Enhancing Teacher Professionalism Through Training and Development Programs: A Quantitative Study in West Java, Indonesia


  • Tera Lesmana Sanskara Karya Internasional




Training, Professional Development, Teacher Professionalism


This research explores the impact of training and professional development programs on teacher professionalism in the unique educational landscape of West Java, Indonesia. A quantitative research approach was employed, utilizing surveys to gather data from a diverse sample of teachers. The study assessed participation in programs, self-assessed teacher professionalism, and perceived program impact. Key findings include a positive relationship between program participation and teachers' commitment to continuous improvement, collaboration, and subject-matter expertise. However, the programs had limited impact on ethical conduct. These findings provide insights into the potential of professional development to enhance teacher professionalism and suggest the need for tailored, impactful, and ethically focused programs to support educators in West Java.


Abell, E., Arsiwalla, D. D., Putnam, R. I., & Miller, E. B. (2014). Mentoring and facilitating professional engagement as quality enhancement strategies: An overview and evaluation of the family child care partnerships program. Child & Youth Care Forum, 43, 569–592.

Bellini, S., Henry, D., & Pratt, C. (2011). From intuition to data: Using logic models to measure professional development outcomes for educators working with students on the autism spectrum. Teacher Education and Special Education, 34(1), 37–51.

Burns, M., Pierson, E., & Reddy, S. (2014). Working together: How teachers teach and students learn in collaborative learning environments. International Journal of Instruction, 7(1).

Cochran, N., & Lemisko, L. (2021). Conduct Unbecoming? Teacher Professionalism, Ethical Codes, and Shifting Social Expectations. In Education, 26(2), 51–74.

Crawford, C., Obenland, C., & Nichol, C. (2021). An analysis of the effect of long-term professional development on teacher engineering self-efficacy and its impact on classroom instruction. The Journal of STEM Outreach, 4(1).

Day, C. W., Simpson, A., Li, Q., Bi, Y., & He, F. (2023). Teacher professionalism: Chinese teachers’ perspectives. Journal of Professional Capital and Community, 8(2), 65–89.

Dudzinski, M., Roszmann-Millican, M., & Sbank, K. (2000). Continuing professional development for special educators: Reforms and implications for unj" tversity programs. Teacher Education and Special Education, 23(2), 109–124.

Gaidamashko, I., Babichev, I., & Zhikhareva, O. (2021). The main conditions for the development of the teacher’s professionalism in modern conditions. E3S Web of Conferences, 273, 12131.

Guerriero, S., & Deligiannidi, K. (2017). The teaching profession and its knowledge base.

Güngör, N. B., Kurtipek, S., Soyer, F., İlhan, E. L., & Talaghir, L.-G. (2022). Examination of the Effect of Career Barriers and Presenteeism Behaviors on Teacher Professionalism through Structural Equation Model. Education Sciences, 12(12), 933.

Iroegbu, E. E., & Ogbodo, C. M. (2019). Teacher professionalism and Nigeria’s national development. Journal of Research and Method in Education, 9(3), 40–44.

Karuniawati, E., Rahayu, S., & Ladamay, I. (2021). Education, Working Group Activities and Pedagogic Competencies Their Effect on Teacher Professionalism. 2nd Annual Conference on Social Science and Humanities (ANCOSH 2020), 75–78.

Kryshtanovych, M., Kryshtanovych, S., Stechkevych, O., Ivanytska, O., & Huzii, I. (2020). Prospects for the Development of Inclusive Education using Scientific and Mentoring Methods under the Conditions of Post-Pandemic Society. Postmodern Openings/Deschideri Postmoderne, 11(2).

Lavonen, J. (2018). Educating professional teachers in Finland through the continuous improvement of teacher education programmes. Contemporary Pedagogies in Teacher Education and Development, 3–22.

Mahulae, A. V, Lumbanraja, P., & Siahaan, E. (2020). Effect of professionalism and competence of teachers on teacher performance and its impact on student learning outcomes at Harapan Mandiri college. International Journal of Research and Review, 7(11), 38–46.

Muzfirah, S. (2021). The Importance of the Role of Teacher Professionalism in the 21st Century Education Process at SD Segoroyoso Bantul Yogyakarta. Jurnal Pendidikan: Riset Dan Konseptual, 5(2), 187–196.

Nastasi, B. K., & Naser, S. C. (2020). Professional development of school psychologists as child rights advocates. International Handbook on Child Rights and School Psychology, 145–153.

Okçu, V., & Admis, A. (2022). Investigation of Relationships between Teacher Motivation and Professionalism with Authentic Leadership Behaviors of School Administrators. Online Submission, 9(10), 157–182.

Öztuzcu Küçükbere, R., & Balkar, B. (2021). Teacher Accountability for Teacher Occupational Professionalism: The Effect of Accountability on Occupational Awareness with the Mediating Roles of Contribution to Organization, Emotional Labor and Personal Development. Journal on Efficiency and Responsibility in Education and Science, 14(3), 167–179.

Prihandono, T., Lesmono, A. D., Kusumawati, E., & Nurhidayati, M. I. (2022). Pengembangan Keprofesian Berkelanjutan Melalui Pendalaman Materi Esensial Bagi Guru MGMP Fisika Madrasah Aliyah Kabupaten Jember. Jurnal Pengabdian UntukMu NegeRI, 6(2), 50–56.

Riadi, M. E., Biyanto, B., & Prasetiya, B. (2022). The Effectiveness of Teacher Professionalism in Improving the Quality of Education. KnE Social Sciences, 517–527.

Romanenko, G. H., & Stremoukhov, A. A. (2016). Ensuring the Effectiveness and Quality of Modern Professional Development Programs for Medical Workers: the Experience of Russian Medical Academy of Continuous Professional Education. Neurology, 2015, 2014.

Ryan, M., & Bourke, T. (2013). The teacher as reflexive professional: Making visible the excluded discourse in teacher standards. Discourse: Studies in the Cultural Politics of Education, 34(3), 411–423.

Saadati, F., Chandia, E., Cerda, G., & Felmer, P. (2021). Self-efficacy, practices, and their relationships; the impact of a professional development program for mathematics teachers. Journal of Mathematics Teacher Education, 1–22.

Suhartini, S., Milfayetty, S., & Rahman, A. (2021). The Effect of Teacher Professionalism and Competency on the Quality of Education in the City of Langsa. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences, 4(2), 2271–2276.

Sung, J. (2018). Structural relationship among nursery school teacher job satisfaction, awareness of professionalism, collaboration, and nursery school effectiveness. The Journal of Eco Early Childhood Education & Care, 17(3), 25–47.

Tütüniş, B., & Yalman, D. (2020). Teacher education and foreign language teacher professionalism in the 21st century.

Warman, W. (2022). Evaluation of Academic Supervision of Catholic School Principals in Improving Teacher Professionalism. EduLine: Journal of Education and Learning Innovation, 2(3), 380–391.

Xiong, H. (2022). Research on Information Literacy and Professional Development of Teachers in Higher Education. International Journal of Education and Humanities, 5(3), 28–31.

Yuan, G., & Gao, Y. (2023). Factors impacting an overseas continuing professional development programme: Chinese teachers’ voices. Asia Pacific Journal of Education, 43(1), 270–282.




How to Cite

Lesmana, T. (2023). Enhancing Teacher Professionalism Through Training and Development Programs: A Quantitative Study in West Java, Indonesia. Eastasouth Proceeding of Interdisciplinary Research, 1(01), 92–103. https://doi.org/10.58812/asir.v1i01.21