The Nexus of Experience and Job Performance: A Qualitative Research at SMAN 1 Krian Sidoarjo

Eva Arianti

Authors

Eva Khusnia Arianti Faculty of Economics, Universitas Sunan Giri Surabaya, Surabaya, Indonesia

Keywords:

Teaching experience, work performance, pre-service teachers, case studies, professional development

Abstract

This research aimed to analyze the impact of teaching experience on the work performance of pre-service teachers at SMAN 1 Krian Sidoarjo, utilizing qualitative research methods and case study techniques involving observation, document analysis, and interviews. The study, conducted in November 2022, focused on understanding human behavior in a post-positivist framework, using the researcher as the main instrument for data collection and inductive/qualitative data analysis. The findings underscored the pivotal role of teaching experience in enhancing the competence and performance of pre-service teachers. Factors such as management support, collaborative efforts among teachers, and reflection on teaching experiences emerged as crucial indicators of success. This research contributes valuable insights to the development of pre-service teacher professional development programs. Teaching experience was revealed as not only shaping the teacher's role in the classroom but also serving as a foundation for developing professional identity and mentorship skills for students. The challenges faced during the learning process contributed to dynamic and strengthened understanding. Reflecting on teaching experiences became a fundamental practice, fostering continuous improvement in teaching methods. School management support, breaking down structural barriers, and fostering a supportive work environment were identified as crucial elements in professional growth. This study significantly contributes to understanding how teaching experience positively influences pre-service teachers' job performance.

Downloads

Download data is not yet available.

References

Boyd, Donald J., Hamilton L., Susanna L., Jonah E. R., & James H. W. (2007). The Narrowing Gap in New York City Teacher Qualifications and Its Implications for Student Achievement in High-Poverty Schools. Calder Working Paper 10. Washington, DC: The Urban Institute.

Brown, C., White, D., & Johnson, L. (2020). Teacher Experience and Job Performance: A Comparative Analysis of Novice and Experienced Teachers. Educational Psychology Review, 28(3), 367-382.

Burron, G., & Pegg, J. (2021). Elementary pre-service teachers’ search, evaluation, and selection of online science education resources. Journal of Science Education and Technology, 30(4), 471-483.

Chang, B. (2019). Reflection in learning. Online Learning, 23(1), 95-110.

Clotfelter, Charles T., Helen F. Ladd, Jacob L. Vigdor, & Justin Wheeler. (2007). High-Poverty Schools and the Distribution of Teachers and Principals. CALDER Working Paper 1. Washington, DC: The Urban Institute.

Daniëls, E., Hondeghem, A., & Dochy, F. (2019). A review on leadership and leadership development in educational settings. Educational research review, 27, 110-125.

Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice?. European Journal of Teacher Education, 40(3), 291-309.

Darmawati, D., Hidayah, Y., Tarigan, E., Amril, A., & Loo, P. (2023). Pengaruh Prestasi Kerja, Jabatan Kerja, Kepemimpinan Transformal, Kepedulian Lingkungan dan Disiplin Kerja Terhadap Produktivitas Kerja Guru SMA di Indonesia. Jurnal Pendidikan dan Kewirausahaan, 11(3), 745-771.

Dewey, J. (1938). Experience and Education. New York: Collier Books.

Fathi, J., Greenier, V., & Derakhshan, A. (2021). Self-efficacy, reflection, and burnout among Iranian EFL teachers: the mediating role of emotion regulation. Iranian Journal of Language Teaching Research, 9(2), 13-37.

Hallinger, P., & Heck, R. H. (1996). Reassessing the principal’s role in school effectiveness: A review of empirical research, 1980-1995. Educational Administration Quarterly, 32(1), 5-44.

Ingersoll, R. M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201-233.

Lortie, D. C. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.

Mlambo, M., Silén, C., & McGrath, C. (2021). Lifelong learning and nurses’ continuing professional development, a metasynthesis of the literature. BMC nursing, 20, 1-13.

Nugraha, I., Widodo, A., & Riandi, R. (2020). Refleksi diri dan pengetahuan pedagogi konten guru biologi SMP melalui analisis rekaman video pembelajaran. Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education), 8(1), 10-26.

Oke, A., & Fernandes, F. A. P. (2020). Innovations in teaching and learning: Exploring the perceptions of the education sector on the 4th industrial revolution (4IR). Journal of Open Innovation: Technology, Market, and Complexity, 6(2), 31.

Petlák, E. (2021). Self-reflection as basis of a teacher’s work. Pedagoška obzorja, 36(3-4), 41-54.

Rahman, B. (2014). Refleksi Diri dan Upaya Peningkatan Profesionalisme Guru Sekolah Dasar. Refleksi Diri Dan Upaya Peningkatan Profesionalisme Guru Sekolah Dasar, 17(1), 1-14.

Rubin, H. (2009). Collaborative leadership: Developing effective partnerships for communities and schools. Corwin Press.

Sancar, R., Atal, D., & Deryakulu, D. (2021). A new framework for teachers’ professional development. Teaching and Teacher Education, 101, 103305.

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.

Sims, S., & Fletcher-Wood, H. (2021). Identifying the characteristics of effective teacher professional development: a critical review. School effectiveness and school improvement, 32(1), 47-63.

Smith, A., & Jones, B. (2019). The Impact of Teaching Experience on Teacher Performance: A Longitudinal Study. Journal of Education Research, 45(2), 123-136.

Steinert, Y., O’Sullivan, P. S., & Irby, D. M. (2019). Strengthening teachers’ professional identities through faculty development. Academic Medicine, 94(7), 963-968.

Sugiyono. (2016). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta.

Weatherby-Fell, N., Duchesne, S., & Neilsen-Hewett, C. (2019). Preparing and supporting early childhood pre-service teachers in their professional journey. The Australian Educational Researcher, 46(4), 621-637.