Professional Behaviour of Educator- Certified Social Studies Teachers Working in Junior High Schools in the Bantul District

Tarto Sentono, Universitas PGRI Yogyakarta (2020) Professional Behaviour of Educator- Certified Social Studies Teachers Working in Junior High Schools in the Bantul District. International Journal of Innovation, Creativity and Change. www.ijicc.net Volume 12, Issue 11, 2020.

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Abstract

This research aims to identify (1) the professional behaviour and the work performance/work ethic improvement of educator-certified teachers in performing their professional tasks, (2) the change in teachers’ behaviour after obtaining professional certificate, (3) the contribution of age, years of services, certification system, and school category to teachers’ professional behaviour. The professional behaviour of educator-certified teachers is informed by previous behaviour rather than their behaviour after obtaining a professional certificate through a certification program. Most professional educatorcertified teachers have performed optimally in terms of professional behaviour, however only a relatively small number of teachers have good habits beyond their certification. Some indicators of teachers' professional behaviour are (1) self-reflection on personal matters and work, (2) work ethic, and (3) professional behaviour. Age and years of service contribute minimally to the professional behaviour of Junior High School (JHS) teachers in the Bantul district. Those older in age and with longer years of service show a decline in the quality of their professional behaviour. This is natural due to decreasing physical capability and increasing age. There is also a tendency that teachers under the portfolio-review certification system more prominently demonstrate professional behaviour than those under teacher professional education and PLPG certification systems. In this study, it is proved that teachers under the portfolio-review certification system have developed a greater degree of basic competence than those under the PLPG system. It is also found that the difference in the school category, i.e. state and private schools, does not contribute to the difference in a teacher’s professional behaviour.

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