PENGELOLAAN TEACHER CAPACITY BUILDING (TCB)UNTUK MENINGKATKAN PROFESIONALITAS GURU DI TINGKAT SEKOLAH

摘要

Penelitian ini adalah penelitian kualitatif dengan studi kasus yang dilakukan di SMPN 2 dan SMP Darul Hikam Bandung. Penelitian dilakukan untuk menjawab empat pertanyaan utama yaitu tahapan pengambilan kebijakan, pengelolaan, quality assurance, dan dampak dari TCB. Penelitian dilatarbelakangi kenyataan bahwa TCB yang dilaksanakan di sekolah masih bersifat parsial, belum terencana dengan baik dan belum menjadi kebutuhan guru sehingga pelasanaan TCB belum memberikan dampak signifikan terhadap peningkatan kualitas hasil pembelajaran. Teknik pengumpulan data yang digunakan adalah observasi, wawancara, dan studi dokumen. Hasil penelitian menunjukkan bahwa pengelolaan TCB yang efektif harus diinisiasi oleh kebijakan TCB didukung oleh sistem management yang tertata baik dan dikawal dengan sistem penjaminan mutu yang standar sehingga pelaksanaan TCB berdampak pada peningkatan mutu sekolah. Penelitian menghasilkan sebuah model hipotetik pengelolaan TCB yang diharapkan dapat menjadi model rujukan pengelolaan TCB di sekolah khususnya Sekolah Menengah Pertama.; Teacher Capacity Building (TCB) is a key point for a quality education service provided by a school. In the reality, schools don't have standardize TCB system to ensure that their TCB is conducted effectively and efficiently. The research was conducted to reveal the answers to four main questions related to the steps taken in determining the TCB policy at school, the TCB management, the quality assurance system, and the impacts of TCB either for the teacher as an individual, learning quality, or for school quality. The location of the research were SMPN 2 Bandung and SMP Darul Hikam Bandung as the representation of school with their own school policy on TCB. The research was a qualitative research with descriptive method. The data was collected using three major techniques: observation, in-depth interview, and documentary study. The research revealed that an effective management supported by effective leadership resulted an effective TCB. The research ended up with a hypothetic model of teacher capacity building management which is expected to be one of the references used in schools especially in primary levers.