Types of Teacher Awards

Types of Teacher Awards Specifically related to the types of awards and teacher welfare as agents of change are explained as follows: 1. Awards for Outstanding Teachers Awards for outstanding teachers are given through a strict selection process in stages, starting from the level of educational units, sub-districts and/or regencies/cities, provinces, to national levels. The selection of outstanding teachers is intended, among other things, to encourage teacher motivation, dedication, loyalty and professionalism, which are expected to have a positive effect on their performance and work achievements. These work achievements will be seen from the quality of graduates of educational units as quality, productive and competitive human resources. 2. Awards for Dedicated Teachers in Special/Remote Areas According to Momon (2013: 272), teachers who work in special areas receive more and serious attention from the government. Therefore, in the last few years, awards have been given to them routinely, both on the commemoration of National Education Day and on other commemorations. The purpose of this award is, among others, to raise the dignity and honor of teachers for their dedication, achievements, and professional devotion as educators of the nation who are respected and appreciated by the community, government and all levels of Indonesian society, then to provide motivation to teachers in improving their achievements, devotion, loyalty and dedication and devotion to the nation and state through the implementation of their competence professionally according to their respective qualifications, then to increase the loyalty and loyalty of teachers in carrying out their work/position as a profession, even though they work in remote or underdeveloped areas; areas with remote indigenous conditions, border areas with other countries, areas experiencing natural disasters, social disasters, or areas in other emergency situations that require them to live a life of concern. The awarding of awards to teachers assigned to Special/Remote Areas is not merely a ceremonial activity. This award is selectively and competitively given to two elementary school teachers (SD) in Special Areas from all provinces in Indonesia. Each Provincial Education Office is requested and required to select and send two special area teachers, consisting of one male and one female who are highly dedicated to be awarded, both those with the status of civil servant teachers (PNS teachers) and nonPNS teachers. In order to receive the award, dedicated elementary school teachers assigned to Special/Remote Areas must meet general and specific criteria. The general criteria include having faith and devotion to God Almighty; being loyal and obedient to Pancasila and the 1945 Constitution; having commendable morality, personality and behavior; being role models for students, colleagues and the surrounding community; and loving their duties and responsibilities. Special criteria for teachers of Special Region Elementary Schools to receive awards include, first, in carrying out their duties always showing extraordinary dedication, devotion, skill, honesty, and discipline and having a high commitment in carrying out their professional functions with all the limitations that exist in remote areas. Second, never having been sentenced to moderate or severe disciplinary punishment based on applicable laws and regulations. Third, carrying out duties as a teacher in a special/remote area for at least five years continuously or for eight years intermittently. Fourth, being at least 40 years old and never having received a similar award at the national level. Fifth, being responsive to current issues in society. Sixth, with the expertise he has, helping to solve problems of opinion, verbally or in writing; willingness to listen to/respect the opinions of others; politeness and morality; work discipline; responsibility and commitment to tasks; cooperation; and emotional stability. The dimensions of having an educator's soul include several things. First, loving and nurturing students with special needs. Second, providing optimal guidance to students with special needs. Third, being able to detect learning weaknesses in students with special needs. The selection of outstanding teachers and the awarding of awards to elementary school teachers in Special Areas and dedicated PLB/PK teachers as mentioned above is an annual agenda. However, even though it is an annual activity, this program is not a mere ceremonial activity. The institutionalization of this program is one of the strong proofs of the government and community's attention to the teaching profession. Of course, in the future, the quality and quantity of awards for outstanding and dedicated teachers must always be improved. 3. Satyalancana Education Honorary Award According to Muslich (2020: 12), in line with the enactment of Law Number 14 of 2005 concerning Teachers and Lecturers, outstanding and dedicated teachers have the right to awards according to their achievements and dedication. The award is given to teachers in educational units on the basis of devotion, loyalty to the institution, services to the country, and/or creating extraordinary works. The Teacher Professional Development Policy-PSDMPK-PMP Agency 69 states the criteria for teachers who are entitled to receive the Satyalancana Education award, including general requirements and special requirements. General requirements include being an Indonesian citizen, having good morals and character, and having a very good value in DP3 for the loyalty element and at least good for other elements. Special requirements include, priority is given to those who have served/have served in remote or isolated areas for at least five years continuously or for eight years intermittently, then priority is given to those who have served/have served in border areas, conflict areas, and disaster areas for at least 3 years continuously or for 6 years intermittently, then priority is given to those who have served in areas other than special areas for at least 8 years continuously and for school principals for at least 2 years, then have extraordinary achievements and/or dedication in carrying out their duties, at least receive national awards, then play an active role in the activities of professional teacher organizations/associations, community activities and development in various sectors, and have never had a record of violations or received moderate and severe sanctions according to laws and regulations. 4. Awards for Successful Teachers in Learning The purpose of the teacher success competition in learning or similar competitions is to motivate teachers to further improve their professionalism, especially in the ability to design, present, assess the process and results of learning or the process of guidance to students and improve teachers' habits in documenting the results of their professional development activities properly and correctly. The teacher success competition in learning or similar is carried out through several stages, such as: a. Socialization through various media, including the preparation and distribution of posters and leaflets. b. Acceptance of manuscripts. c. Conducting selection, both administrative selection and selection of written material. The finalists carry out presentations and interviews in front of a panel of judges who have expertise in their respective fields. In line with that, the activities carried out are as follows: preparation of guidelines for the teacher success competition in learning or similar at the national level; assessment of the teacher success competition script in learning. 5. Award for Teachers Who Won the Olympiad According to Getteng (2013: 57), the era of globalization demands high-quality human resources who are ready to compete, both at the national, regional, and international levels. Along with that, subject teachers included in the National Science Olympiad (OSN) scheme are one of the main determinants of improving the quality of the learning process and outcomes. OSN activities for Teachers (ONS Guru) are included in the Teacher Professional Development Policy–PSDMPK-PMP Agency 70 which is one of the vehicles to improve the quality of the learning process and outcomes of subjects included in the OSN framework. The National Science Olympiad (OSN) for teachers is a vehicle to foster a competitive spirit and improve professional or academic competence in order to motivate an increase in their competence and encourage the quality of the process and output of education. The goal is to foster a healthy competitive culture among teachers, improve knowledge insight, motivation, competence, professionalism, and hard work to develop science and technology, foster and develop scientific awareness to prepare the younger generation in the future to face empowerment so that their knowledge and insight always develop. With the advancement of science and technology. The cooperation program to improve the quality of educators between Asian countries, in this case with The Japan Foundation, for example, is a continuation of programs that have been implemented previously. This cooperation program is implemented to provide awards to outstanding teachers by providing experience and insight into the implementation of education and culture in developed countries such as Japan to be used as comparative material and implemented in their places of duty. Continuity in the implementation of this cooperation program is very important, because it is very useful for teachers to improve their knowledge in carrying out their professional duties. 6. Guidance and Empowerment of Outstanding Teachers and Dedicated Teachers According to Ondi & Aris (2010: 96), teachers have a very important and strategic role in guiding students towards maturity, maturity and independence, so that teachers are often said to be the spearhead of education. To carry out their duties, a teacher must not only have technical educational skills, but must also have a reliable personality so that they become role models for students, families and the community. In line with development policies that place human resource development as a priority for national development, the position and role of teachers are increasingly strategic in preparing quality human resources to face the global era. Therefore, the professional abilities of teachers must be continuously improved. The achievements that have been achieved by outstanding teachers need to be continuously maintained and developed, and disseminated to other teachers so that this can be a follow-up to the implementation of the selection of outstanding teachers, it is necessary to carry out coaching and other awards. Other awards for teachers are carried out through educational cooperation programs between countries, especially for those who excel. This cooperation between countries is carried out, both in the Asian region and in other regions. Cooperation between countries aims to improve understanding and mutual understanding between its members. Through this cooperation, selected outstanding teachers are given the opportunity to take part in short training in the field of expertise or learning technology, cultural studies, comparative studies, and the like. This cooperation has been carried out with ASEAN countries, Japan, Australia, and others. 7. Other Awards Other awards for teachers are carried out through educational cooperation programs between countries, especially for outstanding teachers. This cooperation between countries is carried out both in the Asian region and in other regions. Cooperation between countries aims to improve understanding and mutual understanding between its members. Through this collaboration, selected outstanding teachers are given the opportunity to take part in short training in the field of expertise or learning technology, cultural studies, comparative studies, and the like. This collaboration has been carried out with ASEAN countries, Japan, Australia, and others.