Evaluation of Teachers Work Performance Indicators in Indonesia

172 The 2017 International Conference on Management Sciences ICoMS 2017 March 22, UMY, Indonesia 172 public schools. The levels of autonomy between regular public and charter schools appeared to be the strongest differentiating factor across two groups of schooling, with both task and extra role types of teacher performance in charter schools outweighed their counterparts in public schools. Those in favor of charter schools predicted that autonomy in structuring and managing, innovative actions through the use of aforementioned unconventional policies and practices, and being accountable for results would lead to improved student achievement. Studies in other sectors have also documented that ERP contribute to employee task performance and overall organizational performance e.g. Koys, 2001; Podsakoff et al., 2009; Vey and Campbell, 2004, in Duyar et.al., 2014. Duyar et.al. 2014 observes that while they are expected to perform beyond expectations, teachers are overwhelmed with already burgeoning tasks and poor climates in schools. A more holistic approach to assess teachers’ performance was proposed by Murphy 2013, which stated that the three most common ways to evaluate teacher effectiveness are gains in test scores, classroom observations and pupil surveys. Murphy 2013 further states that gains in pupil test scores are the best available metric to measure teacher performance. The main advantage of this measure is its objectivity; and despite its shortcomings, it is by far the most reliable of the three measures in predicting a teacher’s future performance. On the contrary, test and exam results cannot reliably be used to differentiate teachers who are just above and below average, but they can effectively be used to identify teachers who consistently perform well or badly. In addition, Murphy 2013 also proposes that while appraisal and evaluation should focus on classroom activities, teachers’ contributions to extra- curricular activities, including sports, trips and clubs, should also be recognised. This observation is also in line with UNESCO’s findings in Latin America UNESCO Santiago, 2005 which shows that teacher’s professional performance does not end in the classroom, because teachers have clear responsibilities to the school where they work, to the parents of their students, to the community they serve; and to the professional associations to which they belong.

6. Evaluation of Teachers Work Performance Indicators in Indonesia

This section will first map out each of the components of each of the competency dimensions in relationship to the heuristic framework of individual work performance developed by Koopmans et.al. 2011 and the integrated job context model proposed by Folami and Jacobs 2005. Any discrepancies will be further investigated, and referenced back to the role of teachers in Indonesian context. The section will provide a review of whether the teachers work performance indicators used in Indonesia are in-line with the modern context of work performance, and the demands laid out for schools of the 21st century. Tabel 2. Comparison between the teachers competency components used in Indonesia with the Heuristic IWP Framework Koopmans et.al., 2011. Competencies Heuristic IWP Framework Koopmans, 2011 A Pedagogical Competence 1 Understands the characteristics of students Task Performance 2 Masters learning theories and principles of educative learning Task Performance 3 Development of the curriculum Task Performance 4 Educational learning activities Contextual Performance 5 Understand and develop student’s potential Adaptive Performance 6 Communication with learners Contextual Performance 7 Assessment and evaluation Task Performance B Personality Competence 173 The 2017 International Conference on Management Sciences ICoMS 2017 March 22, UMY, Indonesia 173 1 Acting in accordance with religious norms, legal, social, and national culture of Indonesia Contextual Performance 2 Demonstrate a mature personality and act as a role model Contextual Performance 3 Good work ethics, high responsibility, a sense of pride in being a teacher Contextual Performance C Social Competence 1 Be inclusive, acting objectively, and non discriminatory Adaptive Performance 2 Communication with fellow teachers, educators, parents of students, and the community Contextual Performance D Professional Competence 1 Mastery of the material, structure of scientific concepts, and mindsets that support the subjects of teaching Task Performance 2 Develop professionally through reflective actions Task Performance Based on Table 2, the teacher competency appraisal system used in Indonesia mostly addresses task performance and contextual performance in Koopmans 2011 framework, while adaptive performance is only related to two competency components. The use of the counterproductive work behavior dimensions seems not to be suitable for the formal appraisal, but can nonetheless be assessed through other means such as observations of day-to- day behavior, peer evaluations, and supervisor assessments. The lack of adaptive performance components is very unfortunate, since these are primary requirements needed to help students acquire 21 st Century Skills.

7. Conclusion