Titin Kempa, Jems Sopacua, Jekriel Septory, Efilina Kissiya

Pedagogical Competence and Professionalism of Certified Elementary School Teachers: An Evaluation in Small Border Islands

Introduction

Pedagogical competence and professionalism of certified elementary school teachers: an evaluation in small border islands. Evaluates certified elementary teachers' pedagogical and professional competence in remote Indonesian border islands. Finds high competence, despite limited resources, yet notes need for sustained professional development.

Abstract

This study evaluates the implementation of pedagogical and professional competencies among certified elementary school teachers in Small Border Islands (Pulau-Pulau Kecil Perbatasan/PPKP), focusing on West Moa District, Southwest Maluku Regency, a geographically remote 3T (underdeveloped, frontier, and outermost) region facing serious educational challenges. The study adopted an evaluative approach using a descriptive qualitative design with quantified rubric-based scoring, grounded in Stake's Countenance Evaluation Model, in which competency achievement was benchmarked against the standards outlined in Indonesian Law Number 14 of 2005 on Teachers and Lecturers. Participants included five school principals and 18 certified elementary school teachers from five public primary schools in the district. Data were obtained through participatory observations, questionnaires, structured interviews, and document analysis, and were validated through triangulation of techniques and sources. Findings indicate that teachers demonstrate strong pedagogical competence (overall >92%), particularly in understanding learner characteristics (92.66%), communication with students (93.36%), and learning evaluation (94.66%). Professional competence also reached high levels (overall >90%), with the strongest result in lesson opening and closing (95.00%). In comparison, self-development scored lowest (89.90%) due to limited access to professional training networks in border areas. These results confirm that teacher certification has meaningfully strengthened pedagogical and professional capacities even under conditions of limited educational infrastructure. However, sustained, context-responsive professional development is essential to further enhance instructional quality in PPKP primary schools.

Review

This study, titled "Pedagogical Competence and Professionalism of Certified Elementary School Teachers: An Evaluation in Small Border Islands," addresses a critically important area of educational research: the effectiveness of teacher certification in challenging, remote contexts. Focusing on elementary school teachers in West Moa District, a 3T region of Indonesia, the research systematically evaluates their pedagogical and professional competencies. The abstract effectively outlines a robust evaluative approach, employing a descriptive qualitative design complemented by quantified rubric-based scoring, grounded in Stake's Countenance Evaluation Model, which provides a strong framework for assessing competency against established national standards. The multi-method data collection, including observations, questionnaires, interviews, and document analysis, along with triangulation for validation, suggests a comprehensive and rigorous methodological approach. The findings presented are particularly compelling, indicating remarkably high levels of both pedagogical (overall >92%) and professional (overall >90%) competence among certified teachers, even within an environment characterized by limited educational infrastructure. Specific strengths in pedagogical competence such as understanding learner characteristics, communication with students, and learning evaluation, alongside strong professional competence in lesson opening and closing, demonstrate a significant positive impact of certification. While the abstract notes a lower score in self-development (89.90%) attributed to restricted access to professional training networks, this finding itself is valuable, highlighting a specific area for targeted intervention. The study thus provides strong evidence that teacher certification successfully strengthens essential capacities in demanding geographical settings. Ultimately, this study makes a significant contribution to understanding teacher effectiveness in remote and underserved regions. The confirmation that teacher certification meaningfully enhances capacities, despite significant logistical barriers, offers crucial insights for educational policymakers and practitioners. The identification of self-development as a key area for improvement, coupled with the recommendation for sustained, context-responsive professional development, points towards actionable strategies to further elevate instructional quality in PPKP primary schools and similar areas globally. This research is well-conceived, clearly executed as described, and offers vital empirical data supporting the value of teacher certification while also delineating clear pathways for ongoing professional growth.

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