THE RELATIONSHIP BETWEEN TEACHER SELF-DEVELOPMENT AND SUCCESS IN IMPROVING STUDENT ACHIEVEMENT IN THE ERA OF INDEPENDENT CURRICULUM IMPLEMENTATION: QUALITATIVE STUDIES

Imam Hanafi (Universitas Brawijaya, Malang, Indonesia)
Markus Oci (STT Kanaan Nusantara Ungaran, Indonesia)
Fahrina Yustiasari Liriwati (STAI Auliaurrasyidin Tembilahan Riau, Indonesia)
Armizi Armizi (STAI Auliaurrasyidin Tembilahan Riau, Indonesia)
Yusak Noven Susanto (Sekolah Tinggi Teologi Duta Panisal, Indonesia)

Indonesian Journal of Education (INJOE)
Vol. 3 No. 3 (2023): DECEMBER

In the context of Indonesia's independent curriculum implementation, this qualitative study investigated the connection between teacher self-improvement and student achievement success. Semi-organized interviews were directed with 50 Indonesian educators, and the information was analyzed using a topical examination. The discoveries recommend that instructor self-improvement influences the execution of the autonomous educational plan and understudy accomplishment. Time constraints, lack of resources, and motivation were identified as supporting or hindering teacher self-development. It was discovered that the leadership of a school plays a crucial role in encouraging teacher self-development. The study suggests that educators, school administrators, and educational policymakers should encourage and support teacher self-development to improve school teaching and learning. Both the effects of teacher self-development on other outcomes and the obstacles and facilitators to teacher self-development require additional research.