Development Of Social Competency Development Model For High School Teachers By School Heads In Tanjab Barat Regency

Abstract

Four competencies must be mastered by teachers, namely pedagogical, professional, social, and personal competencies. The Teacher Competency Test (UKG) conducted by the government only tests professional and pedagogic competence. Regarding the social competence and personality of teachers in the analysis of the UKG results, there has not been an assessment. Teachers are social creatures, in their professional life they cannot be separated from the social life of the community and their environment. Therefore, teachers are required to have adequate social competence, especially about education that is not limited to learning in schools but also education that takes place in the community. The principal as a leader as well as teacher performance appraisers does not have guidelines for assessing the social competence of teachers and there is no model of social competency development for teachers that can be used as a reference. The purpose of this study is to build a model for fostering teacher social competence which can be used as a reference for school principals in implementing it. coaching duties. This study uses the method Research and Development (R & D) with the model Analysis, Design, Development, Implementation, and Evaluation (ADDIE). The research data consisted of qualitative and quantitative data. Qualitative data were collected by interview and documentation study, then analyzed using data reduction, data presentation and concluding. Quantitative data were collected by giving a questionnaire to analyze the needs of the development of the KSG coaching model, analyzing the results of the UKG and Teacher Performance Assessment (PKG). The results of the study concluded that the social competence development model for high school teachers: 1) very much needed; 2) the social competence development model is designed into seven phases of coaching, namely the provisioning phase, the realization phase, the reflection phase 1, the improvement phase, the reflection phase 2, the habituation phase and the evaluation phase; 3) valid in terms of content, graphic design, and language; 4) practical in its implementation, and 5) a valid and practical model of teacher social competence development (KSG) is obtained. It is recommended that researchers conduct further research to test its effectiveness and that the principal can use it. This social competency development model can be used for subject teachers and counseling teachers at the secondary school level.