University of Twente Student Theses

Influential factors in implementation of teacher professional development programs in rural schools : a case study at schools of Yayasan PESAT Papua (PESAT Foundation of Papua) in Nabire, Papua Island, Indonesia

Silitonga, B.N. (2012) Influential factors in implementation of teacher professional development programs in rural schools : a case study at schools of Yayasan PESAT Papua (PESAT Foundation of Papua) in Nabire, Papua Island, Indonesia.

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Abstract:	Teacher professional development (TPD) is carried out with the assumption that it leads improvement in various aspects of schools work and is considered to be very important. Since there were several contextual factors that influence the implementation of TPD in rural schools, it is required to know the influential factors to understand how to implement an effective and sustained TPD. Yet, in developing countries like Indonesia, there is a lack of such kind of knowledge. Therefore, this study, held in Nabire town in Papua Island, explored the influential factors in the implementation of current TPD program (KKG/MGMP) in Indonesian rural schools. The study employed the case study strategy with a qualitative approach. Triangulation was also applied in order to analyze the findings with a purposive sampling combined with convenience sampling. Accordingly, interviews, focus group discussions, observation, and documentation were used as methods of data collection. The findings of the study show that school/organization, have limited support regarding the implementation of TPD. In contrast, the principals provide more supports along with teachers’ high willingness to involve in TPD. Additionally, the findings reveal that the implementation of current TPD program at Nabire district is to have a very low contribution to professional development of the teachers. Hence, it is concluded that if the implementation of TPD has to bring better improvement in the rural schools, the organizational support, and the accountability system of the implementation of KKG/MGMP sessions should be re-managed. Moreover, the principals are also encouraged to be more active to recognize the needs of the teachers and establish a school-wide TPD programs.
Item Type:	Essay (Master)
Faculty:	BMS: Behavioural, Management and Social Sciences
Subject:	81 education, teaching
Programme:	Educational Science and Technology MSc (60023)
Link to this item:	https://purl.utwente.nl/essays/90627
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