Development of Early Childhood Education Teachers in the Teaching and Learning Process by Inspectors in an Attempt of Improving Teacher Performance

Abstract

Early Childhood Education (PAUD) is very basic education that is highly important in determining the development of children in the future. Given the importance of early childhood education, the government (in this case the Ministry of Education and Culture) seeks to facilitate, supervise, and develop the community to understand why and how to organize early childhood education properly. Based on observations and interviews with inspectors and some early childhood education teachers in the Sub-District of Banjaran, there is an indication for the less than optimal teacher performance. Therefore, the researchers raise the issue of how education inspectors supervise the process of teaching and learning so that teachers can improve their performance. With the supervision and development of early childhood education teachers by inspectors, the research expects an increase in the performance of early childhood teachers to improve the quality of early childhood education in the form of professional services. Departing from the formulated problem, this research employed qualitative analysis with descriptive-analytic method. Data were obtained from observations, interviews, documentary analysis, and field notes prepared by researchers in the research sites, not in the form of numbers. Results of data analysis are in the form of explanations relating to the situations under study and presented in the form of narrative descriptions. With qualitative approach, this research is an effort to describe the influence or relationship of inspector’s supervision and teacher’s disciplines of knowledge on the quality of teacher’s learning management. The unit of analysis in this study included subjects taken from six early childhood education institutions in the Sub-District of Banjaran with 1 or 2 teachers randomly taken from each institution. The implications of this research become the foundation for recommendations expected to be beneficial for the implementation of teacher supervision and development. Data were analysed analytically and descriptively. Keywords—teacher development; inspector; development efforts; teacher performance