logo logo European Journal of Educational Research

EU-JER is is a, peer reviewed, online academic research journal.

Subscribe to

Receive Email Alerts

for special events, calls for papers, and professional development opportunities.

Subscribe

Publisher (HQ)

Eurasian Society of Educational Research
Eurasian Society of Educational Research
7321 Parkway Drive South, Hanover, MD 21076, USA
Eurasian Society of Educational Research
Headquarters
7321 Parkway Drive South, Hanover, MD 21076, USA
agreement level competence kindergarten teacher teaching performance

Agreement Levels of Kindergarten Principals and Teachers to Determine Teaching Competencies and Performance

Dyah Retno Fitri Utami , Yuli Kurniawati Sugiyo Pranoto , Lita Latiana , Sunawan

This research aimed to analyze the levels of agreement between kindergarten teachers and principals in identifying the assessment of teachers’ t.

T

This research aimed to analyze the levels of agreement between kindergarten teachers and principals in identifying the assessment of teachers’ teaching competencies and performance. The study was designed under a quantitative approach using a survey. It implemented a non-probability sampling technique with purposive sampling. The sample of the population comprised of 173 kindergarten teachers and 101 principals in Semarang District, Indonesia, or a total of 274 respondents. The data were collected through a questionnaire and analyzed using Cohen’s Kappa coefficient to measure the levels of agreement between raters and Pearson Chi-Square test was also utilized to determine the differences in perceptions among principals and teachers. The findings showed that the levels of agreement between raters were averagely in the no agreement category, implying the existence of differences in perceptions among teachers and principals. The involvement of a multi-rater strategy in such research is a rare effort, especially for the Early Childhood Education (ECE) level in Indonesia. Researches regarding teaching competencies and performance generally only involve single rater, either teachers or principals who judge themselves on their competencies and performance, thus the results tend to be subjective. In conclusion, the assessment of teaching competencies with the relation of cognitive abilities was conducted through a test that considered subjective questions and case analysis to evaluate the teachers’ skills based on their performance and self-description. Both personal and social assessments utilized self-assessment forms or autobiographies, which were completed with specific themes. Meanwhile, the performance assessment was observed with the assessment rubric and comparison with the learning process performed by an individual educator.

Keywords: Agreement level, competence, kindergarten teacher, teaching performance.

cloud_download PDF
Cite
Article Metrics
Views
949
Download
786
Citations
Crossref
4

Scopus
4

References

Akareem, H. S., & Hossain, S. S. (2016). Determinants of education quality: What makes students’ perception different? Open Review of Educational Research, 3(1), 52-67. https://doi.org/10.1080/23265507.2016.1155167

Akomolafe, M. J. (2013). The role of academic self-efficacy, academic motivation and academic self-concept in predicting secondary school students’ academic performance. Journal of Educational and Social Research, 3(2), 336-340. https://doi.org/ 10.5901/mjss.2013.v4n2p657

Alkan, C. (2005). Educational psychology. Ani Publisher.

Amalia, L., & Saraswati, T. (2018). The impact of competencies toward teacher’s performance moderated by the certification in Indonesia. KnE Social Sciences3(10), 86–98. https://doi.org/10.18502/kss.v3i10.3363

Ashraf, I., Ashraf, F., Saeed, I., Gulzar, H., Shah, K., Azhar, N., Bukhari, S. R., Ilyas, T., & Anam, W. (2015). Reasons for Low Performance of Teachers: A Study of Government Schools operating in Bahawalpur City, Pakistan. International Journal of Academic Research in Progressive Education and Development, 4(2), 105–117. https://doi.org/10.6007/ijarped/v4-i2/1764

Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. International Journal of Teaching and Teacher Education, 7(2), 10-20.

Balitbang Kemendikbud. (2017). Model pendidikan anak usia dini satu tahun sebelum sekolah dasar. Kajian PAUD non-formal dan informal dan pendidikan masyarakat [One year early childhood education model before elementary school. Non-formal and informal ECE studies and community education]. Research Center for Educational and Cultural Policy/ Pusat Penelitian Kebijakan Pendidikan dan Kebudayaan.

Browell, S. (2000). Staff development and professional education: A cooperative model. Journal of Workplace Learning, 12(2), 57-65. https://doi.org/10.1108/13665620010316208

Bertschy, F., Künzli, C., & Lehmann, M. (2013). Teachers’ competencies for the implementation of educational offers in the field of education for sustainable development. Sustainability, 5(12), 5067-5080. https://doi.org/10.3390/su5125067

Canales, A., & Maldonado, L. (2018). Teacher quality and student achievement in Chile: Linking teachers' contribution and observable characteristics. International Journal of Educational Development, 60, 33-50.

Chouhan, V. S., & Srivastava, S. (2014). Understanding competencies and competence modeling - a literature survey. IOSR Journal of Business and Management, 16(1), 14–22. https://doi.org/10.9790/487x-16111422

Chyung, S. Y., Roberts, K., Swanson, I., & Hankinson, A. (2017). Evidence-based survey design: The use of a midpoint on the Likert Scale. Performance Improvement, 56(10), 15-23. https://doi.org/10.1002/pfi.21727.

Cochran-Smith, M., & Zeichner, K. M. (2005). Studying teacher education: The report of the AERA panel on research and teacher education. Lawrence Erlbaum.

Dockterman, D. M. (2017). Discrepancies between students’ and teachers’ ratings of instructional practice: A way to measure classroom intunenessand evaluate teaching quality. [Doctors Dissertation, University of California]. University of California. https://escholarship.org/uc/item/1sr500x5

Druzhinina, M., Belkova, N., Donchenko, E., Liu, F., & Morozova, O. (2018). Curriculum design in professional education: theory and practice. SHS Web of Conferences, 50, 1–6. https://doi.org/10.1051/shsconf/20185001046

Elliott, K. (2015). Teacher performance appraisal: More about performance or development? Australian Journal of Teacher Education, 40(9), 102-116. https://doi.org/10.14221/ajte.2015v40n9.6

Firyomanto, Wibawanto, & Syamwil. (2016). Pengembangan instrumen penilaian kinerja guru menggunakan penilaian diri, teman sejawat, dan penilaian oleh siswa [Developing teacher performance appraisal instruments using self-assessment, peer, and student assessment]. Journal of Educational Research and Evaluation, 5(1), 32-40.

Gallego, P. L., & Caingcoy, M. E. (2020). Competencies and professional development needs of kindergarten teachers. International Journal on Integrated Education, 3(7), 69-81. https://doi.org/10.31149/ijie.v3i7.491

Gedviliene, G., Gerviene, S., Pasvenskiene, A., & Ziziene, S. (2014). The social competence concept development in higher education. European Scientific Journal, 10(28), 36-49.

Hakim, A. (2015). Contribution of competence teacher (pedagogical, personality, professional competence and social) on the performance of learning. The International Journal of Engineering and Science, 4(2), 1-12.

Hamda, F. A. A. (2018). Degree of competence in practicing basic education for kindergarten teachers from the point of view of the teachers themselves. European Scientific Journal, 14(10), 135-164. https://doi.org/10.19044/esj.2018.v14n10p136

Hamid, S. A., Hassan, S. S., & Ismail, N. A. (2012). Teaching quality and performance among experienced teachers in Malaysia. Australian Journal of Teacher Education, 37(11), 85-103. https://doi.org/10.14221/ajte.2012v37n11.2

Ho-Ming, N. G., & Ping-Yan, C. (1999). School-based teacher development in Guangzhou, China. International Studies in Educational Administration, 27(2), 32-42.

Jaya, I. (2019). Relationship between sertification to profesional competence of kindergarten teacher in Nanggalo, Padang. In W. Strielkowski (Ed.), ICET Conference: Advances in Social Science, Education and Humanities Research. (pp. 392-395). International Conference on Education and Technology. ICET. https://doi.org/10.2991/icet-19.2019.98

Kim, H. J. (2019). Exploring pre-service teachers’ beliefs about english teaching competence, perceived competence, and actual competence. Journal of Pan-Pacific Association of Applied Linguistics, 23(2), 1-19. https://doi.org/10.25256/PAAL.23.2.1

Korthagen, F. A. J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77–97. https://doi.org/10.1016/j.tate.2003.10.002

Kunter, M., Baumert, J., Voss, T., Klusmann, U., Richter, D., & Hachfeld, A. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 105(3), 805-820. https://doi.org/10.1037/a0032583

Lauchande, C., Passos, A., & Howie, S. J. (2017). Teacher’s competence and performance and its effect on pupil achievement in upper primary education in Mozambique. Sense Publishers. https://doi.org/10.1007/978-94-6300-453-4_10

Lestari, E. F., Arifin. R., & Silawati, E. (2016). Profil kompetensi pedagogik guru taman kanak-kanak tersertifikasi di Kecamatan Cicalengka Kabupaten Bandung [Pedagogical competence profiles of certified kindergarten teachers in Cicalengka Sub-District, Bandung District]. Early Horizons: Journal of Early Childhood Education/ Cakrawala Dini: Jurnal Pendidikan Anak Usia Dini, 7(2), 1-10.

Lozancic, A. J. (2018). Social competences of kindergarten teachers – Are we applying contemporary knowledge?, Croatian Journal of Education, 20(1), 47-58. https://doi.org/10.15516/cje.v20i0.3055

Maheshkar, C. (2015). Need for competence mapping scale to map the competencies of university teaching personnel. Journal of Management Research and Analysis, 2(4), 273-276. https://doi.org/10.5958/2394-2770.2015.00005.8

Manning, M., Wong, G. T. W., Fleming, C. M., & Garvis, S. (2019). Is teacher qualification associated with the quality of the early childhood education and care environment? A meta-analytic review. Review of Educational Research, 89(3), 370-415. https://doi.org/10.3102/0034654319837540

Manutede, Y. Z., Susiloningsih, E., & Ridlo, S. (2015). Pengembangan instrumen evaluasi diri guru terkait pencapaian kompetensi guru dan implementasi kurikulum 2013 pada guru SMP Kota Salatiga [The development of teachers’ self-evaluation instruments related to the achievement of teachers’ competencies and implementation of the 2013 curriculum for junior high school teachers in Salatiga City]. Innovative Journal of Curriculum and Educational Technology, 4(1), 15-22. https://doi.org/10.15294/IJCET.V4I1.9830

McHugh, M. L. (2012). Interrater reliability: The kappa statistic. Biochemia Medica, 22(3), 276–282.

Milanowski, A. (2017). Lower performance evaluation practice ratings for teachers of disadvantaged students: Bias or reflection of reality? American Educational Research Association, 3(1), 1-16. https://doi.org/10.1177/2332858416685550

Mizell, H. (2010). Why professional development matters. Learning Forward.

Muijs, D., Kyriakides, L., van der Werf, G., Creemers, B., Timperley, H., & Earl, L. (2014). State of the art–Teacher effectiveness and professional learning. School Effectiveness and School Improvement, 25(2), 231–256.

Ndoye, A. (2017). Peer / self-assessment and student learning. International Journal of Teaching and Learning in Higher Education, 29(2), 255-269.

Nichols, T. R., Wisner, P. M., Cripe., & Gulabchand, L. (2010). Putting the kappa statistic to use. The Quality Assurance Journal, 13(3-4), 57-61. https://doi.org/10.1002/qaj.481

The Organisation for Economic Co-operation and Development. (2013). Teachers for the 21st century: Using evaluation to improve teaching, international summit on the teaching profession. OECD Publishing. https://doi.org/10.1787/9789264193864-en

Pahrudin, Martono, T., & Murtini, W. (2016). The effect of pedagogical competence, personality, professional and social competence teacher to study achievement of economic lesson in state senior high school of East Lombok District. In H. Zainnuri, & H. E. Kurniawan (Eds.), ICTTE 2016 Conference: Strengthening IT and Innovation of Teacher Training Education in the Era of Global Competitiveness (pp. 332-345). International Conference on Teacher Training and Education. ICTTE.

Pantic, N., & Wubbels, T. (2010). Teacher competencies as a basis for teacher eduction – Views of Serbian teachers and teacher educators. Teaching and Teachers Education, 26(3), 694-703. https://doi.org/10.1016/j.tate.2009.10.005

Poro, S. G., Yiga, A., Enom, J. C., Mwosi, F., & Eton. (2019). Teacher competence and performance in primary schools in Nwoya District, Northern Uganda. International Journal of Advanced Educational Research, 4(1), 3-8.

Porter, J. M, & Jelinek. (2011). Evaluating inter-rater reliability of a national assessment model for teacher performance. International Jornal of Education Policies, 5(2), 74-87.

Pratiwi, S. D. (2013). Pengaruh motivasi kerja, kepuasan kerja, kepemimpinan kepala sekolah menurut persepsi guru, dan iklim sekolah terhadap kinerja guru ekonomi di Kabupaten Wonogiri [The impacts of work motivation, job satisfaction, principal leadership according to teachers’ perceptions, and school climate on the performance of economics teachers in Wonogiri District]. Journal of Educational Insan Mandiri/ Jurnal Pendidikan Insan Mandiri, 1(1), 89-100. https://doi.org/10.20961/iman.v2i1.16434

Purba, Rafiani, & Ali. (2018). The influence of competence, organizational commitment and non-financial compensation on teacher performance in Jakarta. Scholars Journal of Economics, Business and Management, 5(3), 226-239. https://doi.org/ 10.21276/sjebm.2018.5.3.13

Rabo, U. M. (2018). Relationship between teacher competence, school climate and academic performance of public senior secondary school students in Sokoto State Nigeria. International Journal of Humanities and Social Science Invention, 7(11), 34-40. https://doi.org/10.35386/ser.v17i2.34

Ramdhani, N., Ancok, D., Swasono., & Suryanto, P. (2012). Teacher quality improvement program: Empowering teachers to increasing a quality of Indonesian’s education. Procedia-Social and Behavioral Sciences, 69(2012), 1836 – 1841. https://doi.org/ 10.1016/j.sbspro.2012.12.134

Reitz, S. (2012). Improving social competence via e-learning?: The example of human rights education. Peter Lang GmbH.

Romstein, K., & Stakovic, L., (2017). Value system, implicit pedagogy, and competencies of a contemporary preschool teacher. Preliminary Communication, 1(2), 32-43

Saracaloglu, A. S., Kumral, O., & Kanmaz, A. (2009). Anxieties, academic motivation levels and competencies at teaching profession of students at secondary education fields teaching. Nonthesis Master Program. Journal of Yuzuncu Yıl University Education Faculty/ Yuzuncu Yıl Universitesi Egitim Fakultesi Dergisi, 6(2), 38-54.

Sari, K. M., & Setiawan, H. (2020). Kompetensi pedagogik guru dalam melaksanakan penilaian pembelajaran anak usia dini [Teachers’ pedagogical competencies in implementing early childhood learning assessment]. Jurnal Obsesi: Early Childhood Education/ Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 4(2), 900-912. https://doi.org/10.31004/obsesi.v4i2.478

Sheridan, S., Pramling Samuelsson, I., & Johansson, E. (Eds.). (2009). Barns tidiga lärande: En tvärsnittsstudie om förskolan som miljö för barns lärande [Children’s early learning: A cross-sectional study on preschool as an environment for children’s learning]. Göteborgs Universitet Acta Univ.

Sidik, F. (2016). Guru berkualitas untuk sumber daya manusia berkualitas [Quality teachers for quality human resources]. Journal of Educational Islamic Management/ Jurnal Manajemen Pendidikan Islam, 4(2), 109-114.

Silberman, M. (2006). Active learning: A handbook of techniques, designs, case examples, and tips. Pleiffer.

Siri, A., Supartha, I. W. G., Sukaatmadja, I. P. G., & Rahayuda. (2020). Does teacher competence and commitment improve teacher’s professionalism. Cogent Business & Management, 7(1), 1-13. https://doi.org/10.1080/23311975.2020.1781993

Somers, J., & Sikorova, E. (2002). The effectiveness of in-service education on teachers course for influencing teachers’ practice. Journal of In-Service Education, 28(1), 95-114.

Sultana, M., & Shahabul Haque, M. (2018). The Cause of Low Implementation of ICT in Education Sector Considering Higher Education: A Study on Bangladesh. Canadian Social Science, 14(12), 67–73. https://doi.org/10.3968/10804

Suarez, E. G., & Toro, R.M. (2018). Teaching performance evaluation model: Preparation for student learning within the framework for teacher good performance. Journal of Educational Psychology, 6(2), 431-452. https://doi.org/10.20511/pyr2018.v6n2.236

Sumaryanta, Mardapi, D., Sugiman., & Herawmuian, T. (2018). Assessing teacher competence and its follow-up to support professional development sustainability. Journal of Teacher Education for Sustainability, 20(1), 106-123. https://doi.org/10.2478/jtes-2018-0007

Swart, F., Knèzic, D., Onstenk, J., & Graaff, R. D. (2019). Evaluating and improving teacher educators’ language-oriented performance in content-based teaching. International Journal of Educational Methodology, 5(1), 71-86. https://doi.org/10.12973/ijem.5.1.71

Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (Eds.). (2010). Early childhood matters: Evidence from the effective pre-school and primary education project. Routledge.

Syslová, Z. (2019). The relation between reflection and the quality of a preschool teacher’s education performance. International Journal of Child Care and Education Policy, 13(4), 1-21. https://doi.org/10.1186/s40723-019-0060-y

Taridi, M., & Dono, A. (2019). The kindergarten teachers’ pedagogical competences: A case study. Indonesian Research Journal in Education, 3(1), 107-119. https://doi.org/10.22437/irje.v3i1.6737

Taylor, E. S., & Tyler, J. H. (2012). The effect of evaluation on teacher performance. American Economic Review, 102(7), 3628–3651. https://doi.org/10.1257/aer.102.7.3628

Utami, D. R. F., & Latiana, L. (2018). Teachers’ perception of the professional competencies and digital media use at early childhood institution in Indonesia. Advances in Social Science, Education and Humanities Research, 249,16-21. https://doi.org/10.2991/secret-18.2018.3

Utami, D. R. F., Latiana, L., & Pranoto, Y. K. S. (2020). A study on the influence of personality and social competencies on the performance of kindergarten teachers based on the principal’s assessment. Journal of Primary Education, 9(1), 92-98.

Wardoyo, C. (2015). The Measurement of teacher’s personality competence and performance using Embedded Model. Journal of Education and Practice, 6(26), 18-24.

Wijayanti, E. & Mundilarto. (2015). Pengembangan instrumen asesmen diri dan teman sejawat kompetensi bidang studi [The development of self- and peer-assessment instruments in study competencies]. Journal of Educational Research and Evaluation/ Jurnal Penelitian dan Evaluasi Pendidikan, 19(2), 129-144. https://doi.org/10.21831/pep.v19i2.5572

Wilkerson, J. R., & Lang, W. S. (2007). Assessing teacher competency: Five standards-based steps to valid measurement using the CAATS Model. Corwin Pres.

Yuslam, R., Setiani, E., & Sari, A. K. (2017). Studi tentang kompetensi guru paud berkualifikasi akademik sarjana pgpaud dan non pgpaud di PAUD Istiqomah Sambas Purbalingga [A Study on The Competencies of PAUD Teachers with and without PGPAUD Academic Qualifications in Istiqomah Sambas PAUD, Purbalingga]. Journal of Children’s Education/ Jurnal Pendidikan Anak, 3(2), 151-168. https://doi.org/10.14421/alathfal.2017.32-04

Yustiyawan, R. H., Supriyanto, A., & Mustiningsih. (2016). Hubungan pengembangan karir, kompetensi profesional, dan motivasi kerja dengan kinerja guru PAUD di Kecamatan Driyorejo Kabupaten Gresik [Relationship of career development, professional competence, and work motivation with early childhood teacher performance in Driyorejo Sub-District, Gresik District]. Journal of Education/ Jurnal Pendidikan, 1(7), 1297-1304. https://doi.org/10.17977/jp.v1i7.6545

Zamri, N. B. M., & Hamzah, M. I. B. (2019). Teachers’ competence in implementation of classroom assessment in learning. Creative Education, 10(20), 2939-2946. https://doi.org/10.4236/ce.2019.1012218

...