A Qualitative Study of Indonesian Teacher's Perspective about School Accreditation

Autor/inn/en	Afriliandhi, Cucu; Hasanah, Enung
Titel	A Qualitative Study of Indonesian Teacher's Perspective about School Accreditation
Quelle	In: Pegem Journal of Education and Instruction, 13 (2022) 1, S.109-116 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Hasanah, Enung)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-0655
Schlagwörter	Foreign Countries; Teacher Attitudes; Accreditation (Institutions); Quality Assurance; Principals; Administrator Attitudes; Community Involvement; Decision Making; Indonesia + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Qualitätssicherung; Principal; Schulleiter; Decision-making; Entscheidungsfindung; Indonesien
Abstract	School accreditation as a quality assurance system for education in Indonesia aims to assure the entire community that education is professional and quality. The accreditation process requires serious efforts from all relevant parties so that the accreditation value becomes a reflection of the quality of the school being assessed. This study explores teachers' views on school accreditation as a quality assurance system for education in Indonesia based on their experiences. The problem of this research is how Indonesian teachers view school accreditation based on their experiences. This study used qualitative research methods. Participants were determined by purposive sampling, namely as many as two principals and eight teachers. We collected the data through individual in-depth interviews. The results of the study show that, in general: (1) the participants view that fulfilling the evidence of accreditation performance is not easy; (2) school accreditation as a school quality assurance system has been carried out according to standards and is transparent; and (3) the value of school accreditation plays a role in influencing public interest in making decisions about the destination school where their children study. Thus, all participants recognize the school accreditation system as a quality assurance system trusted by process and results. (As Provided).
Anmerkungen	Pegem Academy Publishing and Educational Guidance Services TLC. Mesrutiyet Caddesi, No: 45, Ankara, Kizilay 06420, Turkey. e-mail: editor@pegegog.net; Web site: https://www.pegegog.net/index.php/pegegog
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01