The Evaluation of Teacher Professional Allowance Policy in Minahasa Regency

DOI

10.2991/icss-19.2019.113How to use a DOI?

Keywords

Evaluation; Policy; Teacher Professional Allowances

Abstract

Law No. 14 of 2005 on Teachers and Lecturers is one of the measures taken by the government aimed to enable teachers in improving their quality of academics; competence; and level of welfare. This study aims to analyze and explain how the evaluation of teacher professional allowance policy and the inhibiting factors of this policy evaluation implemented in the Minahasa Regency. This study used a qualitative research approach. The results of the study found that the provision of professional teacher allowance in the Minahasa Regency has not given a significant impact; because teachers who received professional allowance have not been able to improve their academic quality and competence as planned by the Government. Their lack of understanding of the use of technology makes it difficult for them to balance technology-based teaching and learning methods. Based on the results of this study; it is recommended that teachers who receive the Professional Allowance and hold the status as professional teachers should be upgraded so that they work as competent and competitive professional teachers and can adjust to the current development of science and technology.

Copyright

© 2019, 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  - Marthinus Mandagi
AU  - Sisca Kairupan
AU  - Jeane Mantiri
PY  - 2019/11
DA  - 2019/11
TI  - The Evaluation of Teacher Professional Allowance Policy in Minahasa Regency
BT  - Proceedings of the International Conference on Social Science 2019 (ICSS 2019)
PB  - Atlantis Press
SP  - 638
EP  - 640
SN  - 2352-5398
UR  - https://doi.org/10.2991/icss-19.2019.113
DO  - 10.2991/icss-19.2019.113
ID  - Mandagi2019/11
ER  -