Implementation of Teacher Career Development in Madrasah Aliyah Negeri

This study describes how to implement teacher career development at MAN Batu Bara. The objectives of this study are: (1) To determine the Career Development Planning of teachers at MAN Batu Bara, (2) To determine the implementation of the Teacher Career Development Program at MAN Batu Bara, (3) To determine the Evaluation of Teacher Career Development at MAN Batu Bara. The approach in this study was carried out with a descriptive qualitative approach. Data collection was obtained by means of observation, interviews, and documentation studies. Data analysis in this study used data reduction techniques, data presentation, and drawing conclusions/verification. Checking or checking the validity of the data used the techniques of credibility, transferability, dependability, and confirmability. The findings of this study revealed three findings, namely: (1) Planning for teacher career development at MAN Batu Bara carried out by madrasas, namely by planning for proposing the names of teachers who will be promoted to rank or class. Meanwhile, what is done by teachers is by preparing certain conditions for promotion to the rank of class, (2) The implementation of career development at MAN Batu Bara is by compiling a proposal file for promotion compiled by the teacher and recommended by the head of the Madrasa, as well as through examination of files by the head of the Madrasah. supervisor of physical documents and components of credit score assessment for teachers, (3) Evaluation of teacher career development at MAN Batu Bara conducts a self-evaluation by looking at the success of students in subjects and is also carried out by the head of the madrasa every year which is called the employee work target (SKP).

Teacher Career Development Management at Madrasah Aliyah Negeri

This study aims to analyze the management of teacher career development at MAN 2 Model Medan. The research focuses on planning, organizing, implementing, and evaluating teacher career development at MAN 2 Model Medan. This study uses a qualitative approach with a descriptive-analytical study method. Obtaining data using observation techniques, interviews, and document studies. Furthermore, the data were analyzed using data reduction techniques, data presentation, and drawing conclusions or data verification. The results of this study indicate that the management of teacher career development at the MAN 2 Medan Model is carried out effectively. It can be viewed from the aspects; (1) planning for teacher career development in the form of motivation and application of a conducive organizational culture (climate); (2) organizing human resources (HR) for teachers in madrasah through leadership support, technical meetings, coordination between madrasah leaders and vice-principals involving supervisors to improve teacher qualifications; (3) the implementation of teacher career development is carried out based on promotion, transfer, and promotion; (4) evaluation of teacher career development is carried out based on online-based supervision and teacher performance assessment. This research hopes that it can be used as a reference for further research on the management of teacher career development in Islamic educational institutions. This research also has implications for teachers in Islamic educational institutions to accelerate careers as educators in madrasah.

Pengembangan Karier Guru Di Pesantren Darul Ihsan Hamparan Perak Deli Serdang

Career development is the process of identifying the employee's career potential and material and applying the right ways to develop this potential. The teacher career development process at Pesantrren Darul Ihsan begins with the implementation of monitoring and evaluation of teacher performance. This study aims to analyze and find: 1) the concept of teacher career development at Pesantren Darul Ihsan Hamparan Perak Deli Serdang, and 2) the types of teacher career development at Pesantren Darul Ihsan Hamparan Perak Deli Serdang. The two focuses are studied with the theoretical approach of career management, human resource management, and human resource development as well as several other relevant theories. This study uses a qualitative research model with a case study approach. The data collection technique is by using semi-structured interviews and document studies. Furthermore, after the data has been collected, it is analyzed using several steps: data condensation, data display and conclusion, drawing and verification. The results of this study: 1) Teacher career development is carried out in the form of a personal and career advancement plan, as well as monitoring and evaluation which have implications for: (a) repositioning, (b) dismissal, c) resignation, d) retire. 2) Types of teacher career development that are: short courses, study assignments or study permit, and in house training (IHT). Meanwhile, pesantren support for the career development of teachers is conditional and unconditional.

Transforming Education with Emerging Technologies in Higher Education: A Systematic Literature Review

This study attempts to understand what is known about key theme findings in transforming education with emerging technologies in higher education by examining existing literature. Based on 5 selection criteria, 24 quality articles were included in the review. Thematic analysis methods are used to analyze and identify key themes in the data. The findings indicate that teachers who have used emerging technologies in teaching, they point out the key factors for transforming education with emerging technologies, including teachers' interest, institutional perspective, teachers' perceptions of the benefits of emerging technologies. They also report a dichotomy between the technologies used for teaching in higher education institutions and the technologies owned and used by students in social life as a major challenge. Teachers believe that the open communication and teamwork environment can be enhanced by using emerging technologies. Pedagogical innovation, empowering educators are essential requirements for teaching with emerging technologies. The 7 findings from this study should be used to guide initiatives for teacher career development to improve the effectiveness of education with emerging technologies.

New kindergarten teachers’ career development trajectories in China: A problem-solving perspective

Since the 1960s, concerns for beginning teachers have attracted extensive attention. High attrition rates among beginning teachers have been an international challenge, which is costly for a nation’s budget. To improve the retention of new teachers, it is imperative to understand what beginning teachers have experienced in their professional practice. This qualitative research examined the career development trajectories of beginning kindergarten teachers in China. The experiences of 23 kindergarten teachers from Nanjing were investigated through semi-structured interviews. Using grounded theory, this research identified four main themes and four career development trajectories. Themes include orientation, mastery, re-examination and self-validation, while career development trajectories reveal that teacher career development is not unilinear, but diverse. These findings are crucial in raising the awareness of researchers and practitioners about the diversities and possibilities of teacher career development trajectories. Further implications for researchers, teacher educators and kindergarten teachers are discussed.

Pengaruh Kompetensi Terhadap Pengembangan Karir Dan Kinerja Guru Ekonomi SMA Negeri di Kota Jember

The purpose of this study is to analyze the role of career development in influencing competence on teacher performance. The study was conducted in all the high schools in Jember. The variables used in this study consisted of competence, career development and teacher performance. The type of research is a quantitative approach research with explanatory research methods. The population is all economics teachers in Jember City Public High School. The method used to determine the sample is purposive sampling with the criteria of permanent teachers who have worked for 2 years at a minimum. Data analysis method uses path analysis. After being analyzed, the results of the t test and path analysis, can be seen that competence has a significant effect on teacher career development and teacher performance. The analysis also shows that career development is able to mediate competence in teacher performance. A teacher who has competence, it will be easy to develop a career which will have an impact on performance. Professional teachers, will always have high demands in their work, so with competence and good career development, the performance will also be better.

Development of human resources In the perspective of the career development of teachers at the State Vocational School in Makassar City

This research was conducted to answer the problem of "how to develop the career of state vocational school teachers in Makassar City". Thus, this study aims to determine the career development of teachers in the State Vocational School in Makassar City. This research is a descriptive study that provides an overview of Career Development of Vocational School Teachers in Makassar City, with a total sample of 73 people. Data collection techniques used are, observation and questionnaire. Data analysis used is; descriptive statistical analysis. The results of the study showed that the career development of the teachers of State Vocational Schools in Makassar City was still in the less category. While supporting factors, namely; 1) teacher's pedagogic competence, 2) the implementation of duties and responsibilities by the teacher professionally, 3) the teacher focuses on carrying out duties in carrying out the duties and responsibilities, 4) the existence of Subject Teachers' Consultation (MGMP), and 5) availability of adequate facilities and infrastructure . While the inhibiting factors of teacher career development are; 1) MGMP is not routinely carried out 2) MGMP funds are not prepared by the government, 3) unclear workload between functional tasks and administrative duties, 4) absence of regulations, especially legal issues that can protect teachers, 5) promotion does not automatically, 6) school management that is not good, 7) the absence of reward commensurate with teacher performance, and 8) inadequate facilities and infrastructure.

PENINGKATAN PRESTASI KERJA MELALUI PENGEMBANGAN KARIR

In the current era of teachers as educators, it is not enough to be able to carry out their duties carrying out learning. But in the process of implementing these learning tasks must also excel if they do not want to compete in a career. Improving teacher work performance in carrying out learning is a necessity. There is a strong suspicion that career development is the dominant factor that drive work performance improvement. The focus of this study is to investigate the effect of career development on teacher work performance. The research approach is a mixture of quantitative and qualitative. Data collection techniques using a Likert scale questionnaire, of 72 teachers. Processing of research results using regression analysis techniques. The significance test uses the F-test. After carrying out and discussing the results of this study, the author can conclude that teacher career development has a positive and significant effect on teacher work performance. There are still several weaknesses in the management of career development, especially in terms of loyalty to institutions, networks and teacher work performance. So it is suggested that the opportunity for teachers to be consulted and do the work to the best of their ability be increased. Openness in measurement and performance systems, transparent in evaluating work performance and helping teachers to widen their networks in carrying out career development.

EFL University Teachers’ Professional Development in the Thai Context

This study aims to explore the perceptions of 30 English as a Foreign Language (EFL) teachers serving in public universities in Thailand regarding needs, challenges and quality of teacher career development in their universities. A questionnaire and an interview are employed to gather data. According to the teacher development programs offered, all universities served by the participants provide prospects for teachers to have further in-service education. In relation to professional development, nearly all participants point out a strong need for obtaining a higher degree as career advancement in their field and interestingly as a tool for salary increment. Teacher collaboration and student learning also emerge as possible factors motivating teachers to strive for self-improvement. Although undertaking research is referred to as an important and for some a required element for English teaching jobs, time-consuming nature and a sophisticated process discourage its instigation. Regarding views about quality of university teacher development, most report being satisfied with the overall universities’ emphasis on improving English teaching and learning by accentuating teachers as a key. However, teachers’ lacking motivation to progress professionally due to excessive teaching workload and internal politics embedded in some universities can be reasons preventing teachers from securing educational growth. Implications from the study shed light on the significance to support the quality of university teachers through furnishing sufficient opportunities of professional development and what Thai EFL university teachers aspire to accomplish most to develop themselves efficiently.