Enigma in Education

Policy Implementation Analysis: Examining the Effectiveness of Jambi's Teacher Certification Program

Haesdhona — 2024-11-15

Teacher quality is crucial for improving education outcomes. Indonesia introduced the Teacher Certification Program (Sertifikasi Guru) in 2005 to enhance teacher professionalism. This study investigates the program's effectiveness in Jambi Province by analyzing its impact on teacher competencies, teaching practices, and student learning outcomes. This mixed-methods study involved 300 certified and 300 non-certified teachers in Jambi Province. Quantitative data were collected through questionnaires and student achievement records, analyzed using descriptive statistics, t-tests, and regression analysis. Qualitative data were gathered through interviews with 30 teachers, 10 school principals, and 5 education officials, and analyzed thematically. Certified teachers exhibited significantly higher pedagogical knowledge, subject matter knowledge, and classroom management skills than non-certified teachers. They were also more likely to employ active learning and student-centered approaches. However, the impact on student learning outcomes was modest. In conclusion, Jambi's Teacher Certification Program successfully improved teacher competencies and teaching practices. However, further efforts are needed to enhance its impact on student learning outcomes. Recommendations include strengthening the program's focus on practical application, providing ongoing professional development, and increasing school-level support for effective teaching.

Decentralization and School-Based Management: A Comparative Study of Public and Private Schools in Jambi, Indonesia

Yulia Wiji Astika — 2024-11-18

Decentralization and school-based management (SBM) have been widely adopted in Indonesia to enhance the quality and efficiency of education. This study investigates the implementation of SBM in public and private schools in Jambi Province, Indonesia, and explores its effects on school autonomy, teacher participation in decision-making, and student achievement. A mixed-methods approach was employed. Quantitative data were collected from 300 teachers and 600 students in 15 public and 15 private schools in Jambi Province using questionnaires and achievement tests. Qualitative data were gathered through semi-structured interviews with 30 school principals and 30 school committee members. Private schools demonstrated significantly higher levels of school autonomy and teacher participation in decision-making compared to public schools. However, no significant difference was found in student achievement between the two types of schools. Qualitative data provided insights into the challenges and opportunities associated with SBM implementation in both public and private schools. In conclusion, this study highlights the importance of contextual factors in shaping the implementation and outcomes of SBM. While private schools appear to have embraced SBM more effectively in terms of autonomy and participation, the impact on student achievement requires further investigation. The findings have implications for policymakers and school leaders seeking to enhance the effectiveness of SBM in Indonesia.

Cultivating Ethical Leadership in Public Administration: Integrating Social Justice and Equity into Educational Programs in Sulu, Philippines

Datu Ansaruddin K. Kiram — 2024-12-19

Ethical leadership is crucial in public administration, particularly in regions like Sulu, Philippines, which faces complex governance challenges, including poverty, inequality, and conflict. This study explores the integration of social justice and equity into public administration educational programs to cultivate ethical leaders who can address these challenges effectively. A mixed-methods approach was employed, including a survey of 100 public administration students and faculty members in Sulu, and in-depth interviews with 10 experienced public administrators. Quantitative data were analyzed using descriptive statistics and correlation analysis, while qualitative data were analyzed1 thematically. The findings revealed a strong awareness among students and faculty of the importance of social justice and equity in public administration. However, there were gaps in integrating these concepts into the curriculum and pedagogy. Experienced administrators emphasized the need for practical experience and mentorship to develop ethical leadership skills in the context of Sulu's unique challenges. In conclusion, this study highlights the need for educational reform in public administration programs in Sulu to strengthen the cultivation of ethical leadership. Recommendations include incorporating experiential learning opportunities, community engagement, and culturally relevant case studies to bridge the gap between theory and practice.