Contemporary Views on Teachers Work Performance Appraisal Systems

171 The 2017 International Conference on Management Sciences ICoMS 2017 March 22, UMY, Indonesia 171 to make it difficult for teachers, but rather the performance assessment should be conducted to create a professional teacher, because the dignity of a profession is determined by the quality of the professional service. The assessment of teacher performance is also meant to show accurately the activities of teachers in the classroom, and help them to improve their knowledge and skills. It is thus expected to contribute directly in improving the quality of learning, as well as assist the career development of teachers as professionals. According to the Minister for the Empowerment of State Officials and Bureaucratic Reform Regulation No. 16 2009, the assessment of teacher performance is an evaluation that is carried out on each item of the main task of the teacher for the purpose of career development, rank, and occupation. Performance assessment related to the implementation of the teaching and learning process for subject teachers and classroom teachers include planning and implementing of learning, evaluating and assessing, analyzing the results of the assessment, and implementing a follow-up on assessment results in applying the four 4 domain competencies required of teachers in accordance to the Minister of National Education Regulation Number 16 2007 on Academic Qualifications Standards and Competencies of Teachers. The implementation of teaching and learning requires teachers to master the 24 twenty four competencies that are grouped into pedagogical, personality, social, and professional dimensions, which are further are summarized into 14 fourteen competence as published by the National Education Standards Agency BSNP. The details of these competencies are outlined in the table below. Table 1. Classroom Subject Teacher s Competencies No. Competency Dimensions No. of Competencies No. of Indicators 1 Pedagogical 7 45 2 Personality 3 18 3 Social 2 6 4 Professional 2 9 14 78 The following shows the teacher competencies appraised in each competency dimension: Pedagogical Competence 1. Understands the characteristics of students 2. Masters learning theories and principles of educative learning 3. Development of the curriculum 4. Educational learning activities 5. Understand and develop student’s potential 6. Communication with learners 7. Assessment and evaluation Personality Competence 1. Acting in accordance with religious norms, legal, social, and national culture of Indonesia 2. Demonstrate a mature personality and act as a role model 3. Good work ethics, high responsibility, a sense of pride in being a teacher Social Competence 1. Be inclusive, acting objectively, and non discriminatory 2. Communication with fellow teachers, educators, parents of students, and the community Professional Competence 1. Mastery of the material, structure of scientific concepts, and mindsets that support the subjects of teaching 2. Develop professionally through reflective actions

5. Contemporary Views on Teachers Work Performance Appraisal Systems

Duyar et.al. 2014 examined the antecedents and outcomes of teachers’ task and extra-role performance ERP under two different autonomy regimes in regular public schools and charter schools schools that receives government funding but operates independently of the established public school system in which it is located, with a special emphasis given to the ERP of teachers. The study revealed that the predictors and outcomes of teachers’ task and ERP have differing dynamics in these two distinct types of 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