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|Title: ||Pelaksanaan polisi pemerkasaan guru sekolah menengah pertama negeri di malang, Indonesia|
|Authors: ||Akhsanul In’am|
|Keywords: ||Teacher empowerment|
Local education system
|Issue Date: ||Jun-2009 |
|Publisher: ||Universiti Malaya|
|Abstract: ||After the reformation era in the late 1990’s Indonesia, characterized by its cultural diversity and political complexity, underwent a decentralization process to transform its governance from the centralized to non-centralized system as if in resonance to westernization. The education system was not exceptional, new ideas and concepts of non-centralization came into force, and two of them were school-based management and teacher empowerment.
Decentralization policy was legislated by the Indonesian parliament in 1999, along with the local autonomy and power in the governance of local education system. The policy was accepted with enthusiasm by the local governments and teachers.
The primary purpose of this research was to examine the implementation mechanism of the teacher empowerment policy and its outcomes. The secondary purpose was to determine the effects of teacher empowerment on teachers’ job satisfaction and organizational commitment.
The research was conducted in the district of Malang, Indonesia, using two approaches i.e. qualitative and quantitative. The qualitative approach was used to examine the role and relationships among various agency authorities engaged in the policy implementation. Case studies were employed, using interview, observation, and documentary analysis techniques. A number of 35 respondents were taken from the regional parliament, the local education office, the education council, and the school committees from six schools. From the case studies, it was found that local Malang teachers were enthusiastic and proactive with the teacher empowerment policy. They felt that they have more autonomy in designing and planning the school curriculum and instruction. The policy further required stronger and wholehearted support by the local education agencies so as to make it successful.
The quantitative approach was used to examine the influence of teacher empowerment in terms of the six dimensions—their involvement in the decision making, professionalism improvement, status, self-efficacy, autonomy, and their influence—on their school environment, job satisfaction, and organizational commitment. The data were based on a random sample of 286 teachers selected from 949 teachers working at 24 Public Junior High Schools in Malang. The data were gathered by employing questionnaire using Likert Scale (ordinal) and then transferred into interval scale. From the multiple linear regression analysis employed, it was found that each of the six dimensions significantly influenced the dependent variables, i.e. job satisfaction and organizational commitment; likewise, the six dimensions as a whole also significantly influenced the dependent variables. From the Pearson correlation analysis performed, it was also found that there was a strong correlation between job satisfaction and commitment to organization.|
|Description: ||Thesis (PhD) -- Faculty of Education, Universiti Malaya, 2009|
|Appears in Collections:||PhD Theses : Education|