Teacher certification in Indonesia: An education policy analysis

Abstract

This study examines the teacher certification policy in Indonesia. This program is one of the important government policies in enhancing the quality of education. After more than half a century, the teachers' professionalism is not the main issue in the education system in Indonesia. The study was conducted through the use of a qualitative method by applying the Context, Input, Process, Product (CIPP) model. Data was collected through in-depth interviews, observation, and documentation of the research informants comprising official certification documents. The data collected was analyzed through the process of data condensation, data display, and conclusion drawing/ verifications. The analysis conducted revealed that: 1) the purpose of certification is well-defined, well-understood and well-operated; 2) planning and the allocation of resources were classified accordingly; the process of certification has been initiated with socialization, assignment of participants, certification paths, as well as teacher training and development, and as a whole has followed the guidelines of the central government; (4) the results of certification in terms of teacher performance have shown the ability to plan good learning, manage and evaluate student learning. This study proposes to the government to maintain consistency in teacher performance, class-based performance appraisals, which are needed on post-certification continually. It is expected that this study would be an essential reference for the relevant researchers, educational practitioners, and policymakers to develop better teacher certification systems.