Yuli Kurniawati Sugiyo Pranoto, Dyah Retno Fitri Utami, Lita Latiana, Farid Ahmadi
The study aimed to determine the contribution of kindergarten teachers’ teaching experiences and age ranges to their teaching performance. It applied a quantitative approach with a limited sample survey to test the hypothesis that teaching experiences and ages positively affected teaching performance. The data were collected through a purposive sampling technique involving 137 teachers. The teaching performance variable was measured through several indicators, including the teachers’ abilities in planning, implementing, and evaluating the learning process. The data collection used a Likert scale questionnaire ranging from 1 to 4 that consisted of nine questions to measure the teachers’ teaching performance. The instrument signified a Cronbach’s Alpha coefficient value >.8. The findings showed the Corrected Model had the significance value of.312 or greater than.05, implying no significant correlation between teaching experiences and ages to the teaching performance. The research findings offer meaningful suggestions to produce a recruitment policy for educators based on the need analysis of specific schools that should refer to the length of the educators’ teaching experiences and ages. The study also suggests improving teaching performance through the provision of support in the form of professional learning for all teachers, such as teacher training and workshops. The government should seriously consider the welfare of kindergarten teachers, as an attempt to boost their teaching performance. The provision of support and professional learning activities should be available for all teachers, not only for beginners. © IEOM Society International.
Early Childhood Education Graduate School, Universitas Negeri, Semarang, Indonesia; Primary Teacher Education Department, Faculty of Education, Universitas Negeri, Semarang, Indonesia
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