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提高印尼教师和学校领导能力：小学Guru Pengerak项目的影响评估（英）

文化传媒2024-04-01世界银行杨***

AI智能总结

Improving Teachers and School Leadership in Indonesia: Impact Evaluation of Guru Penggerak Program at the Primary Level

Executive Summary

This comprehensive study evaluates the impact of the Pendidikan Guru Penggerak (Guru Penggerak Program) aimed at enhancing primary level education in Indonesia. The evaluation encompasses various aspects including teacher improvement, school leadership, and overall educational quality.

Key Points:

Context: Indonesia's education system underwent significant reforms, with the Guru Penggerak Program introduced as part of the Merdeka Belajar initiative to improve teacher effectiveness and school leadership.
Reform and Program: The new wave of reforms focused on emancipating learning. The Guru Penggerak Program specifically targets teacher development through a series of training activities designed to foster self-reflection, self-improvement, and student-centered teaching practices.
Methodology: The evaluation employs an empirical approach using Regression Discontinuity Design to assess the impact of the program on teachers and schools. It includes both an implementation assessment through phone surveys and impact evaluation through school visits.
Results: The study reveals improvements in the quality of implementation across various program components. Teachers showed enhanced self-reflection skills, adopted more student-centered teaching approaches, and demonstrated increased leadership abilities through community building and coaching.
Conclusions and Recommendations: The evaluation highlights the effectiveness of the Guru Penggerak Program in improving teaching quality and leadership skills among primary school educators. Recommendations include refining workshop formats, improving logistics, and enhancing the enjoyment of teaching.

Key Findings:

Implementation Quality: District-level variations in the quality of implementation were observed, suggesting the need for tailored support strategies.
Teacher Development: Teachers reported improved self-development skills and a shift towards student-centered teaching methods.
Leadership Improvement: School principals perceived enhanced leadership abilities among teachers, emphasizing the importance of fostering communities of learning and coaching.

Recommendations:

Program Refinement: To improve workshop effectiveness and logistics, enhancing the overall experience for participants.
Long-term Career Planning: Encouraging teachers to set five-year career plans to guide professional growth and development.
Enjoyment of Teaching: Increasing enjoyment in teaching to sustain motivation and improve educational outcomes.

This evaluation underscores the importance of targeted professional development programs in enhancing educational quality, particularly in the context of primary education in Indonesia.

PublicDisclosureAuthorized PublicDisclosureAuthorized PublicDisclosureAuthorized PublicDisclosureAuthorized ImprovingTeachersandSchoolLeadershipinIndonesia ImpactEvaluationofGuruPenggerakProgramatthePrimaryLevel NoviandriN.Khairina,NoahYarrow,JacobusCilliers,andIndahS.Z.Dini. ImprovingTeachersandSchoolLeadershipinIndonesia:ImpactEvaluationofGuruPenggerakProgramatthePrimaryLevel ThisreportwaspreparedbyNoviandriN.Khairina,NoahYarrow,JacobusCilliers,andIndahS.Z.Dini. Acknowledgement ThisworkisaproductofthestaffofTheWorldBank.FinancialsupportforthisworkwasgenerouslyprovidedbytheAustralianGovernmentthroughtheAustralia-WorldBankIndonesiaPartnership(ABIP).ThisresearchproductalsobenefitedfromadditionalfinancingthatcomesfromtheChina-WorldBankTrustFund.Thefindings,interpretations,andconclusionsexpressedinthisworkdonotnecessarilyreflecttheviewsoftheExecutiveDirectorsofTheWorldBankorthegovernmentstheyrepresent.TheWorldBankdoesnotguaranteetheaccuracyofthedataincludedinthiswork.Theboundaries,colors,denominations,andotherinformationshownonanymapinthisworkdonotimplyanyjudgmentonthepartofTheWorldBankconcerningthelegalstatusofanyterritoryortheendorsementoracceptanceofsuchboundaries. RightsandPermissions ©2023TheWorldBank 1818HStreetNW,WashingtonDC20433 Telephone:202-473-1000;Internet:www.worldbank.org Somerightsreserved Thematerialinthisworkissubjecttocopyright.BecauseTheWorldBankencouragesdisseminationofitsknowledge,thisworkmaybereproduced,inwholeorinpart,fornon-commercialpurposesaslongasfullattributiontothisworkisgiven. Allqueriesonrightsandlicenses,includingsubsidiaryrights,shouldbeaddressedtoWorldBankPublications,TheWorldBankGroup,1818HStreetNW,Washington,DC20433,USA;fax:202-522-2625;e-mail:pubrights@worldbank.org. Attribution Pleasecitetheworkasfollows:Khairina,Noviandri;Yarrow,Noah;Cilliers,Jacobus;Dini,Indah.2023.ImprovingTeachersandSchoolLeadershipinIndonesia:ImpactEvaluationofGuruPenggerakProgramatthePrimaryLevel.WorldBank,Jakarta.©WorldBank. ContactInformation Theauthorscanbecontactedatnkhairina@worldbank.org,ejc93@georgetown.edu,idini@worldbank.org. PhotoCredit: CoverandChapterOpening:Freepik,Midjourney IMPROVINGTEACHERSANDSCHOOLLEADERSHIPININDONESIA:IMPACTEVALUATIONOFGURUPENGGERAKPROGRAMATTHEPRIMARYLEVEL03 TableofContents TableofContents 4 TablesandFigures 4 Abbreviationsandacronyms 5 Acknowledgement 5 ExecutiveSummary 6 1.UnderstandingtheContext:Indonesia’sEducationSystem 10 2.NewWaveofReforms:EmancipatedLearning 12 3.TheProgram–PendidikanGuruPenggerak(PGP) 14 ProgramDesign,Delivery,andCurriculum 14 Selectionprocess 16 TheoryofChange 17 4.Methodology 18 EmpiricalApproachfortheImpactEvaluation—RegressionDiscontinuityDesign 18 SampleSelection-ExaminingtheCutoffforSelection 19 Limitations 21 5.DataandInstruments 22 ImplementationAssessment(phonesurvey) 22 SchoolVisitforImpactEvaluation 23 Instruments 23 ConstructionofIndicatorsandIndices 28 TimingofDataCollection 28 DescriptiveStatistics 28 6.Results 30 PhoneSurveyforImplementationAssessmentResults 30 ImpactEvaluationResults 33 QualityofImplementationandOtherTrainingPrograms 34 Self-reflectingandSelf-improvingTeachers 36 Student-centeredTeaching 37 Leadership:CommunitiesofLearning,Coaching,andSchoolvision 42 AdditionalFindingsfromThisEvaluation 44 7.ConclusionsandRecommendations 48 References 52 Appendix1–PendidikanGuruPenggerak 53 Appendix2–TeachClassroomObservationInstrument: 60 Appendix3–EmpiricalStrategy 64 Appendix4–AdditionalTablesandResults 65 ListofTables Table1 Comparisonof'Penggerak’programsintheMerdekaBelajarreform 12 Table2 SampleforPhoneSurveyandSchoolVisitDataCollection 22 Table3 SummaryofPhoneSurveyDataCollection 23 Table4 MappingbetweenMoECRT’sgroupingsoffinaloutcomesandourevaluationinstruments 24 Table5 DescriptionoftheTeachclassroomobservationinstrument 26 Table6 SummaryoftheMoECRTclassroomobservationinstrument 27 Table7 TeacherCharacteristics-byPGP 29 Table8 Summaryofmainresults 33 Table9 QualityofImplementationbyDistrict 34 Table10 Exposuretotraining(byselectionintoBatch5) 35 Table11 TOCI.Self-reflectionandself-development 36 Table12 Leadershipconfidenceandaspirations 46 Table13 Leadershipconfidenceandaspirations(bygender) 47 Table14 SchoolPrincipal’sperceptionoftheteacher’sleadershipability 47 Table15 TEACHResults 62 Table16 OverviewofTEACHInstrument 63 ListofFigures Figure1 PendidikanGuruPenggerak–ProgramDesign 15 Figure2 PGPActorsrolesandrelationships 16 Figure3 PGPTheoryofChange:FinalOutcome 17 Figure4 LocationofSampleDistricts 20 Figure5 Distributionofsampledteachersbyassignmenttotreatment 20 Figure6 TherelationshipbetweentherunningvariableandtheprobabilityofbeingselectedtoparticipateinPGP 21 Figure7 TimelineofDataCollection 28 Figure8 Qualityofimplementationfordifferentcomponentsoftheprogram 30 Figure9 Distributionofperceivedqualityofthefacilitators,instructors,andmentors 31 Figure10 District-levelvariationinperceivedqualityofthefacilitator,instructorandmentor 31 Figure11 MentorTrainingEffectiveness 32 Figure12 Howwork

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