Proceedings of the 1st International Conference on Education Innovation (ICEI 2017)

Understanding how teacher perceived teaching professionalism

Authors
Siti Siti Ina, Riza Khoirunnisa
Corresponding Author
Siti Siti Ina
Available Online February 2018.
DOI
10.2991/icei-17.2018.77How to use a DOI?
Keywords
Teacher; Teaching; Primary Schools.
Abstract

This research aims to obtain a quantitative description of teacher's perception on the meaning of teaching profession. The data were collected using a questionnaire given to 22 randomly selected subjects of primary schools in Sidoarjo, Indonesia. This research employed descriptive statistical analysis using the Rasch Model. Rasch Model was chosen as data analysis tool since it allows detailed analysis of the person and item being measured. The result showed that teachers generally agree that teaching profession is one of high-status professions, although they differ in justifying the characteristics of a high-status profession, especially for the teaching profession

Copyright
© 2018, the Authors. Published by Atlantis Press.
Open Access
This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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Volume Title
Proceedings of the 1st International Conference on Education Innovation (ICEI 2017)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
February 2018
ISBN
10.2991/icei-17.2018.77
ISSN
2352-5398
DOI
10.2991/icei-17.2018.77How to use a DOI?
Copyright
© 2018, the Authors. Published by Atlantis Press.
Open Access
This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Cite this article

TY  - CONF
AU  - Siti Siti Ina
AU  - Riza Khoirunnisa
PY  - 2018/02
DA  - 2018/02
TI  - Understanding how teacher perceived teaching professionalism
BT  - Proceedings of the 1st International Conference on Education Innovation (ICEI 2017)
PB  - Atlantis Press
SP  - 294
EP  - 297
SN  - 2352-5398
UR  - https://doi.org/10.2991/icei-17.2018.77
DO  - 10.2991/icei-17.2018.77
ID  - SitiIna2018/02
ER  -