Evaluating the Implementation and Effectiveness of Certified Teacher Performance Assessment at SMA Negeri 1 Indralaya Selatan

Pauzan A'zimah

Authors

Pauzan A'zimah Universitas PGRI Palembang Author

Keywords:

Principal leadership, Teacher Learning Culture, Instructional Leadership, Professional Learning Community, School Culture.

Abstract

This study aims to analyze the implementation process, supporting and inhibiting factors, and the effectiveness of the Certified Teacher Performance Assessment (PKG) at SMA Negeri 1 Indralaya Selatan. Teacher certification is intended to improve professional standards, yet its sustainability depends largely on systematic performance evaluation. A qualitative case study approach was employed to obtain in-depth and contextual data from school stakeholders. Data were collected through in-depth interviews, participatory observation, and document analysis. The findings indicate that the implementation of PKG has generally followed national technical guidelines and covers pedagogical, professional, social, and personality competencies. Supporting factors include strong leadership commitment, collaborative work culture, and adequate facilities. However, challenges remain in aligning assessment results with Continuing Professional Development (CPD) programs, limited observation time, and administrative workload. Although the assessment effectively maps teacher competencies, the follow-up mechanism requires strengthening to ensure sustainable professional growth.

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