The Configuration of Career Identity Factor of Prospective Students
at Indonesia University of Education
Sunaryo Kartadinata, Anne Hafina, Yusi Riksa Yustiana and Ilfiandra Ilfiandra
Universitas Pendidikan Indonesia, Bandung, Indonesia
{sunaryo, yusiriksa, annehafina, ilfiandra}@upi.edu
Keywords: Work Culture, Ethnocultural, Vocational Identity, Interests in Teaching.
Abstract: Currently, the curriculum of teacher education still focuses on the development of competence. Yet, teachers
are required to master professional competence and to have mission that will be reflected in their identity.
This study was intended to produce a model of ethno-cultural-based counseling strategies for strengthening
prospective teachers’ career identity. The study was conducted within a three-year period. The first year's
activity was designing an ethnocultural-based model of career counseling based on configuration of career
identity factor. The design of the study was a cross sectional survey and the participants were determined by
multi stage cluster sampling, involving 748 UPI students. The instrument to identify the participants’
interests and the working attitude was Likert scale model. The instrument for reference value orientation
refers to the Spranger’s theory, which views culture as a system of values. The results of the first-year study
show that: UPI students’ interest on being a teacher is relatively low; the students’ values of orientation
reference tend to be religious and economic, while aesthetic and power do not become the dominant; the
students working attitude is considered high. Thus, improvement on student selection system and sustainable
career counseling aimed at strengthening students’ career identity is recommended.
1 INTRODUCTION
This is a follow-up study on two international
collaborative research conducted by two teams, each
respectively from UPI and Tokyo Gakugei
University, Japan in 2015. The first study is entitled
"Teacher Learning Trajectory: A Study on
Prospective Teachers' Professional Identity in
Indonesia and Japan" and the second study was
about "Profiles of Students’ Career Readiness to
Enter the Global Work in the Perspective of Work
Culture in Indonesia and Japan (The Development of
Ethnocultural Intervention Strategy Model of Career
Guidance)". The findings of the studies indicate that
prospective teachers, particularly in UPI do not
necessarily reflect their career readiness to become
teachers, although they chose education as their
study programs.
The importance of teacher identity was proposed
by Akkerman and Meijer (2011) who stressed that
even prospective teachers need to explore their
identity. Furthermore, Kelchtermans in Leijen and
Kullasepp (2013) echoed "... the first domain in the
personal interpretive framework of teachers is their
conceptions of themselves as teacher ... their sense
of self is very prominent in their accounts about their
practice (a practice enacted by them as singular
person). This again reflects and illustrates the
interpersonal character of teaching and its impact on
the sense of self teacher develop".
In the context of the development of teacher
identity, some authors such as Von Bohl and Zoest,
(2002); Danielewicz (2001); Grossman and
Mcdonald, (2008) in Leijen and Kullasepp (2013)
criticized the common practices in university which
less concern on the development of identity. In
addition, Alsup (2006) also indicated that the
development of identity aspect tends to be reduced
to understanding professional individuality. The
consequence of such mistake is the failure of
prospective teachers to become teaching
professionals (Danielewicz, 2001).
A prospective teacher requires facility to
establish his identity as a teacher and
educator. Identity is built upon the understanding
and internalization of value system of the
normativity of goals, the educational contents and
the pillars of learning process (Prayitno,
2009). Indonesian educational value system that
must be internalized within one’s self includes
Kartadinata, S., Hafina, A., Yustiana, Y. and Ilfiandra, I.
The Configuration of Career Identity Factor of Prospective Students at Indonesia University of Education.
In Proceedings of the 1st International Conference on Educational Sciences (ICES 2017) - Volume 1, pages 51-57
ISBN: 978-989-758-314-8
Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
51
understanding of human nature, humanity, senses,
and authority and education. Based on the results of
research conducted by Nugent and Jones (2009:
Donna M. Gibson. Colette T. Dollarhide, and Julie
M. Moss: 2010) it is identified that a counselor’s
professional identity is training/integrated training
involving personal attribute in the context of
professional community. Contemporary definition of
professional identity includes three parts: self-
labeling as a professional, integration of skills and
attitudes as a professional, and a perception of
context in a professional community. Auxier,
Hughes, and Kline (2003) states that professional
identity is the same as therapeutic self-
terminology and is a combination of professional
ethical decisions and rules as well as personal
selves (values, moral and perception).
There are several studies that have examined the
issues surrounding career identity as teachers. These
studies include studies that suggests self-
development is important for career development
(Busacca and Wester, 2006 in Donna M. Gibson,
Colette T. Dollarhide, and Julie M. Moss, 2010);
career identity as a teacher is influenced by cultural
factors (Nelson and Jackson, 2003); factors that
affect career identity and career satisfaction as a
teacher (Watt and Richadson, 2008); the study that
suggests a relationship between an interest in
becoming a teacher and a level of career satisfaction
(Altay, 2012); the existence of factors that influence
career selection (Hidi, 2006); and the study on
freshmen and junior students in the context of
teacher education in Turkey shows a great interest in
career as a teacher (Ozsoy, 2010). This study
explored the subjects who are prepared to become a
teacher in the future in the context of education in
Indonesia. In addition, this study also explored more
specifically about the level of UPI students’ interest
in teaching, exploring the level of UPI students’
work culture, and observing the tendency of values
that become orientation of UPI students based on
Spranger's theory.
2 LITERATURE REVIEW
Chronologically, students generally are in their
adolescence. One very important developmental
tasks in adolescence is optimal development of
identity. Moreover, according to Erikson, the
establishment of self-identity is a major
developmental task in adolescence. The identity of a
person contains a number of domains. Of many
domains, vocational is the most important part of the
overall identity of a person (Mussen, et al.,
1990). The success of an adolescence in developing
self-identityincluding vocational identitywill
result in balance and healthy individual. In contrast,
when a teenager fails to establish his identity, he will
experience identity crisis or confusion.
Success in achieving vocational identity is very
important for adolescences as the preparation to
determine career path can only be done by
adolescence who have firm vocational identity. As
confirmed by Marcia (1993), a teenager with firm
vocational identity would be able to assess his own
competences and interests, to assess the
opportunities that can be achieved, as well as to
make commitment on the job choices that suit his
characteristics. However, there seems to be
indications that the students generally dabble with
their further study and, later on, their job; some even
rely their future on their luck (Munandar, 1991).
Some experts, including Williamson, Bordin, Byrne,
and Robinson argued on classification of career
issues. Williamson described special career issues
into four types: (1) no choiceone is unable to
adequately distinguish career choices and
commitment to choose; (2) uncertain choiceone
does not feel confident with his choice of career; (3)
unwise choice—one’s interests and talents do not
match with his career choice; and (4) the
discrepancies—there is misalignment between one’s
interests and his talents.
Attainment of identity status should ideally be
reached by an adolescence by setting a commitment
after exploring various alternatives. Commitment is
the culmination of the exploration process (Marcia
in Archer, 1994). However, for various reasons, the
resolution of an identity crisis cannot always be
reached easily by any teenager. Regarding the issue,
there are four styles that may be expressed by
adolescences in making resolution to the issue of
identity based on the presence-absence of
exploration and commitment, namely Identity
Achievement, Moratorium, Identity
Foreclosure, and Identity Diffusion. The four styles
of resolutions to problem of identity are called
identity status (Marcia in Adelson, 1980:161). The
identity status cannot only be interpreted as a
category but can also indicate the degree of
development (in Marcia Waterman et al., 1993).
According to Marcia, et al. (1993) the exploration
process in order to establish the identity status in late
adolescence is marked by the extent of a teenager
doing assessments on various matters related to the
topic of identity domain as reflected by the breadth
and depth of the following aspects: (1)
ICES 2017 - 1st International Conference on Educational Sciences
52
knowledgeability, (2) activity directed toward
gathering information, (3) considering potential
alternative identity elements, and (4) desire to make
an early decision. While the level of commitment is
shown in the extent to which the firmness of a
teenager on topic of identity domain, as reflected by
the breadth and depth aspects: (1) knowledgeability,
(2) activity directed toward implementing the chosen
identity element, (3) emotional tone, (4)
identification with significant other, (5) projecting
one's personal future, and (6) resistance to being
swayed.
3 RESEARCH METHODOLOGY
3.1 Methods
This study is a research and development with
conceptual and procedural development model. It
examined problem occurring at the time of the
study. The data was obtained through one survey.
Afterward, the data was used as the basis for
describing the characteristics of the problem being
studied. With regard to this framework, the method
used in this research was descriptive method.
Meanwhile, the research design employed in this
study was a cross sectional survey with qualitative
and quantitative approaches.
3.2 Research Subject
The research subject was segregated based on the
objectives of the study. For the purpose of model
development, the subjects of this study were 1000
prospective teachers, who were selected using multi-
stage cluster sampling technique with classes as the
analysis unit. The survey involved 748 students from
15 education study programs, namely: English
Education, French Education, Office Administration,
Islamic Economics Education, Arts Education,
Music Education, Physical and Coaching Education,
Primary Education, Mechanical Engineering, Family
Welfare Education, Biology, Mathematics, Social
Studies, Civics, Early Childhood Education and
PPM.
3.3 Data Collection Instruments
The data acquired in this study was collected
through several ways, including interviews,
documentary studies, focused discussions, expert
judgment, and questionnaires. Interviews and
documentation were used to obtain the description of
existing condition and best practice in career
guidance in university. Discussions focused and
expert judgment were done to formulate a
model. Expert judgment was used to reveal
hypothetically effective intervention strategies for
strengthening prospective teachers’ career
identity. Questionnaire was used to portray
biographical background and identity of students’
career profile in order to develop and empirically
test the effectiveness of intervention strategies. The
instrument to identify prospective teacher’s interest
on teaching used model Likert scale with five
alternative answers that depicted students’
knowledge, attitudes and tendencies to teaching
profession, as many as 25 items. Instrument for
depicting reference value orientation was referred to
Spranger’s theory, which views culture as a system
of values, and classifies the cultural values into six
types of values: theoretical, economic, art, religious,
social, and political values. The first four values
(theoretical, economic, art, and religion) are
classified by Spranger into the values pertaining to
human as an individual, while the last two values
(social and political) are values that are associated to
human as member of society. Instrument for
portraying work culture was designed in Likert scale
with four alternative answers to describe faith,
values, leadership, communication, and
actualization, totaling 18 items.
3.4 Research Procedures
The steps that were carried out in collecting the data
were asking the willingness and building rapport
with all subjects that they were involved and
contributed in providing data that was valid and
accurate. Then, the researcher made time
arrangement with some experts. Particularly in
collecting data using questionnaires, in addition to
building a rapport with all of the subject, the
researcher proliferated the instruments and asked for
approval to conduct the research to the authorities.
The referral letter was later forwarded to the
departments and faculties where the study was
conducted. When collecting data using
questionnaires, the following steps were carried out:
(1) opening the meeting with greeting and a brief
introduction; (2) conveying the intention and
purposes of filling the questionnaires; (3) checking
the presence; (4) distributing the instruments with
the answer sheet; (5) providing an explanation
regarding filling the questionnaires; (6) providing
The Configuration of Career Identity Factor of Prospective Students at Indonesia University of Education
53
opportunity to the respondents to ask questions; (7)
having the respondents to answer questions; (8)
collecting the question and answer sheets; and (9)
closing the meeting by thanking.
4 RESULTS AND DISCUSSION
4.1 UPI Students’ Interest in Teaching
Interests depict the willingness, the impetus arising
from an individual to select objects in the form of
activities, including task or job. Thus, a person
interested in teaching profession will be compelled
to do activities related to the duties of a teacher. A
person who has an interest in the teaching profession
would prefer and expect to work as a professional
teacher more. The results show that the majority of
students’ interest on teaching is categorized as lower
(index 70.49 of the average standard deviation of
88.12 and 10.32).
This research data can be viewed from two
perspectives: the prospective teachers’ raw input and
study the study of dynamics of professional
identity. In terms of the prospective teachers’ raw
input, the study's finding indicates that there is a
serious problem in terms of students’ interest in
teaching, both among freshmen and junior
students. As the low interest in teaching among
students shows the same trend, then it becomes a
task for UPI to foster interest in teaching among its
prospective teachers. It can be conjured how the
students are in following the courses or activities
related to the development of professional identity of
prospective teachers when in fact they are less
interested in teaching.
The quality of teacher and prospective teachers
are crucial issues among countries included in
OECD (OECD, 2005). Questions about why
someone chooses to be a teacher, what motivates
people from other careers to become teaching
professionals, and how individuals view the teaching
profession more attractive than professions
education researchers are then considered essential
(Richardson and Watt, 2006). In many countries,
there are alarming indications as many teachers
resigned in three to five years after graduating from
college and sought career other than teaching
(Schopner, 2010).
4.2 The Tendency of Student Work
Culture
The result of this aspect showed that the students’
work culture is at an average of 62.945 and 4.307
standard deviation of the ideal score 72 with an
index of 87,42, which can be considered high. This
means that in general the students understand and
realize prospective teachers need to have teacher
work cultures in order to become a professional
teacher. Becoming a teacher has to be based on
conviction that it is part of worship, as a form of
human connectedness with the almighty for
provision of potential given to human. Students are
aware of the values that should be held and serve as
the foundation for acts as prospective teacher
namely courage, determination and perseverance,
kinship and cooperation, dedication and
commitment, humility and tolerance, dignity and
respect/courtesy, independence and ambition, self-
adjustment and introspection as well as being
exemplary and knowledge. Yet, awareness of
religious bases and the values has not been matched
by awareness of leadership, which is the ability to
manage and set oneself on the basis of firm
thoughts, understanding on the need for the ability to
communicate and self-actualize in everyday
performance. Awareness of the religious basis and
the value is great potential to be supported so as to
change the paradigm of thinking to portray the work
ethic behavior as prospective teachers. These
findings can be interpreted in a variety of
perspectives, for instance, from student’s
perspective. High working attitude of a student
reflects his commitment to academic
tasks. However, this condition is on the contrary
when compared to the work culture of employees or
teachers in general. The objective conditions of
employees Indonesian culture, the factors that affect,
and how to build a work culture are portrayed as
follows.
Institute for Management of Development,
Switzerland, in World Competitiveness Book
(2007), reported that in 2005 labor productivity
ranked Indonesia at 59 of the 60 countries
surveyed. It is lower than in 2001, which was at 46.
Meanwhile, other Asian countries are above
Indonesia such as Singapore (rank 1), Thailand (27),
Malaysia (28), Korea (29), China (31), India (39),
and the Philippines (49). Rank order is also related
to the Economic Performance in 2005, which ranked
the 60
th
or the lowest, Business Efficiency (59), and
Government Efficiency (55). Again, it is strongly
indicated the poor performance was due to the
ICES 2017 - 1st International Conference on Educational Sciences
54
inability of Indonesian human resources to
compete. It may also be due to the work culture
which is still weak and uneven.
Productive work culture in Indonesia, has not
been attained extensively. Work is still regarded as
routines or even a burden, particularly to the lazy
ones. Employees' understanding of the positive work
culture is still low. Organizational culture or the
corporate culture is still less prevalent. The lack of
organizational culture apparently contributes to less
productive attitudes. The company has not
incorporated productive attitudes as a system of
values. It seems that employees do not have any
value system that must be held and implemented.
Implementing work culture has a deep meaning
as it will change the attitudes and behavior of human
resources that they can achieve higher labor
productivity in facing future challenges. Its benefits
include assurance of better work quality, openings of
the whole communication network, openness,
togetherness, kinship, finding faults and quick
fix, quick adjustment on external factors (such as
customers, technology, social condition, economy,
etc.). According to Supriyadi and Guno (in Triguno,
2003) work culture has a goal to change attitudes
and behavior of the existing human resources in
order to increase labor productivity to face
challenges in the future. The real benefit of the
application of a good work culture in an
organizational environment is that it increases
mutual cooperation spirit, togetherness, openness to
one another and kinship, develops better
communication, and improves labor productivity.
4.3 The Tendency of the Students’
Reference Value Orientation
The study shows that the reference value orientation
of students in order are: (1) religious at 22.96%; (2)
economic at 21.93% (3) social at 20.64%; (4)
scientific at 12.90; (5) aesthetic at 12.58%; and (6)
power at 9.03. The numbers show that religious
value serves as the main reference of students in
acting and making decisions, including when
choosing teaching profession. The important issue is
what core values should be the reference for
teaching profession. Hypothetically, pedagogical
and social values seem to be the spirit of the
teaching profession because it is not high status but
a caring professional. Scientific values can be
considered as the substance of teaching profession,
because professional considerations can only be
done by teachers or prospective teachers who
actually have comprehensive knowledge and
competence in the field of education.
According to Spranger, psychological
approximation to human life is not done via
abstractions of science but with the perspective of
and appreciation of cultural values. Human
personality is formed and rooted in the framework of
cultural and historical values. Nevertheless,
Spranger still recognizes individual strengths he
refers to as subjective spirit. Meanwhile, the power
of cultural values is the spirit of the objective
spirit. Spranger places subjective spirit in the
primary position, because cultural values will only
grow and survive if it is supported and internalized
by individuals (Edward in Kartadinata,
1998). Humans do not acquire values passively but
actively and creatively. Both spirits are
reciprocal. Objective spirit will grow if supported by
the subjective spirit, meanwhile subjective spirit can
be formed and developed with the objective spirit as
ideal foundation to be achieved or realized.
Spranger views culture as a system of values,
and he classifies the cultural values into six types of
value, namely theoretical value, economic value,
aesthetic value, religious value, social value, and
political value. The first four values (theoretical,
economic, aesthetic, and religious) are classified by
Spranger into the values pertaining to human as an
individual, while the last two (social and political)
are values that are associated to human as member
of society (Suryabrata in Kartadinata, 1998). The six
values are reflections of the subjective spirit which
refer to the objective spirit. On the basis of this
framework, Spranger formulated humans into six
types of personality referring to the types of their
values.
Classification of humans into the six personality
types, according to Spranger, serves as an ideal
classification. In reality, however, all of the values
exist within humans, although one value might be
more dominant than the others. Spranger still
recognizes the freedom of individuals to choose a
value. The responsibility to implement the value
remains on the individual: there is no cultural
content into meaningful except to the extent that
those values appear on the attitude and soul of a
human. This study also found that there is nothing
wrong with the configuration of the reference values
of the students, but institutionally there should be
measures to strengthen the core values that should
be the main identity of teaching profession.
Based on the phenomenon of the process of
searching and selecting work and aforementioned
other research findings, it is assumed that vocational
field has not become a top priority in the life of a
The Configuration of Career Identity Factor of Prospective Students at Indonesia University of Education
55
student. This condition provides evidences to at least
two conditions. Firstly, teenagers are less earnest in
exploring various career possibilities. Secondly,
there seem to be lack of firmness established by
teenagers towards vocational choice and lack of
ability to be committed with the options that have
been set. According to Marcia (Waterman in Marcia,
et al., 1993) both conditions are respectively referred
as exploration and commitment.
Due to the importance of achieving vocational
identity in adolescence and the risk posed by the
failure in achieving the identity, supports from
adults around teenagers, in this case parents,
educators, and counselors, are indispensable. This is
in accordance with Josselson (Archer, 1994) who
suggested that "…because identity forms the
foundation of adult life, as a society we have a large
stake in seeing that this takes place as optimally as
possible". Viewed from the standpoint of guidance
and counseling, and career counseling in particular,
efforts to ensure identity achievement, among
others, can be done by optimizing the function of
internal aspects of individuals and changing social
atmosphere to support achievement of identity (in
Marcia et al., 1993). The effort is based on the idea
that identity in nature is an intersection between the
individual and society (Josselson in Archer, 1994).
Hence, studying individual domain and
environmental context in relation to identity is an
issue that is very relevant in the study of identity
status over the last decade (Kroger, editor, 1993).
Referring to the framework above, dealing with
issues and problems of juvenile vocational identity,
among others, can be approached through the
intervention from guidance and counseling. In the
beginning of guidance and counseling’s emergence,
which originated from the implementation
of vocational guidance, many figures tried to
analyze vocational guidance from several different
viewpoints. Some of the figures, including Bordin
(1943), Happock (1957), Super (1957) and Roe
(1957), had presented theories on career selection or
position. However, the figures’ theories seem to
have their shortcomings. Based on the identified
shortcomings, Holland proposed a theory with a
more comprehensive approach, which integrates the
existing sciences. Furthermore, currently experts
reveal that in attaining vocational identity, one
always refers to the values derived from religion
(Savickas, 2013).
5 CONCLUSIONS
Based on the results of a study of 15 programs
involving 748 students, it is found that the students’
work culture is high, while the students’ interest in
teaching is low. In terms of students’ reference value
orientation, the highest is religion, followed by
economic, social, scientific, aesthetics, and power as
the lowest. Such high working culture high but low
teaching interest demonstrates the need for
ethnocultural guidance services. There are a couple
of recommendations related to the completion of the
research objectives: (1) there is a need for improved
selection system for prospective teachers so students
who are admitted in education programs of UPI
already have an interest in teaching from the
beginning and not merely based on the score of
selection tests; (2) it is also necessary for UPTLBK
(Guidance and Counseling Bureau) of UPI to design
programs which provide services to students to be
able to reorient the their interest in teaching; and (3)
an ethnocultural-based career guidance service
model for strengthening prospective teachers’ career
identity seem to be essential to be supported in UPI
policies in macro scope, aligned with the
development of lecturers’ capability as a role model
for prospective teachers and the development of
institutions’ capacity and teachers that they
strengthen UPI’s identity as a education university is
parallel with the development of students’ career
identity.
ACKNOWLEDGEMENTS
This research was made possible through the support
of Indonesia University of Education (UPI) through
the Bureau of Research and Community Services
through a grant scheme on Ethnopedagogy Research
2016 and Technical Implementation Unit of
Guidance and Counseling (UPT-LBK) UPI.
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