The competency of Early Childhood Education (ECE) teachers in Jakarta is rated at a high level, according to a 2025 study by Sa’diyah El Adawiyah and colleagues from Universitas Muhammadiyah Jakarta and several partner institutions. The findings highlight the critical role of teacher quality in shaping early childhood education amid growing demands for modern learning standards.
The study, which involved 300 ECE teachers across five regions of Jakarta, reports an average competency score of 4.37 out of 5. This indicates that most teachers demonstrate strong capabilities in professional, pedagogical, social, and personal competencies.
As the demand for quality education continues to rise, teacher competency remains a national concern. Many ECE teachers in Indonesia still do not meet the minimum academic qualification of a bachelor’s degree and face challenges in integrating technology and innovative teaching methods into their classrooms.
Using a survey-based approach with purposive sampling, the researchers collected data from teachers in Central, East, West, South, and North Jakarta. The assessment focused on four key competency areas: professional, pedagogical, social, and personal.
Key findings from the study include:
- The overall competency score of ECE teachers in Jakarta averages 4.37 (high category).
- Social competence ranks highest with an average score of 4.50.
- Pedagogical competence is the lowest among the four, though still high, at around 4.29.
- East Jakarta records the highest scores across most competency areas, reaching up to 4.63.
- Permanent teachers tend to have higher competency levels than non-permanent (honorary) teachers.
The researchers note that East Jakarta’s strong performance is closely linked to continuous training and institutional support, including collaboration with higher education institutions in teacher development programs.
Sa’diyah El Adawiyah of Universitas Muhammadiyah Jakarta emphasizes that teacher competency goes beyond subject mastery. It also involves the ability to adapt to technological advancements and meet the learning needs of new generations. She highlights the importance of continuous professional development and improved academic qualifications to sustain education quality.
These findings carry important implications. For policymakers, the study provides evidence to support strategies for improving teacher quality. For educational institutions, it underscores the need for ongoing training and professional support. For the public, it reaffirms that competent teachers play a vital role in fostering optimal child development.
Author Profile
- Sa’diyah El Adawiyah - Universitas Muhammadiyah Jakarta
- Nyayu Yayu Suryani - STIK Siti Khadijah Palembang
- Sri Mulyani - Universitas Muhammadiyah Jakarta
- Nurasiah - Institut Bisnis dan Ekonomi Indonesia
- Epi Supriyani Siregar- Universitas Pembinaan Masyarakat Indonesia
Source
Adawiyah, S. E., Suryani, N. Y., Mulyani, S., Nurasiah, & Siregar, E. S. (2025). Competency of Early Children Education Teachers. International Journal of Educational Technology Research (IJETR), 4(1), 33–48.
DOI: https://doi.org/10.59890/ijetr.v4i1.301
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