The Indonesian government has instituted professional development initiatives to enhance teacher quality in formal schools and equivalency programs, including pre-service and in-service programs, transformation teacher programs, and a platform for emancipated teaching that enables teachers to conduct training themselves at their convenience. Nonetheless, the quality of teachers remains an issue in Indonesia's educational system, particularly under equivalency programs. This study examines the professional development, incentives, needs, impacts, and barriers faced by 1,146 teachers from formal schools (797) and equivalency programs (349) in Indonesia. Using the 2013 Teaching and Learning International Survey (TALIS) instrument, the study applies a quantitative comparison design to identify significant differences between the two groups. The nonparametric Wilcoxon rank-sum (Mann-Whitney) test was used due to the non-normality of the data distribution. The results revealed significant differences in professional development needs, incentives, and types of professional development, but no significant differences were found in the impacts or barriers of professional development. These findings highlight key distinctions between teachers in formal and non-formal educational settings and offer valuable insights for enhancing teacher training programs. This study is particularly relevant to teachers, policymakers, and researchers aiming to improve professional development initiatives and teaching quality in Indonesia.

Authors:
Yenni Anggrayni, Ritsumeikan University, Japan

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Posted by James Alexander Gordon

Last updated: 2023-02-23 23:45:00

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