Program Evaluation of Continuing Professional Development at Teacher Working Group

Zainuddin Zainuddin, Suryadi Suryadi, Nurhatati Fuad


The aims of the study is to evaluate implemention of the continuing professional development program in Teacher Working Group at antecedent, transaction, and outcomes  levels.The paper is an qualitative studi with Stkaes’ contienance evaluation model and contiuned in Teacher Working Group at Nort Jakarta City.  The data were collected through participant observation using interviewobservation document study and questionare.The result of the study showed that at the antecedent  level there was stell lack of suffort from ical government such as prowding recource persons gudance and finding at transaction level at the showed that the planning and implementation of continuing professional development  was not based on the needs of teacher competences and carier and there was no feed back an in continuing and the evaluation of the outcomes level the product of continuing professional development has not been used for upgrading Teachers cariers. The conclusion of the study was that the implementation of the continuing professional development program in Teacher Working Group is less effective and efficien the lock at the local government support to the program icads to an overall in effective and in efficient planning progress, monitoring and evaluation program Allthought the outcomes from the program effech the result of performance appraisal and students achievment it didnot contribute to competencies and carier upgrading, itis recomemded that the local government needs. to improve  teachers management and support the program especially in improving techers capital in comprehensive and strategic ways.


Continuing professional development; teacher working; group education;

Full Text:



Alkin, Marvin C. (2011). Evaluation essentials: from A to Z. New York: The Guilford Press.

Suharsimi A.. Cepi, Safrudin. (2010) Evaluasi Program Pendidikan. Jakarta; Bumi Aksara, 2010

Babita Arora. Research Article Continuous Professional Development For Effective School Improvement.International Journal of Advanced Research (2016), Volume 4, Issue 3, 295-298. ISSN 2320-5407.

Al Yahya, Mohammed Saad dan Norsiah BM. (2011) Evaluation Of Effectiveness Of Training and Development: The Kirkpatrick Model. Asian Journal of Business and Management Sciences ISSN: 2047-2528 Vol. 2 No. 11 (14-24).

Robert E. Stake, Program Evaluation Particularly Responsive Evaluation (Journal of Multi Discilkinary Evaluation, Volume 7, Number15 ISSN 1556-8180).

A Whohab Khan .(2010), Associate Professor, Department of Surgery, BSMMU, Continuing Professional Development (CPD); What should we do?. Bangladesh Journal of Medical Education, Vol.- 01, No.-01

A Yumiko O. and Johanna F, (2010). A case study of continuing teacher professional development through lesson study in South Africa (South African Journal ofEducation. EASA Vol 30: 59 - 74.

Diah Widuri. (2013). The Influence of Direct Service Program Quality Assistance Funds and Routine Meetings on Improving Teacher Performance in Teacher Working Groups in Parigi Moutong District. e-Jurnal Katalogis, ISSN: 2302-2019, Volume I Number 2, April.

Minae I. Mwangi, and David Khatete, Teacher Professional Development Needs For Pedagogical ICT Integration In Kenya: Lessons For Transformation (European Journal of Education Studies ISSN: 2501 - 1111 ISSN-L: 2501 - 1111 Available on-line at:

Linda E.. (2012). What is Teacher Develipment. Oxford review of education, Vol 28, No. 21.

Goodall, Janet, Cristoper D., etc. (2005) Evaluating the Impact of continuing Professional development. Research report. The University of Warwick.

Issac, Stepen and William B. Michael, (1982). Handbook in Research and Evaluation 2nd edition, san Diego california: Edits Publisher.

Kennedy, Aileen. (2005). Models of continuing professional development: a framework for analysis. Jhournal of in – service Education, 31 (2).

OECD. (2009). Creating effective Teaching and Learning Environment First result form Teaching and Learning International Survey.

Reynolds. (2007) Teachers’ Continuing Professional development: A New Approach. International congress for Effectiviness and improvement.

Stake, Robert E., Standad-Based & Responsive Evaluation, Thousands Oaks-London-New Delhi: Sage Publications, 2004.

Tayibnapis, Farida Y., (2008). Evaluasi program dan Instrumen Evaluasi untuk program pendidikan dan penelitian, jakarta: Rineka Cipta.

USAID. 2009. Teacher education and Profesional development in indonesia: A Gap analysis. (Jakarta: United States Agency for International Devolepment, 2009


Article Metrics

 Abstract Views : 427 times
 PDF Downloaded : 78 times


  • There are currently no refbacks.

Copyright (c) 2019 Zainuddin Zainuddin, Suryadi Suryadi, Nurhatati Fuad