| Summary: | The quality of teachers lately has increasingly gained attention. In addition
to its being the largest component of the education budget to absorb, as well as the
quality is considered low. The low quality of education at this time was even
called as a result of the poor quality of teachers.
This study used data Governance and Decentralization Survey-2 in 2006
with the selection of the location in Java and Sumatra. The purpose of this study
was to analyze the quality, sociodemographic characteristics and qualifications of
primary school teachers as well as to analyze the factors that affect the quality of
teachers in Sumatra and Java. Teacher quality is built of six components: creative
teaching, teaching innovation, teaching preparation, use of tools and examples in
teaching, teachers' attention to student absenteeism and teacher communication
with parents. The analysis technique used is descriptive analysis and bivariate
analysis using chi-square test (�2).
Results of this study found that the quality of teachers in Sumatra and Java
in general is still low, especially in terms of creativity and innovation of teaching,
lack of teacher preparation that tends to repeat the lessons of yesteryear as well as
the lack of communication with parents teachers built. Elementary teacher
excellence in Sumatra and Java is in the use of tools and examples to facilitate
students 'understanding of teaching materials and teachers' awareness of the
absence of students in the class. The quality of primary school teachers in Java is
generally better than in Sumatra, especially in terms of creativity and innovation
of teaching and concern for student attendance. While elementary school teachers
in Sumatra better in terms of allocation of time for teaching preparation.
Human capital and social capital as an important capital improvement of
the quality of teachers has not been fully utilized by the teacher. Low education
and training accounts for the poor quality of teachers. While income and
experience of teachers do not have a significant impact on the quality of teachers,
especially elementary teachers in Sumatra. Social networks are institutionalized in
the form of KKG are not utilized to improve quality. Poor adherence to the norms
of teacher preparation teachers teach teaching resulted in low quality.
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