Anchieta Ave Avillanova, Paulus Kuswandono


This study investigates the challenges and opportunities of junior high school English teacher professional development in Indonesia. The objectives of the study are to examine the English teachers’ challenges and needs to develop their TPD. This qualitative study employed questionnaire and in-depth interview as the main instruments for data collection. The findings revealed that the challenges of TPD related to, firstly, program timing as the program was carried out during working hours; and, secondly, lack of information about workshop schedule from the government (Education Office) because, geographically, some schools are located in remote areas. The study also explored the teachers’ needs for TPD concerning student assessment, classroom management, knowledge and understanding of English, content of performance standards, giving instruction, ICT skills for teaching, teaching students with special learning needs, and school management and administration. Suggestion for further study concerns with the bottom-up approach of carrying TPD based on the teachers’ real needs as opposed to given programs.


junior high school, English teachers, teacher professional development, challenges, needs

Full Text:



Banks, F., & Mayes, A. S. (2012). Early professional development for teachers. London: David Fulton Publishers.

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Palo Alto, CA: Learning Policy Institute.

Fahmi, M., Maulana, A., & Yusuf, A. A. (2011). Teacher certification in Indonesia: A confusion between means and ends. Bandung: Padjajaran University.

Frost, D. (2012). From professional development to system change: Teacher leadership and innovation. Professional Development in Education, 38(2), 205–227. doi: 10.1080/19415257.2012.657861.

Kennedy, M. M. (2016). How does professional development improve teaching? Review of Educational Research, XX, 1-36. doi: 10.3102/0034654315626800.

Kuswandono, P. (2014). Proceeding of teaching and learning of English in Asia (TLEIA): Challenges of teacher certification in Indonesia. Sintok: Universiti Utara Malaysia.

Lazar, S. (2015). The importance of educational technology in teaching. International Journal of Cognitive Research in Science, Engineering and Education, 3(1), 111-114.

Misbahuddin. (2013). The development of teacher profession (Unpublished Thesis). Program Pascasarjana Universitas Negeri Makassar.

OECD. (2016). TALIS supporting teacher professionalism: Insights from TALIS 2013. Paris: OECD Publishing.

Rahman, A. (2016). Teacher professional development in Indonesia: The influences of learning activities, teacher characteristics and school conditions (Doctoral thesis). Retrieved from https://ro.uow.edu.au/theses/4721.

Salleh, H., & Dimmock, C. (2012). Singapore schools and professional learning communities: Teacher professional development and school leadership in an Asian hierarchical system. Educational Review, 64(4), 405–424. doi: 10.1080/00131911.2011.62511.

Sari, E. R. (2012). Online learning community: A case study of teacher professional development in Indonesia. Intercultural Education, 23(1), 63-72.

Soebari, T., & Aldridge, J. M. (2016). Investigating the differential effectiveness of a teacher professional development programme for rural and urban classrooms in Indonesia. Teacher Development, 20(5), 701-722. doi: 10.1080/13664530.2016.1185031.

Tanang, H., & Abu, B. (2014). Teacher professionalism and professional development practices in South Sulawesi, Indonesia. Journal of Curriculum and Teaching, 3(2), 25-42. doi: 10.5430/jct.v3n2p25.

Taylor, M., Yates, A., Meyer, L. H., & Kinsella, P. (2011). Teacher professional leadership in support of teacher professional development. Teaching and Teacher Education, 27(1), 85–94. doi: 10.1016/j.tate.2010.07.005.

Utami, I. G. A. L. P. (2015). Teacher certification program in Indonesia: Problems and recommendation for the betterment of the program. International Journal of English and Education, 4(2), 471-481.

Wahyudi, K. E., Supranoto, & Suji. (2012). Measuring performance of teacher certification program. International Journal of Administrative Science & Organization, 19(3).

Wahyuni, S. (2012). Qualitative research method: Theory and practice. Jakarta: Salemba Empat.

Widodo, A., & Riandi. (2013). Dual-mode teacher professional development: Challenges and re-visioning future TPD in Indonesia. Teacher Development: An International Journal of Teachers' Professional Development, 17(3), 380-392. doi: 10.1080/13664530.2013.813757.

Whitworth, B. A., & Chiu, J. L. (2015). Professional development and teacher change: The missing leadership link. Journal of Science Teacher Education, 26(2), 121–137. doi: 10.1007/s10972-014-9411-2.

Zein, S. (2015). Factors affecting the professional development of elementary English teachers. Professional Development in Education, 1-18. doi: 10.1080/19415257.2015.1005243.

DOI: https://doi.org/10.25134/erjee.v8i1.1972


  • There are currently no refbacks.

Copyright (c) 2019 English Review: Journal of English Education