Online-Based Performance Report Service: An Effort to Reduce Teachers' Administrative Workload
DOI:
https://doi.org/10.18502/kss.v9i11.15753Abstract
During the pandemic, the demand for professionalism has become a new administrative workload for teachers in their academic careers. The biggest source of stress for teachers comes from the lack of administrative support; it amounts to 34% and is the number one cause of stress. For example, many teachers in Indonesia work in remote and geographically challenging areas far from the government offices that oversee them. This study examines the model and strategies for effective administrative services to support teachers in the new normal. A descriptive analysis was employed for the study. Data were collected from participatory observations and semi-structured interviews with 8 key informants at 4 education offices at a regency level. It was supported by an inductive analysis to answer the question related to the extent to which the online-based performance report service could reduce teachers’ workload and help for better recording of performance data. The findings implied that the online-based performance report service could reduce the problem in the direct or offline system of teacher administration services. The program will be successful under 3 main aspects of suitability: (1) between the program and its benefits, (2) between the program and the implementation, and (3) between the program and the implementing organizations. In conclusion, the online-based administration system will be effective if inhibiting factors are eliminated, including the long bureaucratic process and dual loyalty in our education sector.
Keywords: administrative service, education policy, SISDUPAK
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