Teachers' professional development coaching based on islamic boarding school culture

Abstract

This article aims at describing the process of teachers’ professional development based on Islamic boarding school culture including pattern of interaction in teacher training, approaches to teacher development, stakeholder involvement in teacher training, supervision and evaluation of the implementation of teacher training based on Islamic boarding schools. This research was conducted employing comparative inductive data analysis, multi-site design, and qualitative approach. This research found there are five interaction patterns used for development namely: interaction pattern of once-in-a-month regular recitation, the interaction pattern of imtikhan, interaction pattern of congregational prayers, interaction pattern of get-together (silahturahmi), interaction pattern of once-in-a-month regular meetings. And Secondly, it is about the four approaches in professional development namely: In-Group approach, individual approach, seniority approach, and Islamic boarding school bureaucracy approach. And Thirdly, the stakeholder involvement in the coaching namely: Social figure (the head of the village), school committee, UTM (Universitas Truno Joyo) Bangkalan lecturers, the headmaster of Junior High School 2 Kamal, school supervisors. Fourth, supervision and evaluation namely: the administers of supervisor and evaluation are the chairman of the foundation, headmaster, vice principal, Islamic boarding school coach, school supervisor, five senior teachers and school committee.