Exploring Teacher’s Professional Development through Ethnography

Abstract

This essay explores the strategies that principals in rural Indonesia can employ to provide affordable education and professional teaching in early childhood institutions. The expansion of early childhood education in Indonesia since 2008 has led to a significant increase in services, but not necessarily in qualified teachers. This gap calls for professional development (PD) training to improve teaching quality in these areas. Through the narrative ethnography, the essay begins by discussing the role of the principal in teacher development and leadership style, reflecting on personal experiences and providing a strategic plan for educational change. It emphasizes collaborative approaches such as professional learning communities (PLCs) and weekly training to enhance teacher skills. Implementation considerations such as motivation, clarity, complexity, and quality are addressed, as well as the role of local government and external networks in supporting PD initiatives. Through careful reflection and strategic planning, the essay demonstrates how principals can lead educational change to improve the quality and accessibility of early childhood education in rural Indonesia.