very good predicate; c) Social competence gets good predicate; and d) Professional competence gets enough predicate.
Keywords: Teacher Performance; Assessment Policies; Teacher Competency
Int. J. Grad. Res. Rev.Vol-5, Issue-4: 238-248