Advancement in the Development of Academic Base for Teaching Career and School Administrators: A Multi-Case Studies

Abstract

This article aims to 1) study the factors and conditions affecting the success and failure of teachers and school administrators in developing their professional status, and 2) study the relationship between the progress in the professional status development path of teachers and school administrators and the quality of education management. This research is qualitative research with a multi-case study design. The research instruments are 1) unstructured interviews, 2) participatory observation. The informants are teachers and school administrators in 16 cases. The method of selecting prominent or known cases is used. The data is analyzed using qualitative research methods, including 1) keyword analysis, 2) component analysis, 3) inductive conclusion generation, and 4) data triangulation.

The research results show that 1) The group that succeeded in developing their professional status consists of internal factors and conditions, namely personal factors, attitude, self-development, motivation, work experience, and external factors and conditions, namely organizational factors, school administrators, colleagues, students, and society. The group that did not succeed in developing their professional status consists of internal factors and conditions, namely self-development, family factors, and external factors and conditions, namely students. Colleagues and 2) The results of the study on the relationship between the progress in the career development path of teachers and school administrators and the quality of education management found that teachers who were successful in career development used the knowledge and experience gained from the career development process to develop students to have quality. As for school administrators who were successful, they used the knowledge and experience gained from the career development process to manage schools to have quality.