Factors Affecting Elementary School Teacher Readiness on Implementating Curriculum in West Sumatera

Zuryanti, Zuryanti and Hamimah, Hamimah and Zein, Mulyani (2017) Factors Affecting Elementary School Teacher Readiness on Implementating Curriculum in West Sumatera. In: 4th International Conference on Technical and Vocation Education and Training (TVET): Technical and Vocational Education and Training for Sustainable Societies, 9-11 November 2017, Padang.

Preview

Text 120. Zuryanty, Hamimah, Mulyani Zein.pdf Download (85kB) | Preview

Abstract

This research aims to confirm and measuring four-factor model effects that predicting correlated to elementary school teachers readiness in implementing the curriculum. These four indicator factors are mindset transformation, the curriculum concepts comprehension, ability to analyzing subjects matter, and teaching design. These four factors designed as indicators variable to elementary school teachers readiness, as a latent variable. The quantitative data treated as interdependency relationship, analyzed by multiple correlation, partial correlation, and a confirmatory factor analysis techniques. Confirmatory factor analysis results indicated that only 47 of 53 research questions are appropriated for the four-factor model. The first factor, mindset transformation explained 29.44% of teacher readiness, Second-factor curriculum concepts comprehension explained 20.32%, Third factor, ability to analyzing subjects matter explained 12.63%, and the fourth factor, teaching design explained 8.43% variance of teacher readiness. Totally 70,82% variance of teacher readiness as a latent variable can be explained by the model. Partial correlation analysis finding that a very significance correlation among four-factor and elementary school teachers readiness: factor 1 (RX 1 Y, 234 = 0,997: p<0,00 ), factor 2 (RX 2 Y, 134 = 0,995: p<0,00), factor 3 (RX 3 = 0.972: p<0,00), dan factor 4 (RX 4 Y, 123 = 0.983: p<0,00). This research confirming that four-factor model as indicator variables are appropriate and very significantly correlated to elementary school teachers readiness in implementing the curriculum. This research confirming that mind set transformation, curriculum concepts comprehension, ability to analyzing subjects matter, and teaching design are significantly suitable and correlates to elementary school teachers readiness as a latent variable. Refers to norm reference the quality of elementary school teachers readiness should be improved. There are needs, consciousness, and climate to imply educational innovations, but it seems hard to change the mindsets, to maintain learning and research climate, and lack of curriculum concepts comprehension. Elementary school teachers capacity in information technology and applying authentic assessment also have to be improved.

Actions (login required)

View Item