Participatory action research (PAR): Development assistant teacher performance for teaching – learning by coaching and mentoring in Bodindacha (Sing Singhaseni) II school

Abstract

This research was a Participatory Action Research (PAR) with purposes accordingly 1) to study status and problem of the new assistant teachers’ teaching processes 2) to study the potential of new assistant teachers and 3) to follow and evaluate the development of new assistant teachers’ performances. The target audiences were new assistant teachers while contributors were the research team, the development team, the lecturer, the supervisor,
the head of the learning group, any teachers involved and new assistant teachers. Data collection was done by interviewing about the state and problems of the implementation of teaching and learning. Interviewing topics were as follow - conference regarding to conditions and problems , the study of satisfaction of teacher development, the study of teacher behaviour, the study of quality of learning management plan, and the meeting concluded proposal after the development of new teachers. Research period from November 2015 to April 2017
(Academic Year 2015 - 2016). The data were collected by interview, questionnaire, behaviour observation, evaluation plan for learning management. The statistical analysis consisted of Percentage, Mean, Standard Deviation. The research findings were as follows: 1) the condition and problems were found that new assistant teacher development did not have clear goals set. Learning plan was lack of understanding, incomplete, not cover all contents, not being well-supervised. New assistant teacher had a lot of work to do and the mentor does not help much. There was no serious follow up. Furthermore, course preparation test of all subjects did not align with indicators. Lack of skills to create test items, 2) the development of new assistant teachers in teaching were found
that there were training activities for teachers to develop their knowledges, practice to make a learning plan with measurement and evaluation. Creating and using assessment tools in developing teachers' potential by coaching and mentoring, 3) the results of the development showed that potential development, knowledge could be used in the development of teaching and in any responsibility assigned. Creating and using tools to measure learner assessment, the knowledge gained matches with the need to apply at high level. In terms of behaviour, there was a reflective behaviour. Overall level has good. Quality of learning plan was consistent with the learning standards and its indicators. The quality of test subjects were up to criteria. Lastly, the implementation in developing potential showed that there is satisfaction with the method. Overall, it was at a high level