The Use of Importance-performance Analysis in Evaluating the

Teachers’ Professional Development Program

Prawidi Wisnu Subroto

, Burhanuddin Tola

, A. Suhaenah Suparno

Universitas Muhammadiyah Tangerang, Jl. Perintis Kemerdekaan I/33 Cikokol, Tangerang, Indonesia

Universitas Negeri Jakarta, Jl. Pemuda No. 10 Rawamangun, Jakarta Timur, Indonesia

Keywords: Program Structure, Administrator’s Readiness, Teacher’s Needs, Values & Motivation, Institutional Support

Abstract: This research aims at analysing the perceptions of Math teachers to teachers’ professional development in

the Subject Teacher Forum (STF), consisting of five indicators, namely: 1) program structure, 2)

administrator’s readiness, 3) teacher’s needs, 4) values & motivation, and 5) institutional support. The

approach used is a descriptive quantitative. The data was collected by using questionnaire with a Likert

scale. The respondents are 40 Math teachers. This research population is participants of Math’s STF in

Junior High School in the region of Tangerang, Indonesia. The data analysis employs the Importance-

Performance Analysis (IPA) tools. The research result shows that program structure, administrator’s

readiness, and institutional support are in the High Importance category, whereas teacher’s needs as well as

values & motivation belong to the category of Low Importance. Moreover, the actual performance for

program structure and values & motivation are revealed in the categories of High Performance, while the

administrator’s readiness, teacher’s needs, as well as institutional support are in the categories of Low

Performance. The top priority attributes that need to be fixed in accordance to IPA quadrant map are

learning models’ simulation, study of learning device, program and activity’s budget, availability of

media/activity aids and appreciation/recognition of teacher’s performance.

1 INTRODUCTION

A teacher is considered as a primary element and has

an important role in creating a quality of education.

Hence, teacher is expected to increase his/her

capacity continuously so that he/she is able to

become a professional educator. Teahers’

competencies comprise of competencies of

pedagogical, personality, social, and professional

obtained through professional education (Undang-

Undang RI No. 14 pasal 10 ayat 1, 2005).

Teacher’s competency standards are fully

developed from four main competencies, that is,

pedagogic, personality, professional and social.

Those four competencies are integrated in the

teacher’s performance (Permendiknas No. 16, 2007).

A good teacher’s performance determines a good

learning process (Hadi, Tukiran & Yuwono, 2009).

Nationally, as far as it is concerned, teacher’s

competency still needs attention and improvement,

particularly in the aspects of pedagogic and

professional. These are reflected from the result of

Teacher’s Competency Test which is carried out in a

written form that has not shown the conformity with

the teacher’s performance in the field (Jumadi,

Prasetyo & Wilujeng, 2013).

Most of the teachers who have passed the

teacher’s certification and have professional

allowance as a professional teacher are not yet

considered as good teachers (Badrun, 2011). Other

research result pointed out the fact that the

professional attitude of SMPN Math teachers at

Jambi that has been already very good does not

automatically give a positive impact on the learning

result (Syafmen, 2014).

This phenomenon is also reflected from the

result of Teacher’s Competency Test in Junior High

School in Tangerang. The teacher’s score

competency of pedagogic and professional releases

in the mean score of 60,54 (Kemendikbud, 2019).

That score is considered as fair category and still can

be increased better. Meanwhile, Puspendik (2018)

present the result of National Examination for Math

376

Subroto, P., Tola, B. and Suparno, A.

The Use of Importance-performance Analysis in Evaluating the Teachers’ Professional Development Program.

DOI: 10.5220/0008999303760386

In Proceedings of the International Conference on Education, Language and Society (ICELS 2019), pages 376-386

ISBN: 978-989-758-405-3

subject in the academic year of 2017/2018 reaches

the mean score of 43,71 or in the deficient category.

This problem gives an impression that serious effort

of Math teachers in Junior High School in the

Region of Tangerang in developing their

competency as teachers generally needs to be

developed.

Having paid close attention to that problem, to

obtain valid information, a research must be

investigated which aims at analyzing Math teachers’

perception on the professional development program

in the Subject Teacher Forum (STF) of Math in

Junior High School in Tangerang, Indonesia. This

research focus will reveal: a) the teacher’s hope on

the professional development program in the STF of

Math subject; b) the actual performance of the

professional development program indicators in the

STF of Math subject; c) the attribute of professional

development program in the STF of Math subject

which is as a top priority of which its performance

quality needs to be fixed and increased; and d) the

attribute which is a power or predominance, so that

its performance quality needs to be maintained.

2 LITERATURE REVIEW

Such efforts of coaching and development for

teacher’s professions have been carried out. One of

the kinds is by collaborative process among peers,

that is, in STF. Activities in the STF are organized

for becoming a communication forum for teachers

who teach the same subject in one Districts/Town. In

this forum, teachers can share their experience, have

a consultation, or join training and education

seminar. Also, this forum is a place for teachers to

discover ideas to solve problems in organizing the

learning.

Teachers basically recognize such

professionalism problems they face. As affirmed by

the research result that teachers were acquainted

with the issues of professionalism and sought to

enhance their professional development. They also

stressed the importance to be offered more

opportunities for lifelong learning education (Ifanti

& Fotopoulopou, 2011).

In their profession, teachers must meet their

qualification and competency which are required as

a professional worker. Their qualification in the

academic context is obtained through their

profession education and their participation in the

teacher’s professional development program.

A teacher who has good competency in the

lesson subject, pedagogical skill, and has an

acknowledgement on the learning organization, can

increase student’s performance and can contribute to

strengthen herself/himself in the curriculum

implementation (Tanang, Djajadi, Abu & Mukhtar,

2014).

Learning organization by teachers must have a

direction, value, and objective in order to reach an

achievement for students. In the context of new

accountability, where teachers are working and

interacting among parties, with learning moral

achievement is as their goals (Jumadi at al., 2013).

Teacher’s cooperation, a positive school culture

with good circumstance, and the acknowledgement

on teacher’s learning as well as the cooperation with

external experts might put an influence on teacher’s

professional development (Postholm, 2012).

Therefore, teacher’s professional development needs

supports on policy, moral, infrastructure, and

financial that can lead teachers to be professional

(Tanang & Abu, 2014).

Teacher’s professional development program in

the STF on Math subject in this research consists of

five indicators, namely: 1) program structure, 2)

administrator’s readiness, 3) teacher’s needs, 4)

values & motivation, and 5) institutional support.

2.1 Program Structure

Program Structure of Math teacher’s professional

development in the STF of Math subject in Junior

High School in Tangerang in the academic year of

2018/2019 comprises of such activities of training,

seminar, and sharing session among peers. There are

eleven attributes in the program structure indicators,

namely: 1) the training of Information and

communications technology (ICT) for teachers; 2)

the workshop of the test writing; 3) the seminar of

classroom action research; 4) the learning models’

simulation; 5) the workshop of teaching aids

creation; 6) the study of learning devices; 7) the

symposium of Graduate Competency Standards; 8)

the activities of Final Semester Test outline writing;

9) the development of learning devices; 10) the

activities of multimedia benefitting; and 11) the

activities for Olympic test writing.

2.2 Administrator’s Readiness

The administrator’s readiness determines the

continuity and the activity process effectiveness in

the STF of Math subject, either of training, seminar,

or sharing session among peers. According to

Richards and Farrell, cited by Boudersa (2016), that

the teacher training also involves trying out new

The Use of Importance-performance Analysis in Evaluating the Teachers’ Professional Development Program

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strategies in the classroom, usually with

supervision, and monitoring and getting feedback

from others on one’s practice. In one hand, the

content of training is usually determined by

experts and is often available in standard

training formats or through prescriptions in

methodology books.

The term in-service teacher training program

connects any program provided to teachers already

working in schools, with the explicit purpose of

updating and renewing their knowledge, technical

skills etc. for main training and/or enhancing their

efficiency (Madani & Pourmohammadi, 2017).

Few factors that contribute to the effectiveness

of in-service training are role of administrator,

attitudes of teachers, training needs and strategies in

conducting in-service training (Omar, 2014).

As far as the training effectiveness and

efficiency are concerned, the STF administrator

readiness is absolutely needed. This is in accordance

to the proposition of Vaillant & Manso (2018:102):

the training institution has the leadership, the

authority, the budget, the personnel, the

infrastructure and the resources for the preparation

of teaching candidates to reach the state and

institutional standards.

The indicators of administrator’s readiness

consist of five attributes, namely: 1) the conformity

of program and activity’s budget; 2) the availability

of media/activity aids; 3) the availability of

materials/activity’s sources; 4) the socialization of

activity’s program; and 5) the evaluation of former

activities.

2.3 Teacher’s Needs

One of factors that contribute to the effectiveness of

teacher’s learning activity in the STF is a pre-

experience which have been had by teachers. On the

other hand, the satisfaction on the circumstance and

learning activity input are in the STF. Those two

things will give contribution to the achieved result

from teacher’s learning activity. The STF

participants are teachers who have different

knowledge backgrunnd and teaching experience,

hence, the training activities need to accommodate

their needs.

Confidence and commitment have been added to

Level 2 in the New World Kirkpatrick Model. These

dimensions help to close the gap between learning

and behavior, and to prevent the cycle of waste

when training is repeated for people who possess the

required knowledge and skills but fail to perform

appropriately on the job (Kirkpatrick & Kirkpatrick,

2019: 7-8).

In the STF, all teachers are facilitated to learn

collaboratively in order to develop their

professional. Cited by Sutopo (2013:46) that the

professional development aspects according to

Stronge refer to the development needs and the

increase of teacher’s professionalism in doing their

job.

The STF administrator of Math subject must

identify and consider the learning material

projection which becomes as teachers’ needs. These

are to accommodate former teachers’ experience,

either knowledge or skill for them to be more

creative and innovative.

Indicators of teacher’s needs comprise of four

attributes, namely: 1) the activity’s material which

can fix acknowledgement; 2) the training which can

increase skill; 3) the activity that can build

creativity; and 4) the conformity of activity’s

material with teacher’s needs.

2.4 Values & Motivation

Teachers expect their activities to STF can bring

them into qualified and meaningful teachers for

having better knowledge and increasing their skill.

This can be facilitated by activities’ program which

can help them to solve specific problems they face.

Teachers expect critical thinking and creating

activities to be dealt with in the Teachers’

Professional Development program so that they can

introduce the program in their classrooms. They

expect to be strategic in improving their teaching

and want to improve students’ achievement (Pokhrel

& Bahera, 2016).

The characteristics of training participants, the

instructional satisfaction, and organizational factor

from learning which is felt significantly give an

influence on the perception of training participants

(Lim & Morris, 2009). Sharma & Shirsath (2014)

concludes that organizations having good training

plans for employees can enhance the performance of

employees and motivates them.

The evaluation model of Kirkpatrick’s four-level

in the first level is reaction. Several questions

addressed to this level are aimed to identify how far

the participants like to join the training and whether

they feel obtaining the benefit after spending their

time and effort (Luong, 2015). In this research,

teacher’s reaction becomes a feedback so that the

teacher’s achievement on the learning process in the

STF activities can be recognized.

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The indicators of values & motivation have three

attributes, namely: 1) the conformity of resource

person expertise and activity’s material; 2) the

conformity of activity’s material and program

objectives; 3) the teacher’s motivation in attending

the STF activities.

2.5 Institutional Support

The supervision and appreciation on achievement or

good performance are useful for teacher’s career

development. In one hand, it could establish

teacher’s motivation and commitment to

continuously increase their quality in managing

learning to reach student’s learning result. The

higher the appreciation continuously given to the

employees will give an impact on the performance

increase (Prabu & Wijayanti, 2016)

Appreciation and recognition on job given by

leader are as motivators which enable employees

keep working on for the institution. These issues

point out that employees want to be recognized on

their job, so that they are motivated to do the same

attitude’s and will develop their performance

(Ndungu, 2017).

However, on the other hand if the employees see

benefits of the training and development

programmes like any reward in the form of

incentives or promotion they will be motivated and

job satisfaction could be achieved which in turn can

bring improved performance and productivity

(Wahab, Hussain, Zadeh, Shah & Hussain, 2014).

The indicators of institutional support comprises

of two attributes, namely: 1) the teacher’s

supervision in the STF activities; 2) the

appreciation/recognition of teacher’s performance.

3 METHODOLOGY

3.1 The Technique of Data Collection

This research is an evaluative research. The

approach used is a descriptive quantitative. The data

was collected by using a Likert scale to collaborate

with a questionnaire, where the data source is all

members of targeted population of 40 respondents.

This research population is Math teachers as

participants in the STF from Public and Private

Junior High School in the region of Tangerang,

Indonesia. The research was carried out in the

academic year of 2018/2019.

The Likert scale consists of five points to

measure the level of importance (1 = very

unimportant until 5 = very important) and the actual

performance (1 = very unsatisfied until 5 = very

satisfied) which are related to each attribute from

them all (five) indicators. In the questionnaire, there

are 25 items of attributes which are identified based

on indicators of Math teacher’s professional

development program in the STF.

The instrument validity uses justification from

the expert of evaluation, language expert, and STF

administrator of Math subject as the ones who

arrange and conduct the program. The validity test is

based on the outlines that researchers develop from

the program content and theoretical study.

Moreover, the instrument design which had been

arranged was validated by experts.

Once the expert’s validation is conducted, it

continues to the reliability test by using the

application of SPSS version 20. The results can be

seen in the case processing summary table, it is

found that from the total number of 25 items of

questionnaire is 100% valid. Accordingly, in the

reliability statistics table, it is obtained a coefficient

of Cronbach’s Alpha 0,941, meaning that it is in

good category. If alpha is greater than or equal to

0.6, then the result is good (Hajjar, 2014).

3.2 The Technique of Data Analysis

The data analysis employs the Importance-

Performance Analysis (IPA) tools. The IPA model

comprises of two dimensions, that is, the

performance level at sumbu-X and the importance

level at sumbu-Y (cartesius diagram). There are

categories of importance and performance levels at

four quadrants: High Importance/Low Performance

(quadrant I), High Importance/High Performance

(quadrant II), Low Importance/Low Performance

(quadrant III), and Low Importance/High

Performance (quadrant IV) (Wong, Hideki &

George. 2011).

High Importance

Quadrant I Quadrant II

Concentrate Here Keep Up the Good

Work

Low High

Performance Performance

Quadrant III Quadrant IV

Low Priority Possible Overkill

Low Importance

Figure 1: The original IPA framework which was

developed by Martilla and James (1977), source (Wong,

Philip & Fearon, 2009).

The Use of Importance-performance Analysis in Evaluating the Teachers’ Professional Development Program

379

4 RESULT AND DISCUSSION

In accordance to the results of questionnaire for

Math teacher’s professional development program in

the STF that are succeeded to be collected, it is

obtained that a mean score of the importance level

from the whole (five) indicators which consist of 25

attributes is 4,22 (84,48%), whereas a mean score of

the satisfaction level is 3,46 (69,24%). The detail

analysis on the importance level and the attribute’s

satisfaction level for each indicator are explained as

follows.

4.1 Program Structure

The indicator of Math teacher’s professional

development program structure in the STF in the

academic year of 2018/2019 includes 11 attributes.

Table 1 below presents a mean score of the level of

importance and the level of performance of each

attribute and a mean score of whole attributes for

program structure indicators.

Table 1: Program Structure

Code

Attribute

Mean

Imp.

Mean

Perf.

The training of ICT for

teachers

4,23

3,60

The workshop of the test

writing

4,23

3,58

The seminar of classroom

action research

4,18

3,40

The learning models’

simulation

4,23

3,30

The workshop of teaching

aids creation

4,33

3,53

The study of learning

devices

4,23

3,43

The symposium of

Graduate Competency

Standards

4,33

3,73

The activities of Final

Semester Test outline

writing

4,43

3,80

The development of

learning devices

4,18

3,50

A10

The activities of multimedia

benefitting

4,20

3,45

A11

The activities for Olympic

test writing

4,03

3,18

Mean

4,23

3,50

Percentage (%)

84,64

69,95

In line with table 1, it shows that a mean score of

the level of program structure indicator importance

releases in 4,23 (84,64%) and the actual

performance is 3,50 (69,95%). The amount of

percentage describes that the level of importance and

the actual performance of program structure

indicators are higher than the percentage of the level

of importance and the actual performance from a

whole (five) indicators. For the level of importance

is 84,64% > 84,48% and the actual performance is

69,95% > 69,24%.

It means that the hopes of Math teacher on the

Math teacher’s professional development program

structure in the STF belong to the category of high

importance with the percentage of 84,48%.

Meanwhile, the actual performance based on the

level of satisfaction is in high performance category

with the percentage of 69,95%.

Seeing the level of importance is as high

category in this program structure, its future

implication needs to allocate sources that support the

program to optimize attribute’s performance for

gaining maximum benefit.

These research findings point out that teachers

consider the attributes contained in the program

structure in STF activities have a high level of

importance as they are considered to be able to

increase their competence. This in line with the

proposition of Tanang, Abu & Mukhtar (2014) about

the importance of teacher who has a strong

competence on the subject taught, pedagogical

skills, and understanding of learning management so

as to improve student’s performance and to

contribute for strengthening teachers in

implementing the entire curriculum.

In accordance to the teachers’ interests in

training activities, workshops, and seminars at STF,

this is in line with the opinion of Postholm (2012),

that a positive school culture, a collaboration

between teachers and a cooperation of teachers with

external resource persons can have an impact on

teacher professional development.

However, the program structure in this research

has not yet included the attributes of school culture

development as stated by Postholm above, so this

research has not been able to reveal teachers’

perceptions about these attributes. This needs to be a

recommendation for follow-up to the next relevant

research.

4.2 Administrator’s Readiness

The administrator’s readiness indicators bring about

five attributes. The following table 2 describes a

mean score of the importance level and the

performance level of each attribute and a mean score

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380

of all attributes for administrator’s readiness

indicators.

Table 2: Administrator’s Readiness

Code

Attribute

Mean

Imp.

Mean

Perf.

The conformity of program

and activity’s budget

4,28

3,43

The availability of

media/activity aids

4,40

3,05

The availability of

materials/activity’s sources

4,33

3,68

The socialization of

activity’s program

4,33

3,50

The evaluation of former

activities

4,18

3,58

Mean

4,30

3,45

Percentage (%)

86,00

68,90

In accordance to table 2, it can be seen that a

mean score of the importance level of

administrator’s readiness indicator is 4,30 (86%) and

the actual performance releases in 3,45 (68,9%). The

amount of percentage points out that the level of

importance of administrator’s readiness indicator is

higher than the percentage of the importance level as

a whole (five) indicators (84,64% > 84,48%).

Meanwhile, the percentage of the actual

performance is lower than the percentage of all

performance levels (five) indicators (68,9 <

69,24%).

The findings explain that Math teacher’s hopes

on the administrator’s readiness on Math teacher’s

professional development program in the STF

defines as high importance category with 84,64% of

its percentage. Whereas the actual performance

based on the satisfaction level is in the category of

Low performance with the percentage of 68,9%.

Notifying the high category of teachers’ hopes

and the low category of attribute performance of

administrator’s readiness, its implication is that the

STF administrator in the future needs to invite

stakeholder in the program’s organizing and

planning design.

The findings of this research indicate that the

administrator’s readiness attributes are considered

by teachers to have a high level of importance, so it

has implications for the teachers’ positive attitude.

This is in line with the opinion of Omar (2014), that

several factors that contribute to the effectiveness of

training in positions are the role of administrators,

teachers’ attitudes, training needs, and strategies in

conducting the training.

Likewise, these findings are consistent with the

propositions of Tanang & Abu (2014), that

professional teacher development needs support on

policy, morals, infrastructure, and finance that can

lead teacher to be professional.

However, the STF administrators need to

increase the level of teacher’s satisfaction with the

performance of administrator’s readiness attributes

that are currently considered low by teachers. They

are the level of satisfaction with the suitability of the

program and activity budget, the availability of

media and activity materials, the existence of

program activities, and the evaluation of previous

programs.

4.3 Teacher’s Needs

The indicators of teacher’s needs consist of four

attributes. Table 3 below tells that a mean score of

the importance level and the performance level of

each attribute and a mean score of all attributes of

teacher’s needs indicators.

Table 3: Teacher’s Needs

Code

Attribute

Mean

Imp.

Mean

Perf.

The activity’s material

which can fix

acknowledgement

4,08

3,65

The training which can

increase skill

4,15

3,40

The activity that can build

creativity

4,20

3,25

The conformity of activity’s

material with teacher’s

needs

4,20

3,53

Mean

4,16

3,46

Percentage (%)

83,13

69,13

Table 3 explains that a mean score of the

importance level of teacher’s needs indicators shows

4,16 (83,13%) and the actual performance releases

in 3,46 (69,13%). The amount of percentage points

out that the level of importance and actual

performance of teacher’s needs indicators is lower

than the percentage of all importance and

performance level (five) indicators. The level of

importance defines about 83,13% < 84,48% and the

actual performance brings about 69,13% < 69,24%.

The above explanations describe the teacher’s

hopes on the activities held by the STF on Math

subject in the low importance category with the

percentage of 83,13%. This is due to the lack of

needs’ fulfillment and less accommodating the

The Use of Importance-performance Analysis in Evaluating the Teachers’ Professional Development Program

381

experience had by teachers. While the actual

performance based on the satisfaction level is in the

low performance category with the percentage of

69,13%.

Its future implication is that Math STF

administrator needs to pay close attention and to

identify teacher’s needs and experience that had

been had by teachers for becoming a core

consideration in the activities’ material arrangement.

Accordingly, these research findings are in line

with Strong's statement quoted by Sutopo (2013: 46)

that aspects of professional development refer to the

need for developing and enhancing teachers’

professionalism in doing their work. Hence, it is a

common thing that the attributes on the teachers’

needs indicator are considered less important. This is

because they are deemed not to meet their needs and

accommodate previous experiences.

The low expectation of teachers for the attributes

of teachers’ needs and the low performance of these

attributes, it is necessary to increase efforts to

accommodate the teachers’ needs based on the

experience they already have. Thus, the STF

administrators can improve performance in carrying

out activities related to these attributes.

4.4 Values & Motivation

The indicators of values & motivation reflect on

three attributes. The following table 4 serves the

information of a mean score of the importance and

performance level of each attribute and a mean score

of all attributes of values & motivation indicators.

Table 4: Values & Motivaion

Code

Attribute

Mean

Imp.

Mean

Perf.

The conformity of resource

person expertise and

activity’s material

4,28

3,75

The conformity of activity’s

material and program

objectives

4,08

3,53

The teacher’s motivation in

attending the STF activities

4,13

3,33

Mean

4,16

3,53

Percentage (%)

83,17

70,67

Table 4 above indicates that a mean score of the

importance level of values & motivation indicators

is 4,16 (83,17%) and the actual performance is about

3,53 (70,53%). The amount of percentage shows that

the importance level of values & influence indicators

is lower than the percentage of the importance level

as a whole (five) indicators (83,17% < 84,48%). In

the other hand, the percentage of the actual

performance is higher than the percentage of a

whole performance level (five) indicators (70,67 >

69,24%).

The above remarks describe teacher’s perception

on the activities’ score in the STF of Math subject as

well as its influence to fulfill teacher’s hopes in the

low importance category with 83,17%. This is due to

material and sources of activities which lacks values

and is less important for teacher’s self-development.

Meanwhile, the actual performance based on the

satisfaction level is in high performance category

with the percentage of 70,67%.

As the fact shows that the level of performance

attribute of values & motivation places high

category, the condition seems to be not expected by

teacher. Its future implication defines that it needs

improvement on the material’s conformity and

sources of activities in order to have a positive effect

for teacher’s self-development.

Pointing out the findings, the teachers’ reaction

indicates that the values and motivation are to be

less important or not very desirable. This is because

the teachers feel that they are not benefiting from

those attributes. Similar to Luong's statement (2015),

regarding the reaction of the trainees, it can be seen

how far the trainees like to attend the training and

whether they feel they get benefit after spending

their time and efforts.

Likewise, the low teacher expectations or

perceived lack of importance of the values and

motivation attributes, this statements are also in

accordance with Lim & Morris (2009), that the

characteristics of trainees, instructional satisfaction,

and organizational factors of learning that are

perceived to significantly influence perceptions of

trainees.

That fact shows that teachers feel that they are

not benefiting from the activities of the values &

motivation attributes, namely the suitability of the

resource persons with the activity material and the

suitability of the activity material with the program's

objectives. Therefore, the quality of activities at STF

needs to be as a concern in improving the

implementation of teacher professional development

programs for the next STF.

4.5 Institutional Support

The indicators of institutional support consist of two

attributes. Table 5 below presents a mean score of

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the importance and performance level of each

attribute and a mean score of institutional support.

Table 5: Institutional Support

Code

Attribute

Mean

Imp.

Mean

Perf.

The teacher’s supervision in

the STF activities

4,05

3,38

The

appreciation/recognition of

teacher’s performance

4,40

3,05

Mean

4,23

3,21

Percentage (%)

84,50

64,25

In line with table 5, it can be seen that a mean

score of the importance level of institutional support

indicator is 4,23 (84,50%) and the actual

performance releases in 3,21 (64,25%). The amount

of percentage shows that a mean score of the

importance level of institutional support is higher

than the percentage of a whole importance level

(five) indicators (84,50% > 84,48%). While the

percentage of performance level is lower than the

percentage of all performance levels (five) indicators

(64,25 < 69,24%).

It means that Math teachers’ hopes on the

institutional support of Math teacher’s professional

development program in the STF is in high

importance category with 84,50%. Meanwhile, the

actual performance based on the satisfaction level is

in Low performance category with the percentage of

64,25%.

Defining a high teacher’s hope and a low

performance attribute of institutional support, its

future implication is that Principal and Education

Service Officials need to increase their support to

the teacher’s professional development program in

the STF to create a good teacher’s performance.

The findings of this research show high teacher

expectations of the attributes of institutional support,

namely the existence of teacher supervision in STF

activities and rewards or recognition of teachers’

performance. This is in line with the results of

research conducted by Prabu & Wijayanti (2016),

that the higher the continuous appreciation of

employees will have an impact on increasing their

work performance.

Teachers have high expectations for the

existence of rewards or recognition of teachers’

performance, this is also in line with Ndungu's

statement (2017), that employees who want to be

recognized for the work performance, they will be

motivated to repeat the same attitude and will

improve their performance.

Therefore, the principal and the Head of Official

Education should increase the supervision of the

teachers’ professional development program at the

STF, by providing incentives or promotion for their

performance. According to Wahab, Hussain, Zadeh,

Shah & Hussain (2014), the provision of incentives

or promotions will motivate employees, so that job

satisfaction can be achieved, which in turn can bring

the increased performance and productivity.

4.6 The Results of Importance-

Performance Analysis

The results of quadrant analysis map attributes

which exist in the area of quadrant I, II, III and IV

and its implication on those results. Attributes in

each quadrant can be seen in Figure 2.

Figure 2: IPA diagram of the Teachers’ Professional

Development Program in the STF attributes.

The intersection in IPA diagram uses a mean

score of the importance level of 4,22 and a mean

score of the performance level of 3,46. The

followings are the explanations about the analysis of

the importance level and the actual performance

attribute in each quadrant.

In quadrant I, Concetrate Here, participants of

Math STF assume attribute as an important thing,

but the performance level perception is below

average. Therefore, further development effort must

be focused on in this case. There are five attributes

that belong to this quadrant.

 The learning models’ simulation (A4)

 The study of learning devices (A6)

 The conformity of program and activity’s

budget (B1)

 The availability of media/activity aids (B2)

The Use of Importance-performance Analysis in Evaluating the Teachers’ Professional Development Program

383

 The appreciation/recognition of teacher’s

performance (E2)

In quadrant II, Keep Up the Good Work, is

considered as a very important issue and its

performance is defined as a very satisfied matter

from the Math STF participants’ perspective. All

attributes in this quadrant are as power, or

predominance, so that their performance needs

to be maintained and increased. If the

performance cannot be maintained, it enables

the risk falls into the quadrant of Concetrate

Here. There are eight attributes included in this

quadrant.

 The training of ICT for teachers (A1)

 The workshop of the test writing (A2)

 The workshop of teaching aids creation

(A5)

 the symposium of Graduate Competency

Standards (A7)

 The activities of Final Semester Test

outline writing (A8)

 The availability of materials/activity’s

sources (B3)

 The socialization of activity’s program

(B4)

 The conformity of resource person

expertise and activity’s material (D1)

In quadrant III, Low Priority, the Math STF

participants assume the level of actual

performance attribute is low, very unimportant

and not very expected. Hence, it does not need

to prioritize or to give more attention to

attributes in this quadrant. There are seven

attributes that belong to this quadrant.

 The seminar of classroom action research

(A3)

 The activities of multimedia benefitting

(A10)

 The activities for Olympic test writing

(A11)

 The training which can increase skill (C2)

 The activity that can build creativity (C3)

 The teacher’s motivation in attending the

STF activities (D3)

 The teacher’s supervision in the STF

activities (E1)

In quadrant IV, Possible Overkill, there are

attributes which are considered as very

unimportant and expected, however, their actual

performance is assumed to have a high

satisfaction, as this is considered excessive. The

performance development on these attributes

will only lead to sources’ waste. There are five

attributes that belong to this quadrant.

 The development of learning devices (A9)

 The evaluation of former activities (B5)

 The activity’s material which can fix

acknowledgement (C1)

 The conformity of activity’s material with

teacher’s needs (C4)

 The conformity of activity’s material and

program objectives (D2)

5 CONCLUSIONS

Math teachers’ professional development program

on STF comprises of five indicators, namely

program structure (11 attributes), administrator’s

readiness (5 attributes), teacher’s needs (4

attributes), values & motivation (3 attributes), and

institutional support (2 attributes). From all (five)

those indicators, there are 25 attributes in total.

In accordance to the data that is collected,

processed, and analyzed by using IPA tools, there

are several conclusions are drawn as follows:

a. The research result shows that program

structure, administrator’s readiness, and

institutional support are in the High Importance

category, whereas teacher’s needs as well as

values & motivation belong to the category of

Low Importance.

b. The actual performance for program structure

as well as values & motivation are in High

Performance category, whereas administrator’s

readiness, teacher’s needs, as well as

institutional support belong to the category of

Low Performance.

c. The attributes that are as top priorities need to

be fixed and increased in line with an IPA

quadrant map. They are learning models’

simulation, the study of learning devices, the

conformity of program and activity’s budget,

the availability of media/activity aids, and the

appreciation/recognition of teacher’s

performance.

d. The attributes that are as power or

predominance, of which their performance

quality need to be maintained. They are the

training of TIK for teachers, the workshop of

ICELS 2019 - International Conference on Education, Language, and Society

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the test writing, the workshop of teaching aids

creation, the symposium of Graduate

Competency Standards and the activities of

Final Semester Test outline writing.

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