Teacher Professionalism in Professional Perspective and Educational Management: An Exploratory Study at UPTD SMP Negeri 2 Gunungsitoli Idanoi

Nurin Aprillinia Zalukhu; Christi Elissabeth Zendrato; Karuniaman Hia; Destin Cerah Anggela Hulu; Dewi Sandra Zamili; Natalia Kristiani Lase

doi:10.56207/genbionix.v4i2.949

Authors

Nurin Aprillinia Zalukhu Department of Biology Education, Universitas Nias, Indonesia
Christi Elissabeth Zendrato Department of Biology Education, Universitas Nias, Indonesia
Karuniaman Hia Department of Biology Education, Universitas Nias, Indonesia
Destin Cerah Anggela Hulu Department of Biology Education, Universitas Nias, Indonesia
Dewi Sandra Zamili Department of Biology Education, Universitas Nias, Indonesia
Natalia Kristiani Lase Department of Agrotechnology, Universitas Nias, Indonesia https://orcid.org/0009-0003-9255-9548

DOI:

https://doi.org/10.56207/genbionix.v4i2.949

Keywords:

teacher professionalism, teaching profession, educational management, professional development, qualitative study

Abstract

Teacher professionalism is one of the key factors determining the quality of education. This study aimed to explore teacher professionalism from the perspectives of the teaching profession and educational management at UPTD SMP Negeri 2 Gunungsitoli Idanoi. The study employed a descriptive qualitative approach with an exploratory research design. Data were collected through interviews, observations, and documentation involving the school principal and a science teacher as research informants. The collected data were analyzed using descriptive qualitative techniques, including data reduction, data presentation, and conclusion drawing. The findings revealed that teacher professionalism at UPTD SMP Negeri 2 Gunungsitoli Idanoi is generally categorized as good, as indicated by the majority of teachers having completed the Teacher Professional Education Program (PPG) and obtained teaching certificates. Teachers actively participate in various professional development activities to enhance their competencies. From the educational management perspective, the school supports teacher professionalism through training programs, effective teacher management, and the provision of learning facilities. However, challenges remain, particularly related to limitations in educational facilities and infrastructure, including laboratory equipment, as well as diverse student characteristics. The school addresses these challenges through collaboration among teachers, counseling staff, and parents. Overall, teacher professionalism has shown positive development and continues to require support through sustainable competency improvement and educational facility enhancement.

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