Law on teachers and lectures number 14/2005 was passed to complement and strengthen the spirit of improvement of the quality of the national education which has also previously written in the law No.20/2003 on the national education system. Many groups hope that the law could be a historic milistone for the resurgence of teaching profession as a noble profession, aprofession that is not only rewarded with the phrase “heroes without rewards”.
Professional teachers, why not?
Professional development of teachers has become national attention because the teacher has a duty and role that is not only to provide information technology and science, but also to shape attitudes and spirits that enable students to survive in the era of “hyper competition”. Teachers tasks are to help students to be able to adapt to the various challenges of life and a increasing pressure in themselves. The empowerment of learners includes aspects of personality, especially intelectual, social, skills and emotional aspects. The noble task of teachers becomes a heavy task because they have to not only prepare young generations to enter the century of knowledge, but also be prepared to stay exist, both as individuals and professionals.
In 2007, the ministry of national education of indonesia reveals that the number of teachers at all levels of education who are civil servents is 1.528.472 teachers and those who are non-civil servents are 1.254.849 teachers and the total number of teachers in indonesia is 2.783.321 teachers, including retirements. In tree years there will be a need of 222.342 teachers and 470.297 in the next five year (koran Indonesia, 12/09/2008). On the other hand, according to the Research And Development Agency (Balitbang) of the ministry of national education, teachers who are eligible to teach in primary schools of either public or private school are only 28,94%. In the junior secondary schools level of public schools are 87,93%, and 82,76% in private schools, in high schools level of public schools are 65,29%, and in private schools are 64,73%, in public vocational schools are 55.91% and in private schools are 58,26%. Teacher educationis one of the factors of the low quality of education. Only one third or 35% of million teachers in indonesia have S1 qualification (Republika,2008).
Along with the increasing needs of teachers, there are more problems associated with the teacher. There have been so many discussions, seminars, workshops, and scientific meetings discussing how the complexity of the problems of teachers in the country of thousands islands. Teachers are often in a dilemma because on one of the hand, they become expactations of the future of education, on the other hand, at the same time, teachers have difficulties to go out of the classic problems that they have, such as welfare, rewards,and the issue of professionalism.
The problems above also happen in the district of Suee menep. Many questions on professionalism of teachers arise among hundreds of schools an madrasahs, and among thousands of teachers in sumenep. The head of district education office of sumenep, Moh. Ra’is , S.pd., M.Si., tells tafakkur that a teacher must meet the conditions cited in the law on teachers and lectures no 14/2005 that a teacher must have a qualification of S1 or D4 in accordance with their jobs, with their major if they work in junior high schools, and with the field expertise if they work in vocational schools. And cerntaintly, teachers of elementary schools must have a qualification S1, D4 or majoring in primary school because elementary school teachers are classroom teachers.
In the law, academic qualifiqation is clearly explained. Then, how about the competence of teachers? Professionalism and competence have a very strong correlation. In many cases, what happens in sumenep, especially in private educational institutions, is that teachers with a certain competence teach subjects that they have no competence in. professionalism of teachers and staff is still inadequate in terms of the main field or expertise. For example, biology teachers can teach chemistry or physics. Social teachers can teach bahasa indonesia indeed,the number of educators is quantitavely adequate, but the quality and professionalism of teachers have not been like what is expected. Many of them are not qualified and wrongly deliver the materials so that they are not able to do their job as teachers who are truly qualified.
Therefore, Moh. Ra’is, S.Pd, M. Si adds that there are four cometencies that teachers must have. They are; pedagogic competence, personality competence, social competence and professionalism competence. Besides, in general, teachers must also be healthy spritually and physically, and have the ability to realize the goal of the national education because education activities is mainly of human being that is expected as stated in the law No.20/2003 on the goal of national education system, that is not produce outcomes who believe in and have strong faith in God, and have a good character, who are healthy and knowledgeble, intelligent, skilled and independent.
According to some experts, professionalism emphasizes mastering knowledge or management ability and the strategy of its implementation. Professionalism is not merely about knowledge of technology and management but is more about attitude, professionalism deveopment is more than a “subjects tecnician”, having not only skills but also the required behavior. This means that a teacher should not only transfer knowledge and skills but also the value to students in an education environment, aswell as the moral gurdians of the students. In fact, it is not uncommon for teachersto be considered as the second parent, after the reak parents of their students in the process of education globally.
Emotional involvement of teachers in a character education is the teachers succes can be seen in terms of both “process” and “result”. In terms of process, a teacher is considered as successful if he can involve actively the majority of students physically, mentally and sociallyin the learning process, and also has the passion and enthusiasm in doing his jobs, and has a high self confidence. In terms of results, succesful teachers are those who can change the behavior of the most students for the better as a result of learning process.
Professional development of teachers has become national attention because the teacher has a duty and role that is not only to provide information technology and science, but also to shape attitudes and spirits that enable students to survive in the era of “hyper competition”. Teachers tasks are to help students to be able to adapt to the various challenges of life and a increasing pressure in themselves. The empowerment of learners includes aspects of personality, especially intelectual, social, skills and emotional aspects. The noble task of teachers becomes a heavy task because they have to not only prepare young generations to enter the century of knowledge, but also be prepared to stay exist, both as individuals and professionals.
In 2007, the ministry of national education of indonesia reveals that the number of teachers at all levels of education who are civil servents is 1.528.472 teachers and those who are non-civil servents are 1.254.849 teachers and the total number of teachers in indonesia is 2.783.321 teachers, including retirements. In tree years there will be a need of 222.342 teachers and 470.297 in the next five year (koran Indonesia, 12/09/2008). On the other hand, according to the Research And Development Agency (Balitbang) of the ministry of national education, teachers who are eligible to teach in primary schools of either public or private school are only 28,94%. In the junior secondary schools level of public schools are 87,93%, and 82,76% in private schools, in high schools level of public schools are 65,29%, and in private schools are 64,73%, in public vocational schools are 55.91% and in private schools are 58,26%. Teacher educationis one of the factors of the low quality of education. Only one third or 35% of million teachers in indonesia have S1 qualification (Republika,2008).
Along with the increasing needs of teachers, there are more problems associated with the teacher. There have been so many discussions, seminars, workshops, and scientific meetings discussing how the complexity of the problems of teachers in the country of thousands islands. Teachers are often in a dilemma because on one of the hand, they become expactations of the future of education, on the other hand, at the same time, teachers have difficulties to go out of the classic problems that they have, such as welfare, rewards,and the issue of professionalism.
The problems above also happen in the district of Suee menep. Many questions on professionalism of teachers arise among hundreds of schools an madrasahs, and among thousands of teachers in sumenep. The head of district education office of sumenep, Moh. Ra’is , S.pd., M.Si., tells tafakkur that a teacher must meet the conditions cited in the law on teachers and lectures no 14/2005 that a teacher must have a qualification of S1 or D4 in accordance with their jobs, with their major if they work in junior high schools, and with the field expertise if they work in vocational schools. And cerntaintly, teachers of elementary schools must have a qualification S1, D4 or majoring in primary school because elementary school teachers are classroom teachers.
In the law, academic qualifiqation is clearly explained. Then, how about the competence of teachers? Professionalism and competence have a very strong correlation. In many cases, what happens in sumenep, especially in private educational institutions, is that teachers with a certain competence teach subjects that they have no competence in. professionalism of teachers and staff is still inadequate in terms of the main field or expertise. For example, biology teachers can teach chemistry or physics. Social teachers can teach bahasa indonesia indeed,the number of educators is quantitavely adequate, but the quality and professionalism of teachers have not been like what is expected. Many of them are not qualified and wrongly deliver the materials so that they are not able to do their job as teachers who are truly qualified.
Therefore, Moh. Ra’is, S.Pd, M. Si adds that there are four cometencies that teachers must have. They are; pedagogic competence, personality competence, social competence and professionalism competence. Besides, in general, teachers must also be healthy spritually and physically, and have the ability to realize the goal of the national education because education activities is mainly of human being that is expected as stated in the law No.20/2003 on the goal of national education system, that is not produce outcomes who believe in and have strong faith in God, and have a good character, who are healthy and knowledgeble, intelligent, skilled and independent.
According to some experts, professionalism emphasizes mastering knowledge or management ability and the strategy of its implementation. Professionalism is not merely about knowledge of technology and management but is more about attitude, professionalism deveopment is more than a “subjects tecnician”, having not only skills but also the required behavior. This means that a teacher should not only transfer knowledge and skills but also the value to students in an education environment, aswell as the moral gurdians of the students. In fact, it is not uncommon for teachersto be considered as the second parent, after the reak parents of their students in the process of education globally.
Emotional involvement of teachers in a character education is the teachers succes can be seen in terms of both “process” and “result”. In terms of process, a teacher is considered as successful if he can involve actively the majority of students physically, mentally and sociallyin the learning process, and also has the passion and enthusiasm in doing his jobs, and has a high self confidence. In terms of results, succesful teachers are those who can change the behavior of the most students for the better as a result of learning process.
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