Volume 3, Number 2 (2020) pp 76-85 doi 10.20448/8126.96.36.199 | Research Articles
This research aims to answer the questions as follows: 1) how are the procedures of the implementation of teacher performance assessment? 2) what aspects are assessed in the implementation of the assessment of teacher performance? 3) what are the supporting factors and impediments of assessment? The research used qualitative research with case study approach using documentation, observation, and interview as the data collection technique. Data resources in this research were 24 people from the aggregate of a school principal, teachers and school supervisor. This research had been done in Islamic Elementary School (SDI) of Lento and Catholic Elementary School (SDK) of Menge, Poco Rakana sub-district, East Manggarai, NTT, Indonesia. The research results showed that; first, the procedure of the implementation of teacher performance assessment at SDI Lento and SDK Menge included the phases that were plan, implementation, evaluation, and report. Second, the aspects that are assessed included the assessment of learning administration, the assessment of learning implementation and learning evaluation. Third, the factors that become a supporting success in implementing teacher performance assessment were the coordination and cooperation between the assessor and assessed teachers and supporting the infrastructure of the implementation of teacher performance assessment. Factors impeded the assessment of teacher performance, meanwhile, was the unsuitable educational background and the subjects that were learned. This findings recommend the importance of professional teacher performance assessments in an effort to improve teacher performance in schools.