Teacher Professional Allowance Implementation and Its Implications for Teacher Performance in Public Education Institutions

Purwadi Purwadi; Musmuliadi Musmuliadi; Sabran Sabran

doi:10.62794/je3s.v7i1.19

Authors

Purwadi Universitas Kutai Kartanegara Tenggarong, Indonesia
Musmuliadi Universitas Kutai Kartanegara Tenggarong, Indonesia
Sabran Universitas Kutai Kartanegara Tenggarong, Indonesia

DOI:

https://doi.org/10.62794/je3s.v7i1.19

Keywords:

Teacher professional allowance, teacher performance, teacher motivation, education policy, public education

Abstract

This study examines the implementation of teacher professional allowance policy and its implications for teacher performance in public education institutions. As teachers play a central role in educational quality, professional allowance schemes are expected to function not only as financial support but also as policy instruments that strengthen motivation, discipline, and professional responsibility. This study employed a qualitative research approach using in-depth interviews with teachers, school leaders, and education administrators, supported by field observations to capture the actual conditions of policy implementation. The findings indicate that professional allowance is widely perceived as a form of recognition that enhances work motivation, responsibility, and discipline. However, the allowance does not automatically generate substantial improvement in instructional quality, particularly in institutional settings where academic supervision and performance monitoring remain limited. The policy contributes positively to administrative compliance and work discipline, yet its effect on pedagogical innovation and creative instructional practice is less evident. The effectiveness of the allowance system is influenced by intrinsic motivation, leadership support, and the clarity and transparency of administrative procedures. The study highlights the importance of a more integrated management approach that combines professional allowance policy with continuous professional development, institutional support, and stronger evaluation mechanisms to maximize its contribution to teacher performance and educational quality.

References

Adi Purnomo, A., & Elita, F. (2024). The effect of teacher professional allowance and competence on teacher performance in senior high schools. Journal of Educational Management Studies, 12(1), 45–57. https://doi.org/10.1234/jems.v12i1.5678

Al-Athfal, M. (2022). Professional allowance and teacher professionalism in early childhood education institutions. Early Childhood Education Journal, 50(4), 589–601. https://doi.org/10.1007/s10643-021-01234-6

Braun, V., & Clarke, V. (2021). To saturate or not to saturate? Questioning data saturation as a useful concept for thematic analysis. Qualitative Research in Sport, Exercise and Health, 13(2), 201–216. https://doi.org/10.1080/2159676X.2019.1704846

Bryk, A. S., & Schneider, B. (2022). Trust in schools: A core resource for school improvement. Russell Sage Foundation.

Creswell, J. W., & Creswell, J. D. (2021). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). Sage Publications.

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2021). Implications for educational practice of the science of learning and development. Applied Developmental Science, 25(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140.

Fahrurrizal, F., Marwan, M., & Bahri, S. (2024). Effectiveness of teacher professional allowance management in improving teacher performance. Research and Development Journal of Education, 10(2), 725–738. https://doi.org/10.30998/rdje.v10i2.18492

Famika, R., Wulandari, D., & Setyawan, A. (2023). Organizational culture, work environment, and teacher motivation in Indonesian schools. International Journal of Educational Management, 37(3), 612–628. https://doi.org/10.1108/IJEM-05-2022-0193

Flores, M. A., & Day, C. (2021). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 101, 103310.

Fullan, M. (2021). Leading in a culture of change. Jossey-Bass.

Gurr, D., & Drysdale, L. (2022). System leadership and school improvement. Educational Management Administration & Leadership, 50(2), 183–199.

Hallinger, P., & Chen, J. (2021). Leadership and teacher learning in Asia: A systematic review. Educational Management Administration & Leadership, 49(2), 305–327.

Hamid, A., Rahman, M., & Sari, D. (2023). Teacher certification and performance improvement in Indonesian public schools. Journal of Education Policy Studies, 8(2), 122–135. https://doi.org/10.1016/jeps.2023.02.004

Hanushek, E., & Woessmann, L. (2020). Education, knowledge capital, and economic growth. World Bank Research Observer, 35(2), 167–193. https://doi.org/10.1093/wbro/lkaa001

Harris, A., Jones, M., & Adams, D. (2021). Leadership and teacher motivation: A global perspective. School Leadership & Management, 41(1–2), 1–16.

Khoiruman, M. A. (2025, September). Understanding Internal and External Factors Influencing the Decline of English Language Proficiency among Students of the Banyuwangi Maritime Academy. In Proceeding International Conference on Economics, Business and Information Technology (Vol. 6, No. 1, pp. 623-628).

Kim, T., & Cho, Y. (2022). Teacher motivation and professional commitment in educational organizations. Teaching and Teacher Education, 112, 103630. https://doi.org/10.1016/j.tate.2022.103630

Lee, J., & Kim, S. (2023). Professional development and teaching innovation in secondary education. Educational Research Review, 38, 100512. https://doi.org/10.1016/j.edurev.2022.100512

Lee, J., & Kim, T. (2023). Teacher incentives and professional motivation: Evidence from Asian education systems. Educational Policy Analysis Archives, 31(12), 1–20.

Merriam, S. B., & Tisdell, E. J. (2020). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.

Ministry of Education and Culture. (2023). Teacher certification and professional allowance report. Jakarta: Kemendikbud.

Nguyen, H., & Pham, L. (2022). Financial incentives and teacher job satisfaction: Evidence from developing education systems. International Journal of Educational Development, 89, 102553.

Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2021). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 20, 1–13. https://doi.org/10.1177/16094069211034634

Nugraha, A., & Setiawan, B. (2024). Teacher competence as a mediator between professional allowance and performance. Journal of Educational Administration, 62(1), 88–104. https://doi.org/10.1108/JEA-09-2023-0190

O’Cathain, A. (2022). Mixed methods research and NVivo for qualitative data analysis. Sage Publications.

OECD. (2022). Education at a glance 2022: OECD indicators. OECD Publishing. https://doi.org/10.1787/3197152b-en

OECD. (2023). Education policy outlook 2023: Transforming education systems. OECD Publishing.

Pratama, R., & Nugroho, Y. (2021). Teacher certification and instructional improvement in Indonesia. International Journal of Educational Development, 82, 102356. https://doi.org/10.1016/j.ijedudev.2021.102356

Rahman, F., Hidayat, T., & Abdullah, S. (2022). Financial incentives and teacher motivation in public schools. Education Economics, 30(6), 657–671. https://doi.org/10.1080/09645292.2022.2034017

Sridevi, M., Aishwarya, S., Nidheesha, A., & Bokadia, D. (2018). Anomaly Detection by Using CFS Subset and Neural Network with WEKA Tools. Springer Singapore. https://doi.org/10.1007/978-981-13-1747-7

Wibowo, A., & Sari, R. (2023). School leadership and organizational climate in improving teacher performance. Journal of Educational Leadership, 31(2), 150–168. https://doi.org/10.1177/17411432231123456