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CHAPTER I INTRODUCTION
This part presents the information of the importance of this research. There are five elements included; they are the background of the study, problem
identification, problem limitations, research questions, research questions and goals, and research benefits.
A. Background of the Study
Globalization has made it necessary for all countries to compete at an international level. AFTA is one of the globalization products that are recently
experienced by all courtiers in ASIA. Considering the rise, things such as the development of learning English as an international language and the quality of
human resources are soon becoming a concern. Education is a key of its development. UNESCO states that an important instrument in education is the teacher. A teacher is
an influential component who creates a high educational process and quality. A teacher has a role in the national development especially in education Mulyasa,
2007. The teacher-education process has always been an important issue to discuss in the educational field, since it derives from a perspective about teacher
development. Teachers are known as role managers in determining the effectiveness of the teaching learning process; thus, they are expected to consider how to facilitate
that process well. The preparations to adapt with the new developments in the educational field should be an intense process for teachers to be aware of. Along with
2 the development of science and technology, teachers are demanded to offset and
develop themselves beyond this development Kusnadar, 2009 As the center of educational activities and who have full sovereignty,
teachers should be aware of their main responsibility. Concerning this issue, teachers need to always pay attention to their professional development to be more ready with
a changeable situation. Along with the development, lifelong professional teacher development is a phenomenal issue which has been continually discussed by some
researchers Atay, 2008. In the last few decades, many researchers have been working on finding appropriate methods of teachers‟ professional development to
help them participate in their own instructional improvements Hopkins 1975; McDonough and McDonough 1997.
Many methods have been offered to assist teachers in improving their development. The improvement of teachers‟ quality has a specific influence on
educational reformation, school development, and students‟ achievement Murphy, 1992; Brand, 1993; Supriadi, 1998, as in Mulyasa, 2007. Some researchers have
investigated how professional development can improve classroom instruction and student achievement Little, 1993 and Borko, 2004 as in Yoon
Yoon, Lee , Scarloss, Shapley,
2007. Each researcher has different evidence that proves that professional development has a positive impact on students‟ achievements. In
addition, some re search shows that professional development mediated by teachers‟
knowledge has a positive effect on students‟ achievements McHill-franzen, Yokoi, Brooks, 1999; and McCutchen, Abbott, Green, Beretvas, Cox, Potter, Quironga,
3 Gray, .2002 as in
Yoon, et al., 2007. In-service education and training programs are
also admitted to be preferred choices in professional development, since they can improve teachers‟ performance Atay, 2008. Moreover, it also emphasizes how
teachers build their own beliefs, positive attitudes, and professional knowledge through various programs, focusing on reflecting what they have already done
Sparks-Langer and Colton 1992. All of this research has proven that professional development is connected with teachers‟ and students‟ current needs these days all
over numerous countries. Many concerns about professional development show the importance of this issue that needs to be explored. Basically, it is because the
program provides a chance for teachers to achieve good quality in their work, so that they can do their jobs productively. The teachers‟ quality influences their students‟
achievements Suhardan, 2010. When a teacher is more professional in serving students‟ needs, it has a positive impact on the teaching learning process and high
affectivity of students‟ learning, so there will be good improvements in education. This issue has also arisen in Indonesia. Professionalism is one of the issues
emerging in the national education in Indonesia Weinata, 2003 as quoted by Kunandar, 2009. The problem arises because there is no specific standard and
effective supervision for improving the quality Umar, 2004 as quoted by Kunandar, 2009. In light of this issue, Directorate of secondary education of National Education
Department states that professionalism needs to be the main concern in the improvement of education. According to education act No. 142005, a professional
requires expertise, quality, ability, and development through professional training.
4 Thus, all educational agents, especially those who have significant roles in the field
such as teachers, must improve themselves. Considering the fact that graduates still have difficulties participating in social field jobs, competence standards and teacher
certification are highly needed. Mulyasa, 2007. In a decree of the National Education Minister of the Republic of Indonesia No.15, 2005, a teacher is expected to
have particular standards, which they need to fulfill to be considered as professional teachers. In this case, they need to master four competences. The competencies are
pedagogic competence, social competence, personal competence, and academic competence. By mastering those competences, it is expected that teachers can do their
jobs professionally, which will help them improve their quality. Teachers also need to master their duty in the teaching and learning process.
Teachers are also supposed to be good at operational curriculum such as making the content standard, having competency standards, and making preparation guides. The
the Educational Standards for Elementary and Middle Schools decree of the National Education Minister of the Republic of Indonesia no.19, 2007 states that in improving
students‟ quality, teachers need to consider some important elements such as using innovative and effective methods, having proper facilities, using a curriculum,
considering students‟ characteristics and learning backgrounds, doing productive research, and measuring students‟ competence. Specifically, teachers have roles in
improving learners‟ curiosity, achieving the learning target, improving knowledge and the ability to find information, cultivating the information, using the information
and solving problems, communicating, and developing individuals and learning
5 groups. In a decree of the National Education Minister of the Republic of Indonesia
no. 41, November 23
rd
, 2007 the standards of elementary and middle schools states that teachers have the responsibilities of planning, doing, scoring, guiding, and
coaching. They also must be ready for other duties. They have 24 hours for structural learningweek. The implementation of a reinforcement and feedback system for the
students‟ responses and achievements in the learning process must be the main concern for teachers. In making a lesson plan, teachers need to pay attention to the
requirements, starting from the preliminary activities until post activities. The main activities cover the exploration, elaboration, and confirmation process. Pertinence in
measuring student s‟ performance is important, because teachers need to report
continually on the students‟ achievements and improvements. An evaluation is done consistently, systematically, and manageably using test or non-test methods,
observations, attitude measurement, tasks, projects, portfolios, and self-evaluation. It uses educational assessment standard guidance study group
. Teachers‟ roles in planning, implementation, and evaluation of the learning process are supervised by
the school headmaster or a designated team . Teachers‟ work will be evaluated
whether it is in line with the standard process as well as their competence. Moreover, the concern of the Indonesian government on teachers‟
professional development is also shown when they have a certification program. It even has been stated in the Indonesian Government Decree no. 14, 2005. It includes
ten indicators that should be fulfilled by teachers. In the process, teachers will have development training in four significant aspects such as professional, pedagogic,
6 professional, personality, and social criteria. At the end of the process, teachers need
to take written and teaching tests. The requirements include the teaching period, age, level, teaching time, additional jobs, and academic prestige. It covers academic
qualifications, training, workshops, teaching experience, teaching programs, official acknowledgement, academic prestige, professional development, scientific meetings,
organizational experience in education and social issues, and relevant awards. This educator certification is formulated to motivate teachers to fulfill the indicators to be
professionals. Indonesia also has a supervision program. The supervisors have a role to guide teachers to improve their quality. They also identify teachers‟ ability to make
them participate in training and workshop programs. However, in Indonesia, when the professional development has been
explored in various ways and modified into a particular desire for teachers‟ improvement, it raises specific issues in teachers‟ preference. Since the improvement
has determined some aspects such as standards and careers, it is a particular phenomenon for teachers to decide. Making a decision to determine the preference
has always been a difficult thing to work as a teacher. Since a teacher is considered to have a role in determining the quality of educational performance, a teacher needs to
fulfill the criteria to have a good career as a teacher. Thus, teachers should adapt with the situation to live as human beings to achieve better learning, better teaching, and a
better economy or as humans who need to take into their lives professionalism, which needs better understanding, a better economy, struggle, and sacrifice. The
implications of this decision make the nature of true professional development long
7 forgotten. The preference usually comes in career development. In line with the
problem, this research strives to explore more on teachers‟ beliefs, their idealism, their decision-taking, and the implications of their decisions on themselves and the
educational field, regarding professional development. Dealing with the problem, it is believed that teachers‟ lived experiences can
be good and meaningful discourse to delve into teachers‟ needs regarding their professional development.
Teachers‟ lived experiences are considered as a good way to present a meaningful description. It can help teachers formulate their own beliefs
about teaching Zseszay, 2004. It can be a strong foundation to determine teachers‟ motivation to begin their im
provement. Teachers‟ lived experiences also provide self- reflection, which can lead to self-actualization as well as a strong foundation to
determine preferences and decision making to change. The 2013 Curriculum, the current curriculum implemented in Indonesia, suggests a scientific approach focusing
on creativity. The core of the curriculum is not just about the learning, but it also leads society to be more autonomous and develop spiritual competence. These
aspects autonomy which uncovers emancipation as it motivates teachers to be more creative in developing themselves and their teaching.
B. Problem Identification
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