Professional Competency Training for Teachers in Realising Excellent Schools (A Descriptive Study at SDN Gekbrong 1)

Abstrak

The quality of education in Indonesia still faces various challenges, particularly in terms of achieving national education standards related to educator competence. Teachers, as the spearhead of learning, have a strategic role in determining the success of education, but many schools still lack pedagogical and professional competence, lack innovation, and have minimal ongoing training. This study aims to analyse the condition of teacher competency at SDN Gekbrong 1, identify the competency improvement strategies implemented, examine the supporting and inhibiting factors, and assess the implications for the quality of education. The research uses a descriptive qualitative approach, with data obtained through participatory observation, in-depth interviews, and documentation studies using the Miles and Huberman model of analysis, which includes data reduction, data presentation, and interactive conclusion drawing, while data validity is ensured through source and technique triangulation. This study is based on the theory of teacher competency (Mulyasa, 2008; Kunandar, 2011), the concept of learning organisation (Senge, 2006), and the theory of education quality management based on Total Quality Management (Sallis, 2014; Deming, 1986), as well as national policies such as Law Number 14 of 2005 concerning Teachers and Lecturers, Permendiknas Number 16 of 2007 concerning Academic Qualification Standards and Teacher Competence, and the Ministry of Education, Culture, Research, and Technology (2023) policy regarding improving teacher competence in the digital era. The results showed that the strategy to improve teacher competency at SDN Gekbrong 1 was implemented through needs-based training, lesson study, academic supervision, the formation of learning communities (KKG), and the integration of technology in learning. The main supporting factors included visionary school leadership and support from the Education Office, while the obstacles were limited training facilities and implementation time. The implementation of these strategies has had a positive impact on improving teachers' pedagogical and professional abilities, fostering a culture of reflection and collaboration, and improving the quality of the learning process and outcomes for primary school students.