Lecturers’ Professionality towards Pre-service Teachers’ Perception

and Professional Commitment

Ratnawati Susanto

, Noni Agustina

, Rilla Gantino

and Ainur Rosyid

Primary School Teacher Education Department, TeacherTraining and Education Faculty, Esa Unggul University,

Jakarta, Indonesia

English Education Department, Teacher Training and Education Faculty, Esa Unggul University

Accounting Department, Economics Faculty Esa Unggul University

Keywords: The role of Institutes of Teacher’s Education, professional lecturer, students’ perception, professional

commitment

Abstracts: Institutes of Teacher’s Education (LPTK) requires to develop some steps to strengthen its internal capacity

through lecturer professionalism in shaping pre-service teachers’ perception and professional commitment.

Research is needed to create creative and futuristic strategies to overcome the problems: (1) the

professionalism of pre-service teacher graduates is still low, (2) Institutes of Teacher’s Education have not

met the standard, (3) pre-service teachers have not been professional. The research was conducted in teacher

training and education facultyand the subjects were 161 active students (saturated sampling).The Survey

method was applied with causal analysis and questionnaire as data collection instrument. Result showed

that (1) lecturers were quite professional, (2) students’ perception to teacher profession was very high, (3)

pre-service teachers had high commitment to their profession, (4) it had a positive, strong and very

significant effectbetween professional lecturer and students’ perception, (5) it had a positive, strong and

very significant influence between students’ perception and commitment to their profession.The research

recommends: (1) improving the capacity of lecturers’ professionalism, (2) optimizing students' perceptions

on professional lecturers, (3) involving parent roles and related research, (4) developing the lecturer

professional and research planning (RIP) policy on learning and academic culture in in Institutes of

Teacher’s Education.

1 INTRODUCTION

Institutes of Teacher’s Education (LPTK) has a

strategic role in organizing educational programs to

foster students’ professionalcommitmentwhen they

are registered at beginning at teacher training and

education faculty,so they are expected to commit to

reaching their goal as professional teachers with

dignity and prosperous. Even it has a strategic role;

it faces some problems. The policies conducted to

overcome the qualification of graduates of pre-

service teachers are below the average and

insufficient competence. Another phenomenon that

became the focus for Institutes of Teacher’s

Education is pre-service teachers tend to lack

understanding on teacher’s function and role. This

can be seen from their way to speak and dress,

discipline, academic mastery, unpreparedness,

worries and complaints in conductinginternship

program at school (PPL). They have not shown

optimal efforts for their soft and hard skill

development self-stability to choose the teacher

profession as their career.

In reality, the teacherprofession in Indonesia still

has not been in an expected career (Ulfatin, 2016).

Winedar (2015) puts the top ten professions with the

highest salary in Indonesia respectively, commercial

pilot aircraft, petroleum engineering experts, human

resources managers, specialistdoctors,mining expert,

information system technician, marketing manager,

member of parliament,construction expert, and

exclusive high official.Similar with previously

explanation, Iqbal (2018) has described the top ten

work fields which interested in Indonesia are oil and

gas, mining, Fast moving consumer goods (FMCG),

construction and property, information and

communication technology, finance consultant,

taxation, human resource department, bank, and e-

Susanto, R., Agustina, N., Gantino, R. and Rosyid, A.

Lecturers’ Professionality towards Pre-service Teachers’ Perception and Professional Commitment.

DOI: 10.5220/0009951227132720

In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 2713-2720

ISBN: 978-989-758-458-9

2713

commerce.According to Kompas Newsletter in

2016,Indonesian people have a misconception on the

teacher profession.Teacher profession is not the best

career in Indonesia, in reality, their salary has not

shown at a sufficient level,but their responsibility is

high such as loaded administrative tasks and

competency demand. Indonesian people have the

perception that the teacher profession is not the

primary option to choose their career. The other

perception considers that the teacher profession

needs the development and high competency

although it is not the prestigious career from interest,

treatment and welfare (Dariyo, 2004).

The determination of teacher profession

selection has influenced some factors: interest

(10.18%) as the dominant factors (Ni'mah, 2014).

According to Ardyani (2014), interest factorto be a

teacher is also influenced by perception (24,66%),

teacher welfare factor (18,69%), learning

achievement (15,26%), field experience (13,85%),

colleague (10,54%), family environment (4.32%)

and personality (2.62%). The perception factor from

the previous research shows thedominant factor

compared to other factors. In previous research,

Rosyid (2015), describes the motivation of students

to be teachersgrouped into five categories (1)

helping to learn, (2) influencing the younger

generation; (3) fostering ideas, (4) contributing

socially, and (5) interest. This suggests an indication

that students have experience in interacting with

their teachers when they go to school in shaping

their perceptions. Thus, when they are in college,

what the lecturers perform their role can lead to pre-

service students’ perceptions of their profession.

Efferi (2012) reveals that the professionalism of

lecturers becomes the variable that forms the

student's perception of their figure and profession.

For instances, plagiarism case by a professor at one

of a privateuniversity in Bandung (Siswadi, 2010)

and lecturer's presence in teaching and learning

process at one of the universities in Ambon city

which it does not meet the standard, 11 times face-

to-face attendance of 18 meetings (Ambarwati,

2009)

The preliminary study conducted showed that

the commitment quality of pre-service teacher to

choose their profession was influenced by other

factors (57 %) such as had along holiday, failed to

choose the other major, had high incentives, and

followed their friends. 43 % was other factors such

as self (11%), lecturer (16%) and family factor

(16%). The result indicated that their commitment

should be developed earlier when they are in the

faculty of teacher training and education as the

Institute of teacher’s education. The institute has a

vital role to develop its students by digging up their

perception toward their professional commitment,

dominant factors of lecturer that can influence their

perception and their parents’ role. It is expected to

build the quality of human resources. Therefore, this

study is crucial to conduct because this study aims to

obtain the deep portray about the professionality of

lecturer and pre-service toward their commitment as

a teacher.

2 LITERATURE REVIEW

2.1 Professional Commitment

Commitment to work is the intensity of a person in

identifying himself and his level of involvement to

work (Mowday, 2016). Moreover, work

commitment is a matter related to the meaning of the

members of the organisation towards their work and

how individuals carry out their duties within an

organisation to reach the organisational goals

(Ayudiati, 2010; Putri, 2014; Verawati and Utomo,

2011). According to Meyer et al. (1993), there are

three work commitment model, i.e. affective

commitment, continuity commitment, and normative

commitment. Affective work commitment is an

employee's affective/psychological attachment to his

work. This commitment causes employees to stay in

a job because they want it. Next, continuity work

commitment leads to the calculation of profit and

loss in the employee in connection with his desire to

keep or leave his job. That is, work commitment

here is considered as a perception of the price to be

paid if the employee leaves his job. This

commitment causes employees to stay in a job

because they need it.

Furthermore, normative work commitment is

an obligation to survive in work. This commitment

causes employees to stay on a job because they feel

obliged to do it and are based on the belief about

what is right and related to moral issues.In

identifying an agreement on morals and ethics

includes (1) conviction in accepting the goals and

professional values, (2) Willingness to play a role

according to the profession, (3) The desire to defend

themselves in the profession. Professional

commitment is also interpreted as the level in which

individuals adopt the characteristics of the

profession and the perspectives it has. The

commitment to work is one of the most certain

indicators in human development in life and in its

career as it sets the groundwork for how one can

ICRI 2018 - International Conference Recent Innovation

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work with integrity and effectiveness. Professional

commitment refers to the characteristics of the

profession that include: (1) Working to achieve the

best results using the knowledge and skills it

possesses, (2) Having the need to develop skills by

training, (3) Having the adherence to the values of

profession, (3) responsible for work, (4) ethical fit

(Pauver and Wang, 2012).

The professional commitment is interpreted in

the affective dimension which is an individual's

belief in accepting the values of a job or the path of

work to which he or she chooses and the willingness

to maintain the existence of his or her membership

(Vandenberg and Scarpello, 2014). The development

of a professional commitment dimension is

developed in three components (Allen and Meyer,

2015) that are equivalent to organizational

commitment that includes: (1) affective professional

commitment (emotional involvement in the form of

a feeling of liking their work; (2) continual

professional commitment (continuance professional

commitment) is a commitment in which the

individual feels he/she has a loss risk when leaving

the profession or job path is chosen and will lose the

opportunity of the profession, and (3) normative

professional commitment that is feeling and

responsibility for the profession he has chosen.

Consequences of a person who has a strong

commitment to a high profession then will strive to

keep remain in the path of the profession he chooses,

able to participate actively in self-development,

adherence to professional values and ethics and

carry out the job duties and functions as well as

possible. Conversely, individuals who have low

professional commitment will perform all their roles,

functions and tasks such as a burden and a tendency

to leave the profession. A professional will identify

himself/herself in his / her interest and pleasure

while doing the job task by obeying the norms, rules

and professional code of ethics in solving the

problem. In previous research, Norris and Nelbuhr

(2014) formulated that the commitment of

accountants will have an impact on high

professionalism. Furthermore, professional

commitment becomes a predictor of the

professionalism of internal auditors.

The Profession is defined as a job or position

that requires expertise and responsibility to the

job(Puspitarini and Kusumawati, 2011;

Kurniawanda, 2013; Isnanto, 2009; Satori et al.,

2006).Even farther, explained by Kusuma (2012), a

profession is a job to earn a living. Teacher

profession is taken by people who are trained and

educated by the institution of teachers’ education to

carry out the function and process as a teacher.

Professional commitment is characterized by an

effort to have competencies in the teacher profession

consisting of four competencies including (1)

pedagogic competence, understanding of learners,

designing and learning, evaluation of learning

outcomes, and developing potential learners; 2)

professional competence, mastery of learning

materials widely and genuinely based on curriculum,

scientific substance and methodological structure,

(3) social competence, the ability to communicate

and interact effectively with learners, educators,

parents and communities, and (4) ) personality

competence, teachers must have personality stable,

mature, wise, authoritative and good role model.

The institutions of teacher’s education havethe

effort to facilitate the pre-service teachers to have a

professional commitment in facing the challenges in

future needs. In this research, the professional

commitment is synthesized as an attitude in

identifying professional values of pre-service

teachers including affective, normative, and

continuous dimensions. The conceptual framework

of this study is the higher professional commitment,

the higher readiness for understanding the

professional task as a teacher and the more efforts to

identify their function and role as teachers optimally.

Therefore, it can impact directly and indirectly to the

other variables in this study.

2.2 Professional Lecturer

Lecturers are teaching staff in universities (Abdillah,

2006; Ariati, 2010). More detail, lecturers are

educators and scientists with the primary task to

transform, develop, and disseminate science,

technology and art through education, research and

community service (Atika, 2010; Trisnaningsih,

2011; Apriani, 2009; Isnaini et al., 2016). The word

of lecturer comes from the Latin, daceo, which

means to teach, explain or prove. Lecturers are

similar to teachers which in Sanskrit they mean

leader, teacher and scholar. Lecturers are

professional profession regarding Law No.14 year

2005. As professionals, lecturers have the

responsibilities: (1) to implement the tridharma of

higher education ie education, research and

community service to the community, (2) to make

planning, implementation and process and (3)

developing and enhancing qualifications and

competencies, (4) to be objective (not

discriminative) to the learners, (5) to upholdlaws,

ethics, religious and ethical values, (6) to maintain

and foster the unity (Tampubolon, 2012). Lecturers

Lecturers’ Professionality towards Pre-service Teachers’ Perception and Professional Commitment

2715

also have normative obligations, among others: (1)

create an active, meaningful, fun, inspirational,

creative, dynamic and dialogical education

environment; (2) have professional commitment to

improve quality of education, (3) show the excellent

role model and maintain the reputation of the

institution, profession and position in accordance

with the belief (Departemen Pendidikan Nasional

Direktorat Jenderal Pendidikan Tinggi, 2009). The

elements of professional lecturer consist of: (1)

knowledge of technical and particular issues, law

and constitution, environment, social, economy and

culture, (2) attitude / attitude, including ethics,

morals, integrity, responsibility and accountability,

and (3) skills, namely: technical skills,

communication, interpersonal skills, quality

consciousness, organization, business, management

and leadership. (Departemen Pendidikan Nasional

Direktorat Jenderal Pendidikan Tinggi, 2009).

The Professionalism of lecturers will be realized

in an academic atmosphere, that is a conducive

climate for academic activities, the interaction of

lecturers and students, among fellow students and

among lecturers in optimizing the learning process,

with one goal, to educate students.Lecturer

professionalism is as a professional educator, has

sufficient capacity to carry out the task of guiding,

fostering, and directing students in encouraging a

spirit of excellence, motivation to learn, and having

a personality and noble character that is appropriate

to the culture of the nation (Astuti, 2014; Sinambela,

2017). Moreover, Professionalism of lecturersis

defined as: (1) lecturer's ethics integration, which

includes the dimension of relationship and

interaction of lecturers with educational community,

both among lecturers, students and supporting staff

in the scope of universities, including how lecturers

have teaching preparation (Semester Learning Plan),

attendance fulfilment, the responsibility in

managing, evaluating and feedback process and

learning outcomes (2) has academic cultural

standards, namely basing the learning process on the

value of scientific truth and objectivity, using

various learning methods that provide forecasting of

learning to students of various forms, problem-based

learning, project-oriented, individually or in groups

that engage students actively in learning and

integrate in research through the conditioning of

reading, researching and writing culture, practice

design and field observation, community service

program (KKN) and internship(Tampubolon, 2012).

To conclude, professionalism of lecturers in this

study is synthesized as the level of ability in

implementing tridharma (Sambung et al., 2012),

with dimensions: the fulfilment of teaching

responsibilities, the creation of a conducive

academic atmosphere, the creation of academic

culture, a good role model. The framework of

thinking in this research variable is the higher level

of proficiency of lecturers in implementing; the

more professional is the lecturer. Thus it will impact

directly and indirectly variables in this research.

2.3 Student Perception

Perception is an individual process of organizing and

interpreting things and giving meaning to them

(Robbins and Judge, 2016). Similar with previous

explanation, perception is the process by which

individuals manage and interpret the impressions

captured by one's senses to give meaning to an

object such as environment, people, and things

(Sadhana, 2012; Saputra and Semuel, 2013; Astuti

and Mustikawati, 2013; Chan, 2012).Perception

issignificant because it affects action. Each has a

different perception toward the same object. It

occurs because (1) the individual himself/ herself as

an assessor, (2) the characteristics of the target being

observed or perceived, and (3) different situations.

Perceptions can be formed because of these three

factors. Perceptions formed by factors of the

individual himself/herselfon the same object can be

same or different depending on the similarities or

differences of internal factors, attitude, motives,

interest, interest, past experiences and expectation.

Perception is often identified with one's view of

everything and gives meaning or value to the object.

The second factor that can affect perception is

the target or characteristic of the observed object.

The similarities of things observed, whether people,

objects or events tend to be grouped. In this case, if

she/ he had past experience in interacting with

her/his teachers, she/he also had a similar perception

to her/his lecturer. The higher the similarity of

experience in perceiving the figure of teachers and

lecturers, the more similar their tendency to perceive

them as the same group. Components in target

factors that may affect perception arenew

experience, motion, sound, size, background and

proximity.

The third factor is the situation. Different

situations can give different perceptions.

Components that exist in the situational factors that

affect perceptions are time, circumstances/places

and social circumstances.

The study focuses on students' perceptions

toward lecturer profession. The perception toward

the human is different from perception to inanimate

ICRI 2018 - International Conference Recent Innovation

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object because a human has belief, motive or

purpose (Mullins, 2011). This perception provides

feedback on the action. Pre-service teachers’

perception is defined as their understanding on the

role of lecturer and teacher which they will

undertake the roles in future. If they have a positive

perception of their profession, they will understand

it well and try the best. The conclusion is the

perception (positive or negative) toward lecturer

profession based on three dimensions: individual,

target and situation. The framework in this variable

is the more positive their perception to lecturer

profession, the higher professional commitment they

have.

3 RESEARCH METHOD

3.1 Research Subjects

The subjects of the research were lecturers

andstudents (last semester) of Institute of teacher’ s

education in DKI Jakarta Province, West Jakarta

municipality. The sampling used was saturated

sampling.The sample size obtained was 191

respondents. This study was conducted for three

months.

3.2 Research Design

This research is a mixed research approach using

survey method and causal approach with a

questionnaireas data collection instrument. The

formulation of the problem posed in the research

are:

1. How is the profile of lecturer profession?

2. How is the student's (pre-service teacher)

perceptiontoward lecturer profession?

3. How is pre-service teachers’ professional

commitment?

4. Is there an effect between professional lecturer

and students’ perception?

5. Is there an effect between students’ perception of

professional commitment?

3.3 Analysis Data Procedure

The instrument used in this study was a

questionnaire with a Likert scale of 4 options. The

processing data consisted of:

1. Testing of research instrument: validity with

Pearson's Product Moment correlation and

instrument reliability with Alpha Cronbach

formula

2. Testing requirements analysis: test data normality

with Liliefors, homogeneity test with Bartlett

test, significance test and linearity coefficient/

regression

3. Hypothesis testing with t-test

4 RESULT AND DISCUSSION

The data showed that the mean, median, mode, a

minimum and maximum score of professional

lecturers respectively 88.5; 90; 48; 126. The

students’ perception mean is 55.52, median 55,

mode 59, minimum score 34 and maximum score

178. The professional commitment pointed that its

mean is 58.35, median 56, mode 66, minimum score

36 and maximum score 80.

From the regression equation, it could be stated

that

1. Professional lecturer variables (X1) hada positive

contribution to the student's perception

(52.450),and each one of professional lecturer's

treatment would increase student's perception

(X2 or Y1) equal to 0.05.

2. Student perception variable (Y1) had a positive

contribution to the professional commitment

(47.031),and each one student perception

treatment would increase professional

commitment (Y2) equal to 9.204.

The data was normal. Students’ perception and

professional commitment were more than α=0.05,

both of them were 0.070. It also had homogenous

distribution.Students’ perception and professional

commitment were more than α=0.05, respectively

0.062 and 0.054.

4.1 Professional Lecture Profile

The result showed that the profile of professional

lecturer was as follows: (1) professional level of

lecturers is quite enough in learning dimension or

academic culture dimension, (2) professional

lecturer levels including (a) self-developing efforts

3.62 (professional), (b) community service 3.62

(professional), (c) planning 3.47 (professional

enough), (d) paikem 3.47 (professional enough), (e)

teaching responsibility 3.47 (professional enough),

(f) various teaching method 3.32 (professional

enough) (g) evaluation 3.29 (professional enough),

(h) reading, writing and researching 3.29

(professional enough), (i) feedback 3.22

(professional enough), (j) research 3.22 (professional

Lecturers’ Professionality towards Pre-service Teachers’ Perception and Professional Commitment

2717

enough) and (k) objective attitude 3.21 (professional

enough).

4.2 Students’ Perception

The students’ perception was positive to the

professional lecturer. It could be found in this result

pointing out (1) interest 3.62 (very positive), (2) past

experience 3.56, (3) attitude 3.55 (very positive), (4)

interest 3.28 (positive) (5) motives 3.26 (positive),

(6) reward 3.21 (positive), (7) proximity 3.21

(positive), (8) present 3.03 (positive), (9) past life

2.87 (positive), (10) 1.96 background (less positive).

4.3 Professional Commitment

The professional commitment was ata high level,

with description as follows: (1) affective

commitment, emotional involvement in terms of the

feeling of liking his work, was 3.55 (very high

level), (2) continuance professional, the individual

felt a risk of loss when leaving the profession or job

path chosen and would lose the professional

opportunity was 3.28 indicating a high commitment

position, and (3) normative professional

commitment, the feeling and responsibility of the

chosen profession, was 3.26 indicating a high

commitment position. The average professional

commitment of pre-service teacher was 3.36 with a

high commitment position.

4.4 Effect of Professionality on

Students’ Perception

The study suggested that there was a significant

effect between professional lecturer and students’

perception which were indicated by correlation

0.783. The significance test of the correlation

coefficient of professional lecturer variables and

students’ perceptions wereshown by t-count = 6,021.

T-table with df = 189 and significance level α =

0,05, showed 1.650.dan at α = 0,01 obtained 1.970.

T-count = 6,021> t-table α = 0,01 equal to 1,970 and

t-table α = 0,05 equal to 1,650, thus H

is rejected

and H

accepted which meant there was a very

significant correlation between professional lecturer

and students’ perception. While the coefficient of

determination (R2) between variables with (rY

X) 2,

showed that: (1) (rY

X) 2 = 0.613meant that the

variance in students’ perception (Y

) couldbe

explained by professional lecturer variables (61.3%).

The rest(38.7%)was other factors that were not

exploredin this study.

4.5 Effect of Students’ Perception to

Professional Commitment

The strong and positive relationship between

students’ perception and professional commitment

was showed in correlation 0.870. The significance

test of the correlation coefficient between students’

perception and professional commitment was

pointed out by t-count=6.831. T-table=1.650 with df

= 189 and significance level α = 0.05. T-count=

6.831> t-table α = 0,01 equal to 1.970 and t-table α =

0.05 equal to 1.650. ThusHo is rejected,and H1

accepted, which showed that there wasa very

significant correlation between students’ perception

and professional commitment. While the coefficient

of determination (R

) between variables with

(rY

) 2, showed that: (1) (rY

) 2 = 0.757 meant

that the variance in commitment to the profession

) couldbe explained by students’ perception

variable (75.7%).The rest(24.3%)was other factors

that were not exploredin this study.

5 CONCLUSIONS

This study concludes some finding as follows:

1. Professional lecturers are at a sufficiently

professional level.

2. Pre-service teachers (students) havea positive

perception.

3.Theaffective, normative and continuance

commitment are at a very high level of

commitment.

4. There is a positive, strong and very significant

effect between professional lecturers and

students’ perception

5. There is a positive, strong and very significant

effect betweenstudents’ perception and

professional commitment.

Some recommendations proposed are as follows:

1. Lecturers need to improve their professional

development especially in learning and academic

culture dimension.

2. Optimizing the students’ perceptions through

professional lecturers.

3. Requiring to involve family roles especially

parents and research as the basis of the

institutionof teacher’s education to develop its

internal capacity building.

4. Structuring professional development program of

lecturers and research of institution of teacher’s

education that supports learning dimensions and

academic culture.

ICRI 2018 - International Conference Recent Innovation

2718

ACKNOWLEDGEMENTS

We thank Esa Unggul University for facilitating and

funding this study.

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