Boosting Teacher’s Perception and Deeds in Indonesian Schools for the Character Education to Thrive

DOI

10.2991/assehr.k.200320.001How to use a DOI?

Keywords

character education, leadership, school principals, teacher perception

Abstract

The ministerial reform on character education in Indonesian schools and its effect on school practices remain a challenge as the roles of school leadership have been significantly unaddressed. This study aimed to examine the effect of school managerial practices on teachers’ beliefs and perceptions in character education. This cross-sectional survey collected data from 574 teachers from the randomly selected 105 primary, junior and senior secondary schools in five districts throughout Indonesia. Using very simple models of education production function, this research found that the quality of school managerial practices had impacts on teachers’favorable beliefs and initiatives to create and manage students’ activities in schools and boost students’ values. Driven by the parental pressure to school, the principals were to build and manage local development measures as stipulated in the ministerial policy. Among those was the continuous professional development that enabled the teachers to learn, to discuss, and to share their best practices with others in a continuous manner.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Dasim Budimansyah
AU  - Nugraha Suharto
AU  - Iik Nurulpaik
PY  - 2020
DA  - 2020/03/24
TI  - Boosting Teacher’s Perception and Deeds in Indonesian Schools for the Character Education to Thrive
BT  - Proceedings of the 2nd Annual Civic Education Conference (ACEC 2019)
PB  - Atlantis Press
SP  - 1
EP  - 5
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.200320.001
DO  - 10.2991/assehr.k.200320.001
ID  - Budimansyah2020
ER  -