Needs Assessment of Teacher Professional Development in an Indonesian High School Setting

Abstract

The present study aimed to conduct a comprehensive needs assessment of teacher professional development within the context of an Indonesian high school. With the aim of enhancing the quality of education and teacher effectiveness, this research focused on identifying the key areas for improvement and the specific needs of teachers in their professional development journey. A mixed-methods approach was utilized to gather data, combining both qualitative and quantitative techniques.

The qualitative phase involved in-depth interviews with teachers, school principle to gain insights into their perspectives on the current state of professional development programs. Additionally, focus group discussions were conducted to encourage dialogue and generate valuable input from multiple stakeholders. On the other hand, the quantitative phase employed surveys distributed to a representative sample of teachers to collect data on their perceived professional development needs and preferences.

The findings revealed several areas requiring attention and improvement. Teachers expressed a desire for professional development opportunities that focused on pedagogical strategies, subject-specific knowledge, technology integration, classroom management techniques, and assessment methods. Moreover, the results highlighted the importance of providing ongoing support and mentoring for teachers to enhance their professional growth and instructional practices.

Based on the identified needs, this study recommends the implementation of a multifaceted approach to teacher professional development in Indonesian high schools. This approach should encompass a combination of workshops, seminars, conferences, peer collaboration, and online learning platforms tailored to the specific needs of teachers. Additionally, the establishment of a structured mentorship program and the provision of resources for continued professional learning were considered vital components for sustained growth and improvement.

The findings of this study have significant implications for educational policymakers, school administrators, and teacher training institutions in Indonesia. By addressing the identified needs and implementing evidence-based strategies, teacher professional development programs can be enhanced to support effective teaching practices, ultimately contributing to improved educational outcomes for high school students in the Indonesian context.