ABSTRACT
Various teacher development programs have been conducted in order to improve teachers’ competences. Yet, many of the programs fail to improve teaching quality that has been regarded as the most crucial elements for teachers. One of the reasons is the failure to address individual needs of teachers. Therefore, this paper aims to propose individually-tailored teacher development program based on difficulty level analysis of teaching skills included in the Dynamic Model of Educational Effectiveness Research. The individual teaching skills in the Dynamic Model represent eight factors of teaching quality i.e. orientation, structuring, modeling, application, questioning, creating classroom as a learning environment, assessment, and time management. These factors are developed based on previous teacher effectiveness research, which concerns teacher behavior that leads to better student outcomes. In this paper, classroom observation was conducted to 59 English teachers in DKI Jakarta and Banten to gather the data of teaching quality. The Rasch model was used to examine the difficulty level of each teaching skills. The findings revealed that teaching skills belong to orientation, CLE, modeling, and application were difficult for teachers. On the other hand, teaching skills belong to questioning, structuring, and assessment were relatively easier. These findings offer two important implications. Firstly, teacher development program should pay attention to the four difficult factors. Secondly, it is important to base TPDs on teaching skills individual teachers have mastered and those they need to improve so that TPDs meet the needs of individual teachers and hence individually-tailored teacher development programs could be promoted.
