THE IMPACTS OF CERTIFICATION POLICY ON TEACHERS’ WORKING PERFORMANCE: A CASE OF RIAU

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dc.contributor.authorSyahza, Almasdi
dc.contributor.authorSuarman
dc.date.accessioned2014-04-10T03:22:24Z
dc.date.available2014-04-10T03:22:24Z
dc.date.issued2014-04-10
dc.description.abstractAs professionals, teachers have an important role to play in primary, secondary, and early childhood education. Teacher certification as an effort to boost teacher’s qualification is also expected to improve learning quality and quality education continuously. This study aims at investigating the impact of teacher certification on teachers’ working performance. The Rapid Rural Appraisal (RRA) was used to obtain accurate information related to pedagogic, personal, social, and professional competences. The competences of both certified and uncertified teachers were measured against 78 indicators, and the impact of the implementation of the government’s policy on teachers’ teaching performance was measured using t-test. Results showed that overall there is a difference between certified and uncertified teachers. However, in terms of both junior and senior high school teachers’ pedagogic and professional competences, no difference was found. Statistical tests showed that there is no difference in working performance between certified and uncertified teachersen_US
dc.description.sponsorshipSeminar Internasional Pendidikan Serantau Ke-6en_US
dc.identifier.isbn978-983-2267-54-6
dc.identifier.otherwahyu sari yeni
dc.identifier.urihttp://repository.unri.ac.id/xmlui/handle/123456789/6043
dc.language.isoenen_US
dc.subjectCertificationen_US
dc.subjectteachers’ working performanceen_US
dc.subjectpolicy implementationen_US
dc.titleTHE IMPACTS OF CERTIFICATION POLICY ON TEACHERS’ WORKING PERFORMANCE: A CASE OF RIAUen_US
dc.typeUR-Scientific Work Lectureren_US

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