Policy–Practice Gap in Teacher Career Development: Implications for Motivation and Educational Quality in Private Junior Secondary Schools

Murwanto Setyo Nugroho; Harun Joko Prayitno; Indri indri; Cuk Taruna Hendrajaya; Iwan Junaedi

doi:10.23917/jdl.v2i1.11634

Authors

Murwanto Setyo Nugroho Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta
Indonesia
Harun Joko Prayitno Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta
Indonesia
Indri indri Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta
Indonesia
Cuk Taruna Hendrajaya Faculty of Bussiness and Law, Universitas Bali Internasional Muhammadiyah
Indonesia
Iwan Junaedi Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang
Indonesia

DOI:

https://doi.org/10.23917/jdl.v2i1.11634

Keywords:

teacher career development, education policy, policy–practice gap, educational quality, meaningful improvement, teacher performance, teacher work motivation

Abstract

This study aims to critically analyze the implementation of teacher career development policies in private junior secondary schools in Sukoharjo Regency and their impact on teacher motivation and educational quality. This study employs a qualitative approach with a case study design, involving teachers, school principals, and school supervisors as key informants. Data were collected through in-depth interviews, observations, and document analysis, and analyzed using the Miles, Huberman, and Saldaña framework. The findings reveal a significant gap between formal policies and their implementation (policy–practice gap), where policies tend to be administrative in nature and lack sustainable evaluation mechanisms. Furthermore, power structures dominated by school foundations and the weak application of meritocratic principles result in promotion and career development processes that are not based on performance and competence. These conditions lead to declining motivation, low organizational commitment, and a high intention among teachers to leave. More broadly, the weak career development system contributes to stagnation in instructional innovation and declining educational quality. This study highlights the importance of policy reform oriented toward transparency, meritocracy, and continuous professional development. The findings are expected to serve as a basis for developing more equitable, contextual, and sustainable teacher career development policies, particularly in the private education sector.

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