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170 Figure 2. Integrated Job Context Model Folami and Jacobs, 2005
Folami and Jacobs 2005 took a different approach by combining findings on task design from
the organizational behavior literature with research findings on organizational context from organizational
theory to develop an integrated task characteristicsorganizational context model.
As shown in Figure 2, factors other than task characteristics that may impact performance include
individual, economic, and organizational context variables. Individual factors that may affect
performance include ambition, education, ability, professional experience, and occupational level.
Employee growth need strength GNS has been used to proxy for ambition and individual differences
between employees, which is supported by previous research which support GNS as mediating the
relationship between job characteristics and affective outcomes Hackman Lawler, 1971; Hackman
Oldham, 1976; Hackman, Oldham, and Pearce, 1976, in Folami and Jacobs, 2005. Individual differences are
used in the task characteristic model to capture how employee motivation can be enhanced through the
design of jobs. As described by theory, workers who desire higher order need satisfactions are more likely to
obtain satisfaction when they work on jobs that are meaningful and that provide feedback on the adequacy
of their personal work activities Hackman Lawler, 1971, in Folami and Jacobs, 2005. Meanwhile, GNS is
used to proxy and control for ambition and individual differences between employees.
3. The Role of Teachers
UNESCO Santiago 2005 acknowledges that teaching is a highly complex endeavour, and the
situations in which teachers make daily decisions are extremely variable. In this perspective, the teaching
process requires a deep understanding of the working context, suitable mastery of teaching content Shulman,
in UNESCO Santiago, 2005, as well as a wide range of teaching strategies. This would also include the
ability to interact and communicate and develop knowledge and practical elements in an environment of
freedom, trust, attention, reasoned decision, empathy and authority, and thus involves the ability to reason
and judge what is or is not appropriate in practice Ávalos, 2009, in UNESCO Santiago, 2005. In
Indonesia, the Law No.142005 on Teachers and Lecturers
stipulates that
teachers are professional educators with the primary task of educating, teaching, guiding, directing, training,
assessing, and evaluating students in formal early childhood education, basic education, and secondary
education.
4. Teachers Work Performance Indicators in Indonesia
The Guidebook for the Implementation of Teachers Performance Appraisal P3 Educators, 2012
states that teacher performance assessment is not meant
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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
