Accelerating teacher career through improving competence in scientific publications: Physics teacher perspectives

Abstract

In promotion of teachers career to a higher level are required to write scientific papers. This study aims to describe the physics teacher's perspective on the promotion process they have experienced so far and the obstacles they face. This research is a descriptive research, data collection through questionnaire and information deepening is done through interviews. The sample of this research is 73 physics teachers. Based on the results of data analysis, it can be seen that more than 65% of physics teachers have difficulty in fulfilling scientific publication requirements for promotion, 85% of respondents have done classroom action research (CAR), but only about 44% have published in the form of scientific articles. In general, teachers have experience in conducting CAR, but they still lack experience in writing scientific articles. Most physics teachers expect local schools and education offices to cooperate with universities to organize training and mentoring of scientific publications. This study can be concluded that the main obstacle to the promotion of physics teachers is caused by the low ability to carry out scientific publications. The results of this study are expected to provide consideration to stakeholders in making decisions and actions related to teacher promotion, especially regarding the mandatory requirements for scientific publications.