Faculty of Education - Theses
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ItemDeveloping quality teachers in Indonesian public schools( 2014)The recruitment and development of teachers is important for student success and the Indonesian public education system has four recruitment pathways: Government Teachers (GTs), Ex-Assistant Teachers (EATs), Scholarship-Bond Teachers (SBTs) and Non-Permanent Teachers (NPTs). Very little is known about the impact these different pathways have on teachers or schools. This study gathered the perceptions of teachers and school and system leaders on: (1) how teacher recruitment pathways impact on teachers’ practice and development, (2) how these pathways impact on how schools induct and develop teachers, and (3) how the pathways impact on school improvement. Employing a multiple-case design, this study explored one public school from each of the four different levels: primary, secondary, high, and vocational. Forty-nine teachers from the four different employment pathways participated in group interviews, and four principals, sixteen deputies or senior teachers, eight school supervisors, and the head of teacher and staff development division gave voice in semi-structured individual interviews. The different employment pathways were all perceived to have deficiencies in terms of pre-service preparation. The GTs were by far the most highly regarded teachers in terms of skills, attitude, and potential, followed by EATs, SBTs, and NPTs. Schools plays an important role in developing new teachers, but there was an absence of substantial school-based induction programs in all of the schools. Teachers commented that the lack of proper induction was a hindrance to their development as a quality teacher. The differences in pre-service training and support for teachers from the different pathways amplified as the National Examinations (NEs) proved to be a key determinant of teacher assignment within a school. Teachers from preferred pathways (GTs and to a lesser extent EATs and SBTs) were given preference in terms of teaching at the NEs year levels, and therefore, offered more professional support through professional learning programs than NPTs. The pattern was further manifested in the teachers’ segregated contribution to school improvement with pathways, subjects and proximity to the NEs being major determinants of teachers’ perceived contribution to school improvement efforts.