Types of Teachers

schoolash.blog - Based on Government Regulation No. 19 of 2005 on National Education Standards Article 28 that: Educators must have academic qualifications and competence as an agent of learning, physically and mentally healthy, and have the ability to realize the goal of national education. Academic qualification is the minimum education level to be met by an educator as evidenced by a diploma and / or certificates of expertise that are relevant statutory provisions in force. Competence as an agent of learning in elementary and secondary education include: pedagogical competence, personal competence, professional competence, and social competence.

Competence of teachers according to Surya in Kunandar (2007:55) involve:
1. Intellectual competence, ie knowledge of the various devices that exist within the individual is required to support various aspects of performance as a teacher.
2. Physical competence is the physical capabilities required to support the implementation of tasks as a teacher in various situations.
3. Personal competence, namely the Traffic-related behaviors of individuals in realizing itself as an independent person to perform the transformation of self, identity, and self-understanding.
4. Social competence, namely the specific behaviors that are the basis of self-understanding as an integral part of the social environment and the achievement of effective social interaction.
5. Spiritual competence, namely the understanding, appreciation, and experience of religious rules.


According to Law No. RI. 14 Year 2005 on Teachers and Lecturers, to be able to become a professional teacher one must have the four competencies, namely competence pedagogik, privacy competence, professional competence, and social competence gained through education profession.

Competence is the ability of personal personality that reflects the personality of a steady, stable, mature, wise and dignified, a role model for students, and noble. Pedagogic competencies include understanding of learners, planning and implementation of learning, evaluation of learning outcomes, and development of learners to actualize their potential range. Professional competence is mastery learning materials widely and deeply, including mastery of the material in school curricula and scholarship that overshadow the substance of the material, as well as mastery terhadapa structure and scientific methodology. While social competence is the ability of teachers to communicate and interact effectively with students, fellow students, staff, parents / guardians of students, and surrounding communities.

According Kunandar (2007:56) to be able to become a teacher who has the competence, then required to have the ability to develop three aspects of the competencies that exist in itself, namely personal competence, professional competence, and social competence. Personal competence is the attitude of teachers spirited Pancasila that promotes culture of Indonesia, who are willing to sacrifice for the preservation of the nation and country. Professional competence is a mastery of academic skills are taught and integrated with teaching at the same time so that the teacher has academic authority. Meanwhile, social competence (social) is the ability associated with forms of social participation of a teacher in the daily life of the community where he works, both formal and informal. Teachers can develop competence in all three aspects of himself well, he would not only achieve success but will also gain the satisfaction of his chosen profession.

Competency of teachers in carrying out his profession, in addition to mastering the techniques and strategies in the learning activities also must master a set of abilities (competencies) that diverse. The types of competence according to Usman (2004:15) divided into 2, namely:
1. Personal Competence
a) Develop a personality that is: devoted to God Almighty, role in society as citizens who spirited Pancasila, developed a praiseworthy qualities required for professorship.
b) Interact and communicate, namely: to interact with colleagues to improve professional skills, interact with the community to harvest the mission of education.
c) Implement the guidance and counseling, namely: guiding students who have difficulty learning, guiding students with disabilities and special talent.
d) Implement the school administration, namely: to know the school administration, school administration activities.

2. Professional Competence
a) Mastering basis education, such as: knowing the purpose of education to achieve national education goals, to know the function of schools in society, and recognize the principles of educational psychology that can be utilized in the learning process.
b) Mastering the instructional materials, such as: master the learning material, learning in the curriculum department.
c) Develop programs of teaching, such as: setting goals, selecting and developing learning materials, selecting and developing learning media, selecting and developing learning resources.
d) Implement the teaching program, namely: to create appropriate learning climate, set the room to learn, and manage teaching and learning interactions.
e) Assess the results and learning processes that have been implemented, namely: to assess student achievement for the sake of learning, and assess learning processes that have been implemented.

While Sudjana (1998:18) has been divided into three types of teacher competence, among others:
1. Cognitive competence, meaning the field of intellectual abilities such as mastery of subjects, learning about subjects, knowledge of how to learn, knowledge about learning and individual behavior, knowledge of the administrative class, the knowledge of how to assess student learning outcomes, and knowledge of social as well as general knowledge other.
2. Competence attitude, it means the readiness and willingness of teachers to various issues relating to the duties and profession. For example, the attitude of respect for his work, love and have happy feelings toward subjects who cultivated, tolerant attitude towards friends proffesion, and have a strong will to improve the results of his work.
3. Behavioral competence / performance, meaning the ability of teachers in a variety of skills teaching, guiding, assessing, using teaching aids, hang out and communicate with students, vocational students cultivate the spirit of learning, develop skills preparation / teach plan, carry out administrative skills classes, and so on other.

In this connection, Teacher Education Development Project (in Arikunto, 2002) outlines ten competencies are:
1. The ability to master the foundations of education
2. The ability to master the lesson material that will be presented
3. Ability to manage teaching and learning programs
4. Ability to manage classroom
5. Ability to manage teaching and learning interactions
6. Ability to use the media / learning resources
7. Ability to assess learning outcomes (student achievement)
8. The ability to know the functions and programs, guidance and counseling services.
9. The ability to recognize and maintain the administration of education
10. The ability to understand the principles and interpret the results of educational research for teaching purposes.

The teacher is the key to the success of an educational institution. The teacher is the sales agent of an educational institution that is school. Good or bad behavior (how to learning) teachers will greatly affect the image of the institution. Therefore, this teacher resource must be developed both through education and training and other activities in order to increase the  more professional ability, because with the increasing competence of teachers, will affect students learning outcomes of participants.