Analysis of the Performance of Certified Teachers In Elementary Schools
Keywords:
Teacher Performance, Certification, Teacher Competence
Abstract
The purpose of study This is 1) to describe aspect certified teacher competencies in learning at SDN 101783, SDN 101777, and SDN 1017402 Saentis in 2025/2026 Academic Year, 2) describes aspect certified teacher performance in learning in 3 schools, and 3) explaining implications aspect certified teacher performance to competence in carry out task learning. Type of research descriptive qualitative and quantitative which aim For describe and understand in a way deep phenomenon performance of certified teachers based on the data obtained through interviews, observations, and questionnaires open. This research carried out at SDN 101783, SDN 101777, and SDN 1017402 Saentis whose addresses are Medan Percut Road No.Km 15.5, Saentis, Percut Sei Tuan District, Deli Serdang Regency, North Sumatra. School This are in the same area or complex nearby schools so that easy For done research. Subject study is a certified teacher who teaches in three school namely SDN 101783, SDN 101777, and SDN 1017402 Saentis. There are 45 certified teachers selected become object research. Research results find that aspect Certified Teacher Competencies in 3 schools different where SDN 101777 has categorized as High, which means that teachers at the school the Already own excellent ability in operate task his professionalism. For SDN 101783 and SDN 1017402 which are categorized as Medium, it shows that the teacher has also Enough own will professional, but Still must given encouragement, training, or mentoring so that they more Spirit Again in work. Then, the aspect of Certified Teacher Performance find achievement results different work where SDN 101777 is categorized as High, which means achievement good job as planner, implementer, assessor, and evaluator. SDN 101783 Sedang, which means achievement enough work as a teacher who has professional, will but Still need motivation as well as training. Meanwhile, SDN 1017402 is categorized Low own It means that the teacher must get attention For guided and trained so that capable increase performance professionalism in the future. Implications Performance Aspects of Certified Teachers from Competence in Carrying out Learning Tasks find that the more tall the more competencies teachers have, the more good teacher performance in carry out his duties
References
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Ainley, J., & Schulz, W. (2025). Teaching And Learning International Survey (Talis) 2024 Conceptual Framework. Oecd.
Alshaikhi, T., & Khasawneh, M. A. S. (2026). Enhancing Teacher Competence In Differentiated Instruction For English Language Learners With Disabilities: A Professional Development Intervention. Sciedu: World Journal Of English Language.
An, Y., Kaplan-Rakowski, R., Yang, J., Conan, J., Kinard, W., & Daughrity, L. A. (2021). Examining K-12 Teachers’ Feelings, Experiences, And Perspectives Regarding Online Teaching During The Early Stage Of The Covid-19 Pandemic. Educational Technology Research And Development, 69(5), 2589–2613. Https://Doi.Org/10.1007/S11423-021-10008-5
Anas, M. H., Ananda, R., & Sitorus, A. S. (2026). Teachers’ Personality Competence In Strengthening Character Education At Muhammadiyah Elementary Schools. Journal La Edusci, 7(1), 35–57.
Bordoh, A. (2025). Social Studies Teachers’ Knowledge And Criteria For Selecting And Utilizing Instructional Materials In Teaching And Learning. Frontiers In Education, 10, 1560679.
Cambay, D. J. D., & Paglinawan, D. J. L. (2024). Classroom Management Strategies And School Environment On Student Engagement. International Journal Of Research And Innovation In Social Science, 8(12), 1–13.
Chung, E., & Fisher, L. (2022). A Dialogic Approach To Promoting Professional Development: Understanding Change In Hong Kong Language Teachers’ Beliefs And Practices Regarding Vocabulary Teaching And Learning. System, 110, 102901. Https://Doi.Org/10.1016/J.System.2022.102901
Dassan Gwajekera, F., & Matiku Joshua, J. (2024). Effectiveness Of Professional Suitability Scale In Assessing Teaching Suitability Among Primary School Teachers In Tanzania. African Journal Of Teacher Education, 13(1), 28–49. Https://Doi.Org/10.21083/Ajote.V13i1.7665
Desimone, L. M., & Garet, M. S. (2021). Best Practices In Teachers’ Professional Development In The United States. Psychology, Society & Education, 13(1), 1–18. Https://Doi.Org/10.25115/Psye.V13i1.5580
Ferreira, P. (2026). Portfolio Assessment As Reflective Practice: Documenting Metacognitive Growth In Language Teacher Education. International Journal Of Changes In Education.
Fitrah, M., Sofroniou, A., Yarmanetti, N., Ismail, I. H., Anggraini, H., Nissa, I. C., Widyaningrum, B., Khotijah, I., Kurniawan, P. D., & Setiawan, D. (2025). Are Teachers Ready To Adopt Deep Learning Pedagogy? The Role Of Technology And 21st-Century Competencies Amid Educational Policy Reform. Education Sciences, 15(10), 1–19. Https://Doi.Org/10.3390/Educsci15101344
Gestsdóttir, S. M., Van Drie, J., & Van Boxtel, C. (2024). Student Teacher Professional Growth On Teaching Historical Thinking And Reasoning: A Case Study On The Use Of An Observation Instrument. Historical Encounters, 11(1), 78–94. Https://Doi.Org/10.52289/Hej11.106
Ghaffarian Asl, S., & Osam, N. (2021). A Study Of Teacher Performance In English For Academic Purposes Course: Evaluating Efficiency. Sage Open, 11(4), 21582440211050384.
Gudmundsdottir, G. B., & Hatlevik, O. E. (2018). Newly Qualified Teachers’ Professional Digital Competence: Implications For Teacher Education. European Journal Of Teacher Education, 41(2), 214–231. Https://Doi.Org/10.1080/02619768.2017.1416085
Guo, Q., Azar, A. S., & Ahmad, A. (2023). The Impact Of Teacher Quality Management On Student Performance In The Education Sector: Literature Review. Sciedu: World Journal Of English Language, 13(3).
Hakim, R., Ritonga, M., Khodijah, K., Zulmuqim, Z., Remiswal, R., & Jamalyar, A. R. (2022). Learning Strategies For Reading And Writing The Quran: Improving Student Competence As Preservice Teachers At The Faculty Of Tarbiyah And Teacher Training. Education Research International, 2022, 1–7. Https://Doi.Org/10.1155/2022/3464265
Hammond, L. D., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development In The Evolution Of Human And Non-Human Animals. Learning Policy Institute, June, 64.
Hartanto, K., Rondli, W. S., & Ismaya, E. A. (2026). Impact Of Principal Leadership On Teachers’ Pedagogical, Personality, Social, And Professional Competencies. Icccm Journal Of Social Sciences And Humanities, 5(4), 1–6.
Hasibuan, R. R., Rahmah, N. T., Nasution, K. F., & Nisa, K. (2026). Interaksi Edukatif Guru Dan Siswa Sebagai Dasar Utama Keberhasilan Pembelajaran. Nusantara: Jurnal Ilmu Pengetahuan Sosial, 13(1), 432–441.
Haug, B. S., & Mork, S. M. (2021). Taking 21st Century Skills From Vision To Classroom: What Teachers Highlight As Supportive Professional Development In The Light Of New Demands From Educational Reforms. Teaching And Teacher Education, 100, 103286. Https://Doi.Org/10.1016/J.Tate.2021.103286
Ilma, R., Dolk, M., & Zulkardi. (2015). Professional Development Of Pmri Teachers For Introducing Social Norms. Journal On Mathematics Education, 6(1), 11–19.
Karakose, T., Polat, H., & Papadakis, S. (2021). Examining Teachers’ Perspectives On School Principals’ Digital Leadership Roles And Technology Capabilities During The Covid-19 Pandemic. Sustainability, 13(23), 13448. Https://Doi.Org/10.3390/Su132313448
Karousiou, C., Hajisoteriou, C., & Angelides, P. (2019). Teachers’ Professional Identity In Super-Diverse School Settings: Teachers As Agents Of Intercultural Education. Teachers And Teaching, 25(2), 240–258. Https://Doi.Org/10.1080/13540602.2018.1544121
Kartini, D., Kristiawan, M., Fitria, H., Negeri, S., & Sugihan, M. (2020). The Influence Of Principal’s Leadership, Academic Supervision, And Professional Competence Toward Teachers’ Performance. International Journal Of Progressive Sciences And Technologies (Ijpsat), 20(1), 156–164.
Lohmann, J., Breithecker, J., Ohl, U., Gieß-Stüber, P., & Brandl-Bredenbeck, H. (2021). Teachers’ Professional Action Competence In Education For Sustainable Development: A Systematic Review From The Perspective Of Physical Education. Sustainability, 13(23), 13343. Https://Doi.Org/10.3390/Su132313343
Luodeslampi, J., Kuusisto, A., & Kallioniemi, A. (2019). Four Religious Education Teachers: Four Retrospective Career Trajectories. Religions, 10(8), 474. Https://Doi.Org/10.3390/Rel10080474
Mackey, J., & Evans, T. (2011). Interconnecting Networks Of Practice For Professional Learning. The International Review Of Research In Open And Distributed Learning, 12(3), 1. Https://Doi.Org/10.19173/Irrodl.V12i3.873
Musyadad, V. F., & Sari, I. (2024). Analisis Implementasi Penilaian Berbasis Portofolio Terhadap Perkembangan Kognitif Siswa. Jurnal Primary Edu, 2(1), 44–59.
Napitupulu, S., & Napitupulu, F. D. (2019). Professional Development For Teachers Of English (Prodevet) In 4.0 Era. Deepublish.
Natuna, D. A., Julianti, Y., Jais, M., Wilson, W., & Alvi, R. R. (2023). Professional Performance: Analysis Based On The Optimization Of Infrastructure And Work Ethics Of Arts And Culture Teachers. Al-Ishlah: Jurnal Pendidikan, 15(3), 2733–2745. Https://Doi.Org/Https://Doi.Org/10.35445/Alishlah.V15i3.2653
Negrín-Medina, M. Á., Bernárdez-Gómez, A., Portela-Pruaño, A., & Marrero-Galván, J. J. (2022). Teachers ’ Perceptions Of Changes In Their Professional Development As A Result Of Ict. Journal Of Intelligence, 10(90), 1–16.
Park, J.-H., Lee, I. H., & Cooc, N. (2019). The Role Of School-Level Mechanisms: How Principal Support, Professional Learning Communities, Collective Responsibility, And Group-Level Teacher Expectations Affect Student Achievement. Educational Administration Quarterly, 55(5), 742–780. Https://Doi.Org/10.1177/0013161x18821355
Parkhouse, H., Lu, C. Y., & Massaro, V. R. (2022). Multicultural Education Professional Development: A Review Of The Literature. Review Of Educational Research, 89(3), 416–458. Https://Doi.Org/10.3102/0034654319840359
Paul, M., & Jena, L. K. (2022). Workplace Spirituality, Teachers’ Professional Well-Being And Mediating Role Of Positive Psychological Capital: An Empirical Validation In The Indian Context. International Journal Of Ethics And Systems, 38(4), 633–660. Https://Doi.Org/10.1108/Ijoes-08-2021-0163
Powell, C. G., & Bodur, Y. (2019). Teachers’ Perceptions Of An Online Professional Development Experience: Implications For A Design And Implementation Framework. Teaching And Teacher Education, 77, 19–30. Https://Doi.Org/Https://Doi.Org/10.1016/J.Tate.2018.09.004
Purnamasari, D. A. I., Satyadi, H., & Rostiana, R. (2020). Gambaran Professional Quality Of Life (Proqol) Guru Anak Berkebutuhan Khusus. Jurnal Muara Ilmu Sosial, Humaniora, Dan Seni, 4(2), 315. Https://Doi.Org/10.24912/Jmishumsen.V4i2.7704.2021
Rafiq-Uz-Zaman, M. (2026). Ai-Driven Competency-Based Education: Shaping Lifelong Learning And Skill Acquisition In Dynamic Educational Environments. Artificial Intelligence In Lifelong And Life-Course Education, 1(1), 61–77.
Riyanti, D. (2020). Students’ Reflections In Teaching Practicum: A Case Study Of Efl Pre-Service Teachers. Journal On English As A Foreign Language, 10(2), 268–289. Https://Doi.Org/10.23971/Jefl.V10i2.2041
Sa’ajiz, M. (2023). Effect Of Training, Performance, And Work Motivation On Teacher Performance: A Narrative Review. International Journal Of Social And Management Studies, 4(5), 1–7.
Sanjar, U., & Doston, H. (2022). Creativity In Improving Professional And Pedagogical Skills Of Physical Education Teachers. International Journal Of Research In Commerce, It, Engineering And Social Sciences Issn: 2349-7793 Impact Factor: 6.876, 16(10), 60–67. Https://Gejournal.Net/Index.Php/Ijrciess/Article/View/1111
Sanusi, A., & Wasliman, I. (2021). Strategic Management Of Professional Competency Teachers Of Productive Courses In Smk (Descriptive Study At Dinas Pendidikan Provinsi Jawa Barat, Smkn 1 Cimahi, And Smkn 3 Bandung). Journal Of Industrial Engineering & Management Research, 2(6), 103–123. Https://Doi.Org/Https://Doi.Org/10.7777/Jiemar.V2i6.235
Skantz-Åberg, E., Lantz-Andersson, A., Lundin, M., & Williams, P. (2022). Teachers’ Professional Digital Competence: An Overview Of Conceptualisations In The Literature. Cogent Education, 9(1), 2063224. Https://Doi.Org/10.1080/2331186x.2022.2063224
Sterrett, W., & Richardson, J. (2020). Supporting Professional Development Through Digital Principal Leadership. Journal Of Organizational & Educational Leadership, 5(2), 4.
Supriyanto, A., Hartini, S., Syamsudin, S., & Sutoyo, A. (2019). Indicators Of Professional Competencies In Research Of Guidance And Counseling Teachers. Counsellia: Jurnal Bimbingan Dan Konseling, 9(1), 53. Https://Doi.Org/10.25273/Counsellia.V9i1.3927
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Published
2026-08-18
How to Cite
Nainggolan, F. A. Z., Restu, R., Hidayat, H., Tanjung, S., Rozaini, N., & Yusnaidi, Y. (2026). Analysis of the Performance of Certified Teachers In Elementary Schools. International Journal of Education, Vocational and Social Science , 5(03), 7821-7839. https://doi.org/10.63922/ijevss.v5i03.5380
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