TEACHERS’ PERCEPTION ON WORKLOAD AND
PERFORMANCE
(A Case Study of Homeroom Teachers’ at Primary Global Islamic School 2
Serpong)
Thesis
Presented as Partial Fulfillment of a Completion for Master Degree of Education
(M.Pd.) at Faculty of Educational Sciences Syarif Hidayatullah State Islamic
University Jakarta
Akira Puteri
21180181000025
GRADUATE PROGRAM OF ISLAMIC EDUCATION MANAGEMENT
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
APPROVAL BY THESIS ADVISOR
Name
: Akira Puteri
Student Number : 21180181000025
Study Program : Islamic Education Management
Thesis Title
: “Teachers’ Perception on Workload and Performance” (A Case
Study of Homeroom Teachers at Primary Global Islamic
School 2 Serpong)
Hereby states that the above mentioned student has completed her thesis writing
(Chapter I, II, III, IV and V). Therefore, the student is approved to have a Thesis
Defense.
Ciputat, 6 Juni 2020
Thesis Advisor
Jejen Jaenudin, M. Ed. Lead., PhD.
NIP. 19701207 199703 1 002
vi
AKIRA PUTERI. 2020. Teachers’ Perception on Workload and Performance (A Case Study of Homeroom Teachers at Primary Global Islamic School 2 Serpong). Thesis. Graduate Program of Islamic Education Management, Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University Jakarta.
The purpose of this study is to know the teachers’ perception on workload and performance, the factors that influenced teachers’ performance, and how to improve the performance as well. It was carried out to the homeroom teachers at Primary Global Islamic School 2 Serpong. Further, this study used a qualitative method with a case study as the design. The data was derived from observation, questionnaire, interview, and documentation. From the observation, it was found that the teachers had two kinds of workload; academic and non-academic workload. Moreover, from the interview result with several teachers, it was found that the teachers perceived workload as the duties that had to be done by them. Additionally, the teachers were difficult to have work-life balance. They said that work-life balance was important but it was not easy to achieve. Bad work-life balance caused stress on teachers. Next, they perceived performance as their ability that they give to institution or organization to finish their work or duty. Moreover, based on the questionnaire result, it was found that some factors influence the teachers’ performance; environment, motivation, workload, school facilities, salary, etc. There were 36% of teachers who said the environment was an important factor for them. Then, 15% of the teachers said that their motivation had an impact on their performance. Meanwhile, 17% of the teachers mentioned workload, 15% of the teachers mentioned school facilities, 12% of the teachers mentioned salary, and 5% mentioned other factors such as had time for enough sleep or rest as the factors that influenced their performance. Moreover, this study found several ways to improve the teachers’ performance as well. 41% of the teachers chose to discuss with friends, 33% of the teachers admitted their performance can be improved by joining training, seminar, workshop, 14% of the teachers mentioned supervision, 7% chose reading book and the rest had another opinion to improve their performance such as by observing other classes and joining online seminar or webinar. From this study, it can be concluded that a better level of teachers’ job satisfaction, workload management, work-life balance, reward, environment, and lower level of teachers’ job stress, the teachers’ performance will improve.
vii ABSTRAK
AKIRA PUTERI. 2020. Persepsi Guru Mengenai Beban Kerja dan Kinerja (Studi Kasus pada Guru Kelas di SD Global Islamic School 2 Serpong). Tesis. Magister Manajemen Pendidikan Islam, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Syarif Hidayatullah Jakarta. Tujuan dari penelitian ini adalah untuk mengetahui persepi guru mengenai beban kerja dan kinerja, faktor-faktor yang mempengaruhi kinerja dan cara untuk meningkatkan kinerja guru. Penelitian ini dilakukan pada guru kelas di SD Global Islamic School 2 Serpong. Selanjutnya, penelitian ini menggunakan metode kualitatif dengan desain studi kasus. Data didapatkan dari observasi, kuesioner, wawancara dan dokumentasi. Berdasarkan observasi, ditemukan bahwa para guru memiliki 2 jenis beban kerja, yaitu beban kerja akademik dan non-akademik. Selain itu, berdasarkan hasil wawancara dengan beberapa orang guru, ditemukan bahwa guru mempersepsikan beban kerja sebagai tugas yang harus mereka selesaikan, namun mereka merasa sulit untuk memiliki keseimbangan antara pekerjaan dan kehidupan personal. Mereka mengatakan bahwa keseimbangan antara pekerjaan dan kehidupan personal penting, namun tidak mudah untuk didapatkan. Keseimbangan antara pekerjaan dan kehidupan personal yang buruk dapat menyebabkan stress pada guru. Selanjutnya, para guru mempersepsikan kinerja sebagai kemampuan yang mereka berikan kepada institusi atau organisasi untuk menyelesaikan pekerjaan mereka. Selain itu, berdasarkan data yang didapatkan melalui kuesioner juga ditemukan bahwa terdapat beberapa faktor yang mempengaruhi kinerja guru; lingkungan, motivasi, beban kerja, fasilitas sekolah, gaji dan lain-lain. Terdapat 36% dari para guru yang mengatakan bahwa lingkungan merupakan faktor penting untuk mereka. Kemudian, 15% guru mengatakan motivasi memberikan dampak pada kinerja mereka. Sementara itu, 17% guru mengatakan beban kerja, 15% guru mengatakan fasilitas sekolah, 12% mengatakan gaji dan 5% guru mengatakan faktor lain seperti waktu yang cukup untuk tidur atau beristirahat sebagai faktor yang mempengaruhi kinerja. Selanjutnya, penelitian ini juga menemukan beberapa cara untuk meningkatkan kinerja guru. 33% guru mengakui kinerja mereka dapat ditingkatkan dengan mengikuti pelatihan, seminar, atau lokakarya, 41% guru memilih berdiskusi dengan teman, 14% guru memilih supervisi, 7% memilih membaca buku dan sisanya berpendapat mereka dapat meningkatkan kinerjanya dengan mengamati kelas lain, dan mengikuti seminar daring. Dari penelitian ini, dapat disimpulkan bahwa semakin baik tingkat kepuasaan kerja guru, manajemen beban kerja, keseimbangan antara pekerjaan dan kehidupan personal, penghargaan, dan lingkungan sekolah, serta semakin rendahnya stress pada guru, maka kinerja guru dapat meningkat.
viii .يﺮﺘﻓ ﺮﯿﻛأ 2020 ﺔﯿﺋاﺪﺘﺑﻹا ﺔﻠﺣﺮﻣ ﻲﻓ فﻮﻔﺼﻟا ﻲﻤﻠﻌﻤﻟ ﺔﻟﺎﺣ تﺎﺳارد) ءادﻷاو ﻞﻤﻌﻟا ﺊﺒﻌﺑ ﻖّﻠﻌﺘﯾ ﺎﻤﯿﻓ ﻢّﻠﻌﻤﻟا ر ّﻮﺼﺗ . ﺐﯾرﺪﺗو ﺔﯿﺑﺮﺘﻟا ﺔﯿﻠﻜﺑ ﺔﯿﻣﻼﺳﻹا ﺔﯿﺑﺮﺘﻟا ةرادإ ﺔﺒﻌﺷ ﺮﯿﺘﺴﯿﺟﺎﻤﻟ ,ﺚﺤﺒﻟا .(ﻎﻧﻮﻓﺮﺳ ﻲﻓ ﺔﯿﻧﺎﺜﻟا ﺔﯿﻤﻟﺎﻌﻟا ﺔﯿﻣﻼﺳﻹا ﺔﺳرﺪﻤﺑ .ﺎﺗﺮﻛﺎﺟ ﺔﯿﻣﻮﻜﺤﻟا ﺔﯿﻣﻼﺳﻹا ﷲ ﺔﯾاﺪھ ﻒﯾﺮﺷ ﺔﻌﻣﺎﺠﺑ ,ﻦﯿﻤﻠﻌﻤﻟا قﺮطو ءادﻷا ﻰﻠﻋ ﺮﺛﺆﺗ ﻲﺘﻟا ﻞﻣاﻮﻌﻟا .ءادﻷاو ﻞﻤﻌﻟا ﺊﺒﻌﻟا ﻦﻋ ﻢﻠﻌﻤﻟا تارﻮﺼﺗ ﺔﻓﺮﻌﻤﻟ ﻮھ ﺔﺳارﺪﻟا هﺬھ ﻦﻣ ضﺮﻐﻟا ﯿﻤﻟﺎﻌﻟا ﺔﯿﻣﻼﺳﻹا ﺔﺳرﺪﻤﺑ ﺔﯿﺋاﺪﺘﺑﻹا ﺔﻠﺣﺮﻣ ﻲﻓ ﻒﺼﻟا ﻲﻤﻠﻌﻣ ﻲﻓ ﻖﺒﻄﯾ ﺚﺤﺒﻟا اﺬھ .ﻢﻠﻌﻤﻟا ءادأ ﻦﯿﺴﺤﺗ ﻲﻓ ﺔﯿﻧﺎﺜﻟا ﺔ ,ﺔﻀﺣﻼﻤﻟا ﻦﻣ ﺎﮭﯿﻠﻋ لﻮﺼﺤﻟا ﻢﺗ ﻲﺘﻟا تﺎﻧﺎﯿﺒﻟا .ﺔﻟﺎﺤﻟا ﺔﺳارد ﻢﯿﻤﺼﺗ ﻊﻣ ﺔﯿﻋﻮﻧ ﺐﯿﻟﺎﺳأ مﺪﺨﺘﺴﯾ ﺚﺤﺒﻟا اﺬھو .ﻎﻧﻮﻓﺮﺳ ﺮﯿﻏو ﺔﯿﻤﯾدﺎﻛﻷا ﻞﻤﻌﻟا ءﺎﺒﻋأ ﻲھو ,ﻞﻤﻌﻟا ﺊﺒﻋ ﻦﻣ نﺎﻋﻮﻧ ﻢﮭﯾﺪﻟ ﻦﯿﻤﻠﻌﻤﻟا نأ ﺪﺟو ,ﺔﻈﺣﻼﻤﻟا ﻰﻠﻋ ءﺎﻨﺑ .ﻖﯿﺛﻮﺘﻟاو ﺔﻠﺑﺎﻘﻤﻟا ﻤﻌﻟا ءﺎﺒﻋأ ﺎﻣأ .ﺔﯿﻤﯾدﺎﻛﻷا ﻞﻤﻋ ﺢﯿﺤﺼﺗ وأ ﻢﯿﯿﻘﺗ ,ﺪﯿﺟ ﻢﯿﻤﺼﺘﺑ ﻢﻠﻌﺘﻟا ﺮﯿﻓﻮﺗ ,ﺲﯾرﺪﺘﻟا ﻞﺒﻗ ﻢﻠﻌﺘﻟا داﺪﻋإ ﻞﺜﻣ ﺔﯿﻤﯾدﺎﻛﻷا ﻞ كاﺮﺘﺷا ﻞﺒﻗ بﻼﻄﻟا ﺐﯾرﺪﺗ ,بﻼﻄﻟا مﺪﻘﺗ ﻦﻋ غﻼﺑﻹا ,نﺎﺤﺘﻣا وأ رﺎﺒﺘﺧا ﺐﯿﺗﺮﺗ ,بﻼﻄﻟا تازﺎﺠﻧإ ﻞﯿﺠﺴﺗ ,بﻼﻄﻟا ﻲﻓ ﺔﻛرﺎﺸﻤﻟا ﻞﻤﺸﺗ ﺔﯿﻤﯾدﺎﻛﻷا ﺮﯿﻏ ﻞﻤﻌﻟا ءﺎﺒﻋأ ﺎﻣأو .ﺎھﺮﯿﻏو تﺎﻘﺑﺎﺴﻤﻟا ﻲﻣﻮﯿﻟا ﻞﺻاﻮﺘﻟﺎﺑ مﺎﯿﻘﻟا ,ﺔﯿﺠﮭﻨﻣﻼﻟا ﺔﻄﺸﻧﻷا ءﺎﻨﺛأو ﻞﺒﻗ بﻼﻄﻟا ﻰﻠﻋ فاﺮﺷﻹا ,ﺞﻣاﺮﺒﻟا ﺔﻨﺠﻟ ﻲﻓ ﺔﻛرﺎﺸﻤﻟا ,ﺔﻄﺸﻧﻷا ﺪﻘﻋو ,تﺎﻋﺎﻤﺘﺟﻻا رﻮﻀﺣ ,بﻼﻄﻟا ءﺎﺑﻵا ﻊﻣ ﺞﺋﺎﺘﻧ ﻰﻠﻋ ءﺎﻨﺑ ,ﻚﻟذ ﻰﻟإ ﺔﻓﺎﺿﻹﺎﺑ .ﺎھﺮﯿﻏو تﺎﻘﺑﺎﺴﻤﻟا ﻲﻓ ﺔﻛرﺎﺸﻤﻟا ﺪﻨﻋ بﻼﻄﻟا ﺔﻘﻓاﺮﻣ ,ﺔﯿﺑﻼﻄﻟا ﺔﻄﺸﻧﻷا ﺪﻌﺑو ﻘﻤﻟا ﻰﻠﻋو .ﺎﮭﻟﺎﻤﻛإ ﻢﮭﯿﻠﻋ ﺐﺠﯾ ﻢﮭﻣ ﮫﻧأ ﻰﻠﻋ ﻞﻤﻌﻟا ﺊﺒﻋ ﻰﻟإ نوﺮﻈﻨﯾ ﻦﯿﻤﻠﻌﻤﻟا نأ ﺪﺟو ,ﻦﯿﻤﻠﻌﻤﻟا ﻦﻣ ﺪﯾﺪﻌﻟا ﻊﻣ تﻼﺑﺎ ﻢھو .ﺔﯿﺼﺨﺸﻟا ةﺎﯿﺤﻟاو ﻞﻤﻌﻟا ﻦﯿﺑ ﻦﯾزاﻮﺘﻟا ﻖﯿﻘﺤﺗ ﻢﮭﯿﻠﻋ ﺐﻌﺼﻟا ﻞﻌﺠﯾ ﺎﻤﻣ ﻞﯿﻘﺛ ﮫﻧأ ﻰﻠﻋ ﻢﮭﻠﻤﻋ ﺊﺒﻋ ﻒﯿﻨﺼﺗ ﻢﺘﯾ ,ﻚﻟذ ﺔﻤﮭﻣ ﺔﯿﺼﺨﺸﻟا ةﺎﯿﺤﻟاو ﻞﻤﻌﻟا ﻦﯿﺑ ﻦﯾزاﻮﺘﻟا نأ نﻮﻟﻮﻘﯾ ناﻮﺘﻟا ﺐﺒﺴﺘﯾ نأ ﻦﻜﻤﯾ .ﺎﮭﯿﻠﻋ لﻮﺼﺤﻟا ﻞﮭﺴﻟا ﻦﻣ ﺲﯿﻟ ﻦﻜﻟو , ﺎﮭﻧﻮﻣﺪﻘﯾ ﻲﺘﻟا ةرﺪﻘﻟا ﮫﻧأ ﻰﻠﻋ ءادﻷا ﻰﻟإ نﻮﻤﻠﻌﻤﻟا ﺮﻈﻨﯾ ﻢﺛ .ﻢﻠﻌﻤﻟا ﻰﻠﻋ ﻂﻐﻀﻟا ﻲﻓ ﺔﺌﯿﺴﻟا ﺔﯿﺼﺨﺸﻟا ةﺎﯿﺤﻟاو ﻞﻤﻌﻟا ﻦﯿﺑ ﯾﺪﻌﻟا كﺎﻨھ ﺎﻧأ ﺎﻀﯾأ ﺔﺳارﺪﻟا هﺬھ تﺪﺟو ,ﻚﻟذ ﻰﻟإ ﺔﻓﺎﺿﻹﺎﺑ .ﻢﮭﻠﻤﻋ لﺎﻤﻛﻺﻟ تﺎﻤﻈﻨﻤﻟا وأ تﺎﺴﺳﺆﻤﻠﻟ ﻲﺘﻟا ﻞﻣاﻮﻌﻟا ﻦﻣ ﺪ كﺎﻨھ .ﻚﻟذ ﮫﺒﺷأ ﺎﻣو ,ﺮﯾﺪﻘﺘﻟا ,ﻞﻤﻌﻟا ﺊﺒﻋ ,ﻊﻓاﺪﻟا ,ﺔﺌﯿﺒﻟا :ﻲھو ﻢﻠﻌﻤﻟا ءادأ ﻰﻠﻋﺮﺛﺆﺗ 36 نإ نﻮﻟﻮﻘﯾ ﻦﯾﺬﻟا ﻦﯿﻤﻠﻌﻤﻟا ﻦﻣ % اﻮﻟﺎﻗ ﻢﺛ ,ﻢﮭﻟ ﺔﺒﺴﻨﻟﺎﺑ ﻢﮭﻣ ﻞﻣﺎﻋ ﺔﺌﯿﺒﻟا 15 اﻮﻟﺎﻗ ﻢﺛ ,ﻢﮭﺋادأ ﻰﻠﻋ ﺮﯿﺛﺄﺗ ﮫﻟ نﺎﻛ ﻊﻓاﺪﻟا نأ ﻦﯿﻤﻠﻌﻤﻟا ﻦﻣ % 17 ,ﻞﻤﻌﻟا ﺊﺒﻋ % اﻮﻟﺎﻗ 15 ﻤﻟا % ,ﺔﯿﺳرﺪﻤﻟا ﻖﻓاﺮ 12 و ,ﺐﺗاﺮﻟا % 5 ,ﻚﻟذ ﺪﻌﺑو .ﺔﺣاﺮﻟا وأ مﻮﻨﻠﻟ ﻲﻓﺎﻜﻟا ﺖﻗﻮﻟﺎﻛ ىﺮﺧﻷا ﻞﻣاﻮﻌﻟا % فﺮﺘﻌﯾ .ﻦﯿﻤﻠﻌﻤﻟا ءادأ ﻦﯿﺴﺤﺘﻟ قﺮط ةﺪﻋ ﺎﻀﯾأ ﺔﺳارﺪﻟا هﺬھ تﺪﺟو 33 ﻦﻣ ﻢﮭﺋادأ ﻦﯿﺴﺤﺗ ﻦﻜﻤﯾ ﮫﻧأ ﻦﯿﻤﻠﻌﻤﻟا ﻦﻣ % .ﻞﻤﻋ شرووأ ,تاوﺪﻧ ,ﺐﯾرﺪﺘﻟا رﻮﻀﺣ لﻼﺧ 41 ﺔﺸﻗﺎﻨﻤﻟا نورﺎﺘﺨﯾ ﻦﯿﻤﻠﻌﻤﻟا ﻦﻣ % ,ﻢﮭﺋﺎﻗﺪﺻأ ﻊﻣ 14 ﻦﯿﻤﻠﻌﻤﻟا ﻦﻣ % ,فاﺮﺷﻹا نورﺎﺘﺨﯾ 7 ,ىﺮﺧأ لﻮﺼﻓ ﺔﺒﻗاﺮﻣ لﻼﺧ ﻦﻣ ﻢﮭﺋادأ ﻦﯿﺴﺤﺗ ﻢﮭﻨﻜﻤﯾ ﻢﮭﻧأ نوﺪﻘﺘﻌﯾ نﻮﻗﺎﺒﻟاو,ﺐﺘﻜﻟا ةءاﺮﻗ % ﻦﯿﻤﻠﻌﻤﻠﻟ ﻲﻔﯿظﻮﻟا ﺎﺿﺮﻟا ىﻮﺘﺴﻣ نﺎﻛ ﺎﻤﻠﻛ ﮫﻧأ جﺎﺘﻨﺘﺳا ﻦﻜﻤﯾ ,ﺚﺤﺒﻟا اﺬھ ﻦﻣ .ﺖﻧﺮﺘﻧﻹا ﺮﺒﻋ تاوﺪﻨﻟا ﻲﻓ ﺔﻛرﺎﺸﻤﻟاو ,ﻞﻤﻌﻟا ﺊﺒﻋ ةرادإ ,ﻞﻀﻓأ ﻰﻠﻋ ﻞﻗﻷا ﻂﻐﻀﻟا ﻚﻟﺬﻛو ,ﺔﯿﺳرﺪﻤﻟا ﺔﺌﯿﺒﻟا ,ﺮﯾﺪﻘﺘﻟا ,ﺔﯿﺼﺨﺸﻟا ةﺎﯿﺤﻟاو ﻞﻤﻌﻟا ﻦﯿﺑ نزاﻮﺘﻟا .ﻦﺴﺣأ يأ ﻢﻠﻌﻤﻟا ءادأ داﺰﻓ ,ﻢﻠﻌﻤﻟا .ءادﻷا ,ﻞﻤﻌﻟا ﺊﺒﻋ ,رﻮﺼﺘﻟا :ﺔﯿﺣﺎﺘﻔﻤﻟا تﺎﻤﻠﻜﻟا
ix
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent and the Merciful
All praises be to Allah, the Lord of the world, who has given the writer His mercy, guidance and strength to finish this research paper. Peace and salutation be upon to the prophet Muhammad, his family, his companions, as well as his followers.
It is a pleasure to acknowledge the help and contribution to all of the family, lecturers, institutions, and friends who have contributed to help the writer in finishing thesis. Therefore, in this occasion, the writer would like to express her greatest appreciation, honor, and gratitude to her beloved parents for all support, motivation and guidance during doing this research.
Secondly, the writer would like to address her thank and great gratitude to the advisor, Jejen Jaenudin, M. Ed. Lead., PhD for the valuable advice, suggestion, comment and support during conducting this research.
Moreover, the writer thought that she would never finish this research paper without their supports and helps. Therefore, her sincere gratitude also goes to:
1. Dr. Sururin M.Ag., as the Dean of the Faculty of Educational Sciences.
2. Dr. Jejen Musfah, M.A., as the Head of Graduate Program of Islamic Education Management.
3. Supriyanto, S.Pd., as the Principal of Primary Global Islamic School 2 Serpong for giving permission to the writer to conduct the research.
4. The homeroom teachers of Primary Global Islamic School 2 Serpong who are willing to contribute their effort during this research.
5. Yuni Kurnia Setyawati who always helps the writer to finish this research. 6. Anis Ermayani, Nurmilla Afrilianida, Aisyah and Afif Faizin who always give
supports and helps whenever needed.
7. All beloved friends of MPI A 2018 who have accompanied the writer’s life during the study in university.
8. All of people, whose name cannot be mentioned for their contribution to the writer during finishing this research.
Finally, the writer admits that her writing is still far from being perfect. Therefore, she hopes some suggestion and constructive critique from the reader for this better research paper. Hopefully, this research paper will be useful not only for the writer, but also for the readers.
Ciputat, May 26th, 2020
The Writer
x
COVER ... i
ENDORSEMENT SHEET ... ii
APPROVAL SHEET BY ADVISOR ... iii
APPROVAL SHEET BY EXAMINERS ... iv
STATEMENT OF ORIGINALITY ... v
ABSTRACT ... vi
ACKNOWLEDGEMENT ... ix
TABLE OF CONTENTS ... x
LIST OF TABLES ... xiii
LIST OF FIGURES ... xiv
LIST OF APPENDICES ... xv
CHAPTER I: INTRODUCTION ... 1
A. Background of the Study ... 1
B. Identification of the Problem ... 3
C. Limitation of Problem ... 3
D. Research Questions ... 3
E. Objective of the Study ... 3
F. Significances of the Study ... 4
CHAPTER II: LITERATURE REVIEW ... 5
A. Perception ... 5
xi
1. Definition of Workload ... 5
2. Categories of Workload ... 6
3. Measuring Teachers’ Workload ... 6
C. Teachers’ Performance ... 8
1. Definition of Performance ... 8
2. Factors of Performance ... 8
3. Assessment of Teachers’ Performance ... 10
4. Indicators of Performance ... 11
5. Rating for Assessing Performance ... 11
6. Tools for Assessing Performance ... 12
7. Improving Teachers’ Performance ... 14
D. Previous Related Studies ... 19
E. Conceptual Framework ... 20
CHAPTER III: RESEARCH METHODOLOGY ... 22
A. Research Place and Time ... 22
B. Research Method and Design ... 22
C. Research Participant Selection ... 23
D. Research Instruments ... 23
E. Data Collection Procedures ... 23
F. Data, The Type of Data and Data Resources ... 25
G. Data Analysis Procedures ... 25
xii
A. Data Description ... 27
1. School Profile ... 27
2. School Program ... 27
3. Data of the Students ... 34
B. Finding ... 35
1. Teachers’ Workload ... 35
2. Job Stress on Teachers ... 36
3. Job Satisfaction on Teachers ... 38
4. The Importance of Work-Life Balance ... 40
5. Teachers’ Reward ... 42
C. Discussion ... 43
1. Teachers’ Perception on Workload ... 43
2. Teachers’ Perception on Performance ... 44
3. Factors that Influenced Teachers’ Performance ... 45
4. Improving Teachers’ Performance ... 47
CHAPTER V: CONCLUSION AND SUGGESTION ... 50
A. Conclusion ... 50
B. Suggestion ... 50
REFERENCES ... 52
APPENDICES ... 58
xiii
LIST OF TABLES
Table 3.1 The Schedule of the Study ... 22
Table 3.2 Content Outline of Interview ... 24
Table 4.1 List of Extracurricular ... 28
Table 4.2 List of Events ... 29
Table 4.3 List of Administration Components ... 31
Table 4.4 Scoring Rubric for Teachers’ Performance ... 32
Table 4.5 Recapitulation of Teachers’ Score ... 34
xiv
Figure 2.1 Teachers’ Workload and Performance ... 21
Figure 4.1 Job Stress on Teachers ... 36
Figure 4.2 Job Satisfaction on Teachers ... 39
Figure 4.3 The Importance of Work-life Balance ... 41
Figure 4.4 Teachers’ Reward ... 42
Figure 4.5 Teachers’ Perception on Workload ... 43
Figure 4.6 Teachers’ Perception on Performance ... 45
Figure 4.7 Factors that Influenced Teachers’ Performance ... 46
xv
LIST OF APPENDICES
Appendix 1 Teachers’ Workload Observation Checklist ... 58
Appendix 2 Transcription of Teachers’ Observation ... 60
Appendix 3 Research Participant Consent Form ... 61
Appendix 4 Interview Guidelines for Teachers ... 62
Appendix 5 Interview Guidelines for Principal ... 64
Appendix 6 Interview Transcript (Teachers) ... 65
Appendix 7 Interview Transcript (Principal) ... 98
Appendix 8 Questionnaire Items ... 100
Appendix 9 List of Documentation ... 101
Appendix 10 Teachers’ Score ... 102
Appendix 11 Academic Calendar ... 103
Appendix 12 Schedule of Teachers on Duty ... 108
Appendix 13 Assignment Letter ... 116
Appendix 14 Surat Bimbingan Tesis ... 121
Appendix 15 Surat Izin Penelitian ... 122
Appendix 16 Surat Keterangan Pelaksanaan Penelitian ... 123
1
INTRODUCTION
This chapter presents the background of the study, which states the fundamental reasons for this research, identification of the problem, limitation of the problem, research question, the objective of the study, and the significance of the study.
A. Background of the Study
Education is a never-ending venture. It is a process of individual development. According to Rather (2007: 7), education is a process of growth and development that goes on throughout life. In a narrow concept, education is confined to the school instruction. There are many elements of education, such as curriculum, school management, students, teachers, etc.
Teachers are the key to improve education outcomes. Raising the quality and equity of schooling depends on ensuring that the teachers are highly skilled, well resourced and motivated to perform at their best. A teacher becomes one of important element that influence the process of education because a teacher has important role, such as monitoring students’ behaviour, marking and assessing, planning lessons, meeting and doing administration. Rahman and Avan (2016: 74) stated that the teacher has to prepare a lesson plan, evaluate the script, attend training and conferences. Furthermore, according to Hasbay and Altindag (2018: 6), the teacher has big responsibilities, such as creating the way schools work, creating a school goal, also creating an effective and safe school.
Furthermore, based on UU no. 14 2005 on teachers and lecturers role, it argues that teachers are professional educators with the primary task of educating, teaching, guiding, directing, training, assessing, and evaluating students who may be of school age in formal education, primary education and secondary education.
Since the teacher has an important role and responsibilities, therefore the teacher should have good performance in order to enhance the quality of education. However, many factors influence the teacher’s performance, such as job satisfaction, school environment, stress level, workload, motivation, etc. According to Tahseen and Hadi (2015: 234), some factors are affecting the teachers’ performance, such as intrinsic and extrinsic motivation, and job satisfaction. Motivation is associated with personal energy toward the achievement of particular goals, both personal and organizational goals (Andriani et al, 2018: 25). It has a great role in teachers’ performance. This is in line with the result of the study conducted by Akhtar and Iqbal (2017: 53). The study aimed to explore the impact of motivation on teachers' performance. The researchers used a questionnaire as the instrument of the study. It used a 5-point Likert type scale. The result showed that there was a significant effect of motivation on teachers’ performance.
Moreover, environment also gives impact on teachers’ performance. As Khan et al stated that environment in workplace is a major determinant of job satisfaction (Khan et al, 2011: 2699). In other words, when the teachers have positive environment, they will have better job satisfaction that affects their performance. Additionally, job satisfaction also has a great role on teachers’ performance. According to Abuhashesh et al (2019: 3), job satisfaction is someone’s viewpoint about the way she or he feels about the organization or institution. The teachers who are not satisfied with their job will not be productive and committed since the commitment of the teachers depend on their job satisfaction.
2 Furthermore, according to Wilson (2017: 18), the next factors that influence the teachers’ performance are teaching environment, students’ behavior, teachers’ knowledge and teachers’ workload as well.
Workload is one of the factors that affect the teachers' performance. It is the amount of work that should be done by someone. It also determined by the relationship between the demands of the tasks and the perception towards the situation related to task, action, skill and knowledge of someone in performing the tasks (Harun et al, 2015: 402).
Workload becomes one of the main pressures which is found to correlate with emotional exhaustion among many jobs, including the teacher. Teacher stress can be described as the teachers’ experience of negative or unpleasant emotions such as anger, frustration, anxiety and nervousness caused by some aspects of their work. Workload can be excessive and cause stress. Stress caused by workload among teachers has become a matter of increasing concern, since the teachers are always faced with several tasks, roles and responsibilities that must be performed every day. According to Werang (2018: 459), teachers’ workload is associated with emotional exhaustion. It may greatly harm health and result in negative emotions of teachers since it will bring effect to psychological and emotional, behavioral.
The duty of the teacher is not only teaching, but also planning lessons, supporting and enabling students to learn. A teacher also has to mark, assess and report progress. Moreover, the teacher has to analyze and manage data, supervise outside of classroom hours, attend meetings with parents, participate in committee meetings, etc. Being a teacher is so much more than just teaching. According to Norton (2008: 168), the load of the teacher includes some factors. It more than just class size and number of classes. The other factors are preparation, length of the class period, the nature of the subject taught and also extracurricular or other assignments.
Several studies have been undertaken to explore the concept of workload among teachers. According to Yuliejantiningsih (2012: 239), there is a significant relationship between teaching load and performance. The population of that study was 316 homeroom teachers from 54 primary schools in Mojokerto. Furthermore, the sample of the study was 202 teachers. It was counted by using proportional random sampling. The result of the study showed that the coefficient correlation was 0.122 then the significance level was 0.049 < 0.05. Therefore, it can be concluded that there was a significant relationship between teaching load and performance. In addition, Sunarso and Kusdi conducted research at primary schools in Geyer district. From that research, it was found that there was a significant relationship between workload and teachers’ performance. It is showed from the multiple linear regression analysis result, the p-value is 0.001 (Sunarso and Kusdi, 2010: 77).
Moreover, based on the preliminary study at Primary Global Islamic School 2 Serpong, the writer saw that the teachers have many workloads, because they have another responsibility besides teaching, such as attending meetings, organizing events, etc. It is supported by the teacher’s opinion that the teacher has to organize events, start from planning until evaluating the process.
Considering the influence of workload on the teacher's performance, the policymaker should decrease the excessive workload. In order to perform better, workload management has to be appropriate and adjusted. Moreover, to release more time to teach or take additional activities, the number of range of tasks to be completed needs either to be reduced or rebalanced.
Since workload is an important factor for teachers to reach the high performance, therefore, it is necessary to discuss this topic. This study focused on knowing and describing the teachers’ perception of workload and performance, then the factors that influence teachers’ performance. Moreover, it focused on knowing the ways to improve teachers’ performance as well.
It is conducted at Primary Global Islamic School 2 Serpong because based on the preliminary study, the teachers in that school have many workloads to be done. Moreover, homeroom teachers have a heavier workload than the subject teachers, since they have to teach more than one subject matter. In addition, they have to monitor the students from the beginning until the end of school time. They need to do daily communication with the students' parents intensively as well. Therefore, the writer wants to conduct the research entitled “Teachers’ Perception on Workload and Performance: A Case Study of Homeroom Teachers at Primary Global Islamic School 2 Serpong”.
B. Identification of the Problem 1. Teachers have many workloads. 2. Workload can cause teachers’ stress.
3. Workload can cause low level of teachers’ job satisfaction. 4. Workload can affect teachers’ work-life balance.
5. There are many factors that influence teachers’ performance. C. Limitation of the Problem
Based on the identification of the problem above, the limitation of the problem stated as follows:
1. It has not been known yet the teachers’ perception on workload. 2. It has not been known yet the teachers’ perception on performance. 3. It has not been known yet the factors that influence teachers’ performance.
4. It has not been known yet how to improve the the teachers’ performance effectively.
D. Research Questions
Concerning to the background of the study above, this study focuses on several issues, such as follows:
1. How do teachers perceive the definition of workload? 2. How do teachers perceive the definition of performance? 3. What are the factors that influence teachers’ performance? 4. How may performance be improved?
E. Objectives of the Study
Based on the research questions above, the objectives of this study stated as follows: 1. To know the teachers’ perception of workload
2. To know the teachers’ perception of performance
3. To know the factors that influence teachers’ performance 4. To know how to improve teachers’ performance
4 F. Significances of the Study
By conducting this study, it is expected to give contributions to teachers, principal and future researchers. For teachers, this study will help them to improve their performance by knowing the factors that affect it.
Moreover, for principal, this study will help them to understand the teachers’ condition in order to improve their performance well, such as by managing the workload appropriately. Lastly, this study will be useful for future researchers who want to conduct research related to teachers’ workload and performance.
5
LITERATURE REVIEW
The current study focusses on knowing the teachers’ perception on workload and performance. Therefore, the discussion of this chapter focusses on the theories of perception, workload, and performance. Furthermore, it is followed by previous related study and conceptual framework.
A. Perception
Perception is an individual’s view to see the world. According to Sainn and Ugwuegbu as cited by Choy and Cheah (2009: 198), perception is the process that extracts meaningful information from the physical stimulation. Furthermore, according to Unumeri (2009: 18), perception is the opinion of someone about another thing depends on the available information gotten.
Moreover, according to Demuth (2013: 16), perception is a unique source of how someone experiences something. It is determined by an individual’s experience, intention, and social needs as well. Then, according to Dubey et al (2019: 141), perception is an understanding of the world constructed from information obtained by means of the senses that involves seeing, receiving, selecting, organizing, interpreting, checking and giving meaning to the surroundings. To sum up, perception is the consciousness of particular material things present to sense. It is the way someone interprets his or her sensation from the physical stimulation. It helps someone to build up a model of his or her world in order to help anticipate future happenings and deal with them appropriately.
Dubey et al (2013: 144) explains the perception process. First, it begins when someone is faced with a stimulus situation. Then, the physiological mechanism including sensory and neural is involved by registration. The physiological ability to see and hear will affect perception by the perceiver. Moreover, perception has several sub-processes, including inputs, processing mechanisms, outputs and behavior.
Furthermore, there are two kinds of perception theories, those are the bottom-up and the top-down indirect perception. The bottom-up theories refers to determinative role of content and quality of sensory input in influencing the percept. Meanwhile, the top-down indirect perception theory refers to the direct perception without having background knowledge or previous experience. It is possible only by means of mental representation of a reality (Demuth, 2013: 30).
B. Teachers’ Workload 1. Definition of Workload
Workload is the amount of work, the number of classes, also the number of students that the teachers teach and the different activities that teachers perform. According to Goksoy and Akdag (2014: 878), workload is the amount of work that should be done by someone at a certain time with a certain quality. Moreover, according to Chirimi (2016: 9), workload can be defined as the amount of work that an individual has to do.
In line with those opinions, Radzali et al (2013: 122) defined workload as the amount of work that someone has to finish within a given period. According to Shah et al (2011: 258), workload refers to the intensity of job assignment that
6 someone has. It is an opportunity to learn and prosper expeditiously. Meanwhile, according to Ksenia as cited by Ayeni and Prince (2018: 10), workload also can be defined as tasks performed in the working environment more than the personal capabilities. It causes threats and the reactions of nervousness, anxiety, frustration, pressing, or annoyance as well. To sum up, workload is the number of tasks that have to be done by someone, at a certain time.
The problem of workload significantly affected the effectiveness and efficiency of the teaching and learning process. As much as possible, teachers must be assigned to teach subject areas in line with their field of specialization and with minimum teaching load for them to have time to prepare for effective teaching.
2. Categories of Workload
According to Tancinco (2016: 48), there are three categories of teachers’ workload; overload, regular and underload. Overload refers to the condition of teachers’ load over or above the prescribed number of workloads. Then, regular load refers to the normal load of the teachers. Meanwhile, underload is refers to the condition of teachers’ load below the prescribed number of workloads.
Moreover, according to Gwambombo (2013: 19), there two categories of workload, those are heavy and light workload.
a. Heavy Workload
Heavy workload is a condition when the teachers work above their normal working load (Gwambombo, 2013: 19). Teachers’ heavy workload can be contributed by various reasons, for instance, teaching many periods, lack of teaching facilities, doing administrative and non-administrative stuff. This condition can bring negative effect, such as ineffectiveness and inefficiency during the teaching and learning process. Moreover, this condition also brings negative effects, such as stress, burnout and poor work-life balance. Teachers who are exhausted by heavy workload are not effective and creative in the classroom hence teaching and learning processes are affected.
b. Light Workload
Light workload is a condition when teachers work under their normal working load. In this condition, the teachers do not have too many things to do. They do not have many periods to teach and they do not need to do such administrative stuff. However, according to Gwambombo (2013: 20), this condition may increase the effectiveness and efficiency of teachers during the learning and teaching process.
3. Measuring Teachers’ Workload
Total teachers’ workload is a product of the number or range of tasks that need to be completed and the amount of time needed to complete by someone. It is the sum of all workloads for individual tasks. According to Tancnco (2016: 50), total teachers’ workload is determined by summing up all of the workload given.
There are several formulas for measuring teacher’s workload, one of them is The Norton/Bria Formula (Norton, 2008: 170). This formula considers the load factors of assigned hours of teaching, time spent in teaching preparation, extracurricular duties of noninstructional nature, the number of students taught and the load related to extra grades taught in each classroom by the teacher. This
formula measures the workload in hours of time spent per work in teaching, rather than index load unit. It is written as:
TLH = 3/2 ATH + (SL x PH)/CM + F or F’ (OG x PHs) + 0.6 (CH) TLH = total load hours of time per week
ATH = assigned teaching hours in the classroom per week
PH = preparation hours (one-half the actual time for assigned hours in the classroom per week: ½ ATH)
SL = actual number of students taught above or below the average class size for any given grade (class sizes can be altered according to local or state class size norms)
CM = standard class mean size
OG = other grades taught in a single classroom under the direction of one teacher
F = 1/16 (use for small and medium-sized school district) F = 1/13 (use for a larger school district)
CH = cooperative hours spent in non-instructional duties such as meeting, playground supervision, parental conference and other non-teaching assignments.
Meanwhile, according to Ayeni and Prince (2018: 10), teachers’ instructional workload is measured by the total number of teachers that are available in the system against the number of students that are taught, the number of scripts that are marked, and other responsibilities considered worthwhile by the school principal that are regularly or occasionally assigned to teachers.
Besides, according to the Regulation of Indonesian Minister of Education and Culture or Permendikbud (2018) No.15 about the fulfillment of teacher, school principal and school supervisor duty, it is mentioned that the maximum hours of teacher’s duty is 37.5 hours per week. In addition, in appendix I, it is mentioned that the maximum hours for homeroom teacher is 24 hours per week. However, there are additional assignments as a guardian equivalent classroom as a clock-face as much as two hours of lesson.
Furthermore, there are several specific categories of teacher workload, such as: 1. Individual planning or preparation of lessons either at school or out of
8 2. Teamwork and dialogue with colleagues within this school;
3. Marking or correcting students’ work;
4. Student counselling, including student supervision, virtual counselling, career guidance and delinquency guidance;
5. Participation in school management; 6. General administrative work;
7. Communication and co-operation with parents or guardians;
8. Engaging in extra-curricular activities after school, for instance sports and cultural activities (Sellen, 2016: 17).
Those responsibilities contribute to a high workload because the teachers need more time to do that. Those responsibilities may cause long working hours for the teachers.
C. Teachers’ Performance 1. Definition of Performance
Performance is a behaviour, a process, a procedure, a way of working or an accomplishment. Performance also can be defined as the achievement of outputs and outcomes (Jones et al: 2006). In line with that opinion, performance according to Shah et al is the output and accomplishment of workers. It is acknowledged by the organization or institution they work in (Shah et al, 2011: 259).
Moreover, according to Kusumaningtyas and Setyawati (2015: 77), performance is a success level of someone as a whole during a certain period. Then, according to Robbins as cited by Utami and Wedasuwari (2019: 14), performance is defined as the completion of signed assignments and employers and the results produced on certain functions or work activities during a certain time.
Performance also refers to both behaviours and results. Therefore, the performance needs to be measured with both behaviours and outcomes. Furthermore, according to Nyawara (2011: 13), performance can be measured using various indicators, both of qualitative or quantitative. To sum up, performance is a process of accomplishing an action that can be measured using certain indicators.
2. Factors of Performance
There are some key factors that influence the performance, such as support, advice and other resources provided by others (Mohamad & Jais, 2016: 677). Moreover, according to Rummler and Brache (2013: 69), several factors are affecting the human performance, such as performance specification, task support, consequences, feedback, skills and knowledge, also individual capacity. Then, according to Usop et al, several things affect teachers’ performance, for instance, aptitude, attitude, subject mastery, teaching methodology, personal characteristics, the classroom environment, general mental ability, personality and relations with students (Usop et al, 2013: 245).
Moreover, according to Gibson as cited by Andriani (2018: 19), there are three groups of performance variable influenced the teachers’ performance, those are individual, organization and psychology variables. Individual variable consists of ability and skill, family background, social level and experience. Then, the
organization variable consists of resources, leadership, reward, structure, and design of the job. Meanwhile, the psychology variable consists of mental or intellectual, perception, attitude, personality, study, and motivation.
In addition, according to Diamantidis and Chatzoglou (2019: 172), several factors influence work performance, those are firm or environment-related factors, job-related factors and employee-related factors. Firm or environment-related factors consist of management support, training culture, organizational climate and environmental dynamism. Then, job-related factors consist of job environment, job communication and job autonomy. Meanwhile, employee-related factors consist of proactivity, adaptability, intrinsic motivation, skill flexibility, commitment and skill level.
Furthermore, according to Tahseen and Hadi (2015: 234), some factors are affecting the teachers’ performance, such as intrinsic and extrinsic motivation, and job satisfaction. According to Pole as cited by Andriani et al (2018: 25), motivation is associated with personal energy toward the achievement of particular goals, both personal and organizational goals. There are several indicators to know the teachers’ motivation, such as the duration of activity is how long the ability to use the time to perform the activities, the frequency of activities is how often the activities are carried out within a certain period time, the persistence of the provision and attachment to the purpose of the activity. Besides, the other indicators are the perseverance, tenacity and difficulty to achieve goals, the devotion and sacrifice to achieve the goal, the aspiration level is an intent, plan, aspiration, target or goal, the level of achievement or product that’s qualification achieved from the activities, the direction of his attitude towards the objectives of the activity (Andriani, 2018: 25). Since motivation has a great role in teachers’ performance, it is important to motivate teachers in order to support them performing better.
The next factor is job satisfaction. Job satisfaction becomes an important factor in teachers’ performance. Satisfaction itself is one of the factors of work-performed efficiency which is configured as the result of the relation between what someone got from work and he or she projected result (Bota, 2013: 634).
Job satisfaction is someone’s viewpoint about the way she or he feels about the organization or institution (Abuhashesh et al, 2019: 3). Then, according to Bota (2013: 635), job satisfaction is a positive emotion caused by the appreciation of the work resulting in a certain context. It is affected by various factors, such as age, education, skill, work experience, organizational climate, working condition, policy and organizational management, and personality factor. Moreover, Jain and Verma (2014: 5), explained that the most important factors conducive to job satisfaction include mentally challenging work, equitable rewards, supportive working conditions and supportive friend at work.
In addition, according to Jain and Verma (2014: 5), job satisfaction is a general feeling about the job or a related variety of attitudes about several aspects of the job. It also can be described as an indicator of emotional well-being or psychological health. It may mean different things to different people.
Job satisfaction has several dimensions, thus it can be mentioned that job satisfaction is multidimensional. It can be wages, workplace safety, promotion possibilities, recognition and appreciation, decision-making power and influence,
10 the ability of carrying a sense of productive, useful and well-done work (Bota, 2013: 635). Meanwhile, according to Dave and Raval as cited by Velmurugan, job satisfaction is associated with classroom teaching satisfaction, training and faculty development programs, performance appraisal, cooperation and behavior of colleagues, physical working condition, students’ interaction, students’ IQ, students’ curiosity, students’ eagerness to learn. It is also associated with recognition for extra work or qualitative work, promotion policies, salary, participation in decision making, management style or management philosophy, vision, mission, strategy at top management, challenging and interesting work, job security, organization culture, support for research environment in organization and reputation of the organization in the market as well (Velmurugan, 2016: 20).
Furthermore, according to Baluyos et al, the teachers’ job satisfaction affects their commitment to the organization significantly (Baluyos et al, 2019: 206). It is in line with Iqbal et al (2016: 337), teachers who show more satisfaction with their job tend to show greater performance. In conclusion, teachers’ satisfaction is a feeling that someone shows to their woek. It is very crucial for better improvement and to the long-term growth of educational system.
Additionally, other factors contribute to teachers’ performance are organizational culture, benefit, job satisfaction, stress, training and development, promotion prospect, job security, wages or salary (Abuhashesh et al, 2019:1). Wages or salary becomes one of reward for the teachers. According to Abuhashesh et al (2019: 2), a reward can raise overall performance. Paying teachers more and having innovative ways in order to improve teacher pay should be implemented and continued.
3. Assessment of Teachers’ Performance
Every organization or institution has an objective towards optimum performance. It becomes an important thing since the employees’ performance influences the success of the organization. Success is the main goal of every organization including school.
According to Scriven as cited by Taras (2012: 3), assessment is the process that requires the gathering of data, setting up weightings, selecting goal and criteria in order to compare performances and justify each of these. Therefore, for making judgements, it is important to decide on what elements are important, why these are important, how each element is important to the others and then justify all the choices made.
In measuring the performance, the performance assessment or appraisal is needed. Assessment is a valuable tool to promote learning (Rodriguez, 2019: 161). Furthermore, teacher performance or appraisal refers to the evaluation of each teacher for making a judgement about their performance. It also provides feedback to support the teacher’s improvement, since the main objective of assessment or appraisal is to improve learning outcomes. In conclusion, performance assessment or performance appraisal can be described as the ongoing process to identify, measure and also develop someone’s performance under the organisation’s goals.
Employee performance has to link to organizational competitiveness, increased productivity, better quality of work-lifeand greater profitability as well (Nyawara, 2011: 12). The assessment also allows the school leaders and education authorities
to monitor individual teacher performance and ensure that all of the classrooms are in the hands of capable and motivated teachers. Besides monitoring individual teachers, the assessment also can reward those at the top and fire those at the bottom.
There are two types of performance assessment, formative and summative. Formative assessment focusses on developing performance, such as career development, professional learning and feedback. Meanwhile, summative assessment focusses on evaluating performance for career progression, possible promotion or demotion (Elliott, 2015: 102).
Assessment of teacher performance has to be valid, clear and appropriate in order to define teachers’ work and what indicators need to be assessed. The performance assessment of the teacher has to be conducted by the principal or trained experts.
4. Indicators of Performance
According to Miner as cited by Setyanto et al (2018: 437), there are several indicators for performance assessment, those are quantity of work, time at work and cooperation with others. Furthermore, according to T.R. Mitchell in Ministry of Education (2008: 20), performance can be measured on four aspects; quality of work, promptness, initiative, communication.
In addition, according to Mitchell as cited Andriani et al (2018: 25), there are several criteria or indicators of performance, those are quality of work, accuracy, initiative, ability and communication. Therefore, the performance can be assessed by concerning those criteria.
Moreover, according to Dharma (2003: 355), some indicators for measuring the performance are:
a) Quantity, it is the amount to be completed. b) Quality, it is something that must be produced.
c) Timeliness, which is in accordance with the planned time.
Those indicators can be used by the assessors when they assess the employee’s performance.
5. Rating for Assessing Performance
According to Mathis, there are several possible rating techniques which can be used for assessing performance, such as:
a) Supervisory Rating of Subordinates
This type of rating is based on the assumption that the supervisor is the person most qualified to assess and evaluate the employee’s performance fairly.
b) Team or Peer Rating
Peer and team ratings are beneficial when supervisors do not have the opportunity to observe each employee’s performance because the employee’s team can handle it. Team or peer performance ratings are probably inevitable, especially when the employees work together continuously.
12 c) Self-Rating
Self-rating requires employees to think about their strengths and weaknesses then set goals for improvement. It is suitable to use self-rating especially when the employees have unique skills. It is because they understand themselves so well, therefore they are the ones who qualified to give the ratings.
d) Outsider Rating
Outsider rating is done by someone outside the organization or institution. The good raters for giving outside ratings are the clients or the customers of the organization or institution. The information given is used for job development purposes.
e) Multisource or 360-Degree Feedback
Multisource or 360-degree feedback is a process used in a performance management system to collect the views of other individuals in the organization about an employee‘s performance related to competencies and behaviors.
Furthermore, this type of rating is designed to capture evaluations of the employee’s different roles in order to provide more feedback during an evaluation. It allows the assessor to determine individual future development. By using this type of rating, the assessor can examine the conflict resolution skills, decision-making abilities, team effectiveness, communication skills, managerial styles and technical capabilities (Mathis, 2011: 335).
6. Tools for Assessing Performance
According to Mathis (2011: 339), there are some tools for assessing performance, such as:
a) Category Scaling Method
The category scaling method requires a manager to mark an employee’s level of performance on a specific form divided into categories of performance. A checklist is used for measuring. It provides a list of statements or words from that raters check statements which are most representative of the characteristics and performance of employees.
b) Graphic Rating Scale
By using graphic rating scale, it allows the rater to mark an employee’s performance on a continuum. It indicates low to high levels of a particular characteristic. Three aspects of performance are appraised using graphic rating scales: descriptive categories (such as quantity of work, attendance, and dependability), job duties (taken from the job description) and behavioral dimensions (such as decision making, employee development and communication effectiveness).
c) Comparative Methods
Comparative methods require that managers directly compare the performance levels of their employees against one another and these comparisons can provide beneficial information for performance management. There are 2 types in comparative methods, those are ranking and forced distribution. Ranking is a performance appraisal method in which
all employees are listed from highest to lowest in performance. Meanwhile, forced distribution is a performance appraisal method in which ratings of employees’ performance levels are distributed along a bell-shaped curve.
Forced distribution system forces managers or assessor to identify high, average, and low performers. Furthermore, those who have high performance can be rewarded and developed. Meanwhile, those who have low performance can be encouraged to improve their performance.
d) Narrative Methods
Principals often are required to provide written assessment information. They can use a narrative method to give information about the teachers. They are two types in narrative method, those are critical incident and essay. According to Pynes (2009: 237), in using critical incidents, the raters record actual incidents of successful and unsuccessful performance of work actions. They use the observation list in order to evaluate employee performance. Documentation and descriptive text are the basic components of the critical incident method and the essay method. In the critical incident method, the principal keeps a written record of both highly favorable and unfavorable actions performed by the teachers during the entire rating period.
Moreover, the essay method requires the principal to write a short essay describing each teacher’s performance during the rating period. The essay method allows the rater more flexibility than other methods do. However, the weakness of using the essay method is that the evaluation may depend on the writing skills of the supervisors and the amount of time they take to complete the evaluation (Pynes, 2009: 237). If the raters want to use this method, they might combine the essay with other methods.
e) Management by Objectives
Each principal sets objectives derived from the overall goals and objectives of the organization. There are four steps in Management by Objectives, those are job review and agreement, development of performance standard, a setting of objective and continuing performance discussion. In job review and agreement, the employee and the superior review the job description and the key activities that constitute the employee’s job. Moreover, in the development of performance standards, the employee and the employee’s superior develop specific standards of performance and determine a satisfactory level of performance that is specific and measurable together. According to Pynes (2009: 237), in management by objectives, the plan of action for achieving the goals is determined together by the manager and the employees. Additionally, the effectiveness of management by objectives depends on the skills of supervisors and subordinates in determining appropriate goals and objectives.
Furthermore, the setting of objective means that the employee and the superior establish objectives that are realistically achievable together. Lastly, for continuing performance discussion, the employee and the superior use the objectives as bases for continuing discussions about the previous performance assessment.
14 f) Combination of Methods
There is no single appraisal method that is best for all situations and conditions. Therefore, a performance measurement system that uses a combination of methods is better in certain circumstances. By using a combination of methods, it may offset some of the advantages and disadvantages of single methods. Sometimes, category scaling methods are easy to develop, but they usually do little to measure strategic accomplishments. Moreover, they may make inter-rater reliability problems worse. Comparative approaches help minimize leniency and other errors, it makes them useful for administrative decisions.
Comparative approaches do a poor job of linking performance to organizational goals, they do not provide feedback for improvement as well as other methods do. However, feedback is a powerful tool in professional development. It is a critical component of adult learning theory. Moreover, effective program development provides feedback in order to create richer environments for teachers (Hammond et al, 2017: 15).
Next, narrative methods work well for development because they potentially generate more feedback information. However, without good definitions of performance criteria or standards, they can be so unstructured as to be of little value. Furthermore, these methods work poorly for administrative uses.
The Management by Objectives approach works well to link performance to organizational goals, but it can require much effort and time for defining objectives and explaining the process to employees. Narrative and MBO approaches may not work as well for lower-level jobs as for jobs with more varied duties and responsibilities.
When managers can decide what they want to use for assessing performance, they can combine methods to realize those advantages. For example, one combination might include a graphic rating scale of performance on major job criteria, a narrative for developmental needs, and also an overall ranking of employees in a department. In conclusion, different categories of employees might require different combinations of methods.
7. Improving Teachers’ Performance
Since the students nowadays are required to have not only academic skills, but also life skills such as critical thinking, communication skill, etc, therefore, the teachers need to meet the expectation to facilitate the students in achieving those skills. Teachers have to be lifelong learners to acquire their roles and responsibility as well. They need to improve knowledge and skill in order to enhance and explore their teaching practices.
According to ISTE NETS Standards for Teachers, as cited by Reynolds et al (2016: 8), the teachers are required to have several abilities to teach 21st century skill, such as:
a) Facilitating and inspiring student learning and creativity
Teachers apply their knowledge to facilitate students’ experience in improving creativity and innovation, both face-to-face and virtual meetings.
b) Designing and developing digital-age learning experiences and assessments; Teachers need to design, develop and evaluate authentic learning experiences and assessment by combining the contemporary tools and resources in order to maximize content learning in context.
c) Modeling digital-age work and learning
Teachers exhibit their knowledge, skills and work processes representative of an innovative professional in a global and digital society.
d) Promoting and modelling digital citizenship and responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and show legal and ethical behavior in their professional practices.
e) Engaging in professional growth and leadership
Teachers continuously enrich their professional practice, model lifelong learning and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.
Improving teachers through professional development is a must so that the school will have competent teachers. According to Guskey as cited by Boudersa (2016: 3), professional development refers to the processes and activities of the teachers which are aimed to improve the teachers’ professional knowledge, teaching skill and attitude in the learning and teaching process. In addition, according to Archibald et al (2011: 3), there are several characteristics of high-quality professional development, those are:
a) Alignment with school goals, state and district standards and assessments, and other professional learning activities including formative teacher evaluation;
b) Focus on core content and modeling of teaching strategies for the content; c) Inclusion of opportunities for active learning of new teaching strategies; d) Provision of opportunities for collaboration among teachers;
e) Inclusion of embedded follow-up and continuous feedback.
Furthermore, according to O’Riordan (2017: 17), there are six key work practices to improve performance, those are career development and opportunities for advancement, training opportunities, job influence and challenge, involvement and communication, performance management and appraisal processes, work-life balance.
a) Career development and opportunities for advancement
Career development is an activity that develop an individual’s skills, knowledge, expertise and other characteristics as a teacher (OECD, 2009: 49). Career development is important for all employees, since it gives the opportunity to acquire a new skill (O’Riordan, 2017: 17). Therefore, career development and opportunities for advancement should be considered by the manager.
There are some objectives of teachers’ development, such as:
1) to update individuals’ knowledge of a subject in light of recent advances in the area;
16 2) to update individuals’ skills, attitudes and approaches in light of the development of new teaching techniques and objectives, new circumstances and new educational research;
3) to enable individuals to apply changes made to curricula or other aspects of teaching practice;
4) to enable schools to develop and apply new strategies concerning the curriculum and other aspects of teaching practice;
5) to exchange information and expertise among teachers and others, e.g. academics, industrialists; and
6) to help weaker teachers become more effective (OECD, 2009: 49). Moreover, there are several programs can be held to develop the teachers, such as:
1) courses or workshops;
2) education conferences or seminars; 3) qualification programme;
4) observation visits to other schools;
5) participation in a network of teachers formed specifically for the professional development of teachers;
6) individual or collaborative research on a topic of professional interest; 7) mentoring and/or peer observation and coaching, as part of a formal
school arrangement (OECD, 2009: 50).
Since teachers are the key person of education reform, they should be always ready for changes. Therefore, a general system of teacher professional development, as a continuous process, is necessary to be established, including professional training while working and a professional development system for teachers (Bicaj & Treska, 2014: 372). b) Training opportunities
Training opportunities enhance the employee to learn more about new skills (O’Riordan, 2017: 17). According to Richards and Farrell as cited by Boudersa (2016: 2), training refers to the activities focused on teachers’ responsibilities. The aim is short term and immediate goals. Furthermore, it involves understanding basic concepts and principles as a prerequisite for applying them to teaching and the ability to demonstrate principles and practices in the classroom.
In addition, according to Hammond et al (2017: 12), training or coaching and expert support can facilitate teachers’ learning. It can play a critical role in creating effective professional development since it discusses modeling strong instructional practices or supporting group discussion and collaborative analysis of student work. Moreover, by participating in training, teachers can learn new things and recall previously learned things. In addition, it gives benefits to maintain the workplace and professional reinforcement.
Furthermore, some coaches may also share expertise about content and evidence-based practices. Coaching can also support the effective implementation of new curricula, tools, and approaches by educators.
c) Job influence and challenge
When employees find their job demanding and challenging, they are much more likely to have job satisfaction. There are several techniques support good job design, such as job rotation, job enlargement, job enrichment and self-managed teams (O’Riordan, 2017: 17).
d) Involvement and communication
The opportunities to contribute to making decisions and have a sense of involvement are valued by most employees (O’Riordan, 2017: 17). Furthermore, effective communication is a further vital part of the process. To promote employees’ involvement and participation, it is suggested to make employee opinion surveys, suggestion schemes, town hall meetings, partnership committee and work councils.
e) Performance management and appraisal processes
According to Elliott (2015: 102), an appraisal is the ongoing process used for identifying, measuring and developing an individual’s performance following the goal of the organization that has been determined before. The appraisal process should be clear. Within the appraisal process, standards provide scope for teachers and school leaders to make informed decisions about teaching performance and may assist in identifying future areas for growth and development.
Additionally, performance appraisal is a process of evaluating someone’s performance which is done periodically (Kagema & Irungu, 2018: 94). Furthermore, performance reviews should focus far more on performance planning and improvement than on retrospective appraisal (O’Riordan, 2017: 17). It has to provide a mechanism to recognize high-quality teaching. Besides, it has to manage the teachers’ career development.
According to OECD, there are two functions of appraisal, those are the development function and accountability function. Developmental function refers to formative appraisal for continuous improvement. It focuses on giving beneficial feedback for improving teaching practices. Meanwhile, the accountability function refers to summative appraisal for providing summary information about the teachers’ performance in the past (OECD, 2013: 280).
Generally, there are several key components of teachers’ appraisal, such as:
1) Planning and preparation
The teacher demonstrates knowledge of content and pedagogy, demonstrates students’ knowledge, selecting instructional goals, designing coherent instruction, assessing students’ learning.
2) The classroom environment
The teacher creates a conducive environment, establishes culture for learning, manages classroom procedure, manages the students’ behaviour, organises physical space.
