Teacher competence test in Indonesia: Is it a need or a demand?

Abstract

This study explores the Teacher Competence Test (TCT) and how it is designed to enhance teacher competence. Its implementation has raised concerns about its alignment with its stated objectives. Critics argue that certain aspects of the TCT lack validity in assessing and fostering professional development. The test has been criticized for potentially violating constitutional principles and undermining the core nature of professional assessment by focusing on rigid, standardized measures rather than comprehensive evaluations of teaching practices. This paper explores the fundamental principles and objectives of the TCT, highlighting the controversies surrounding its design and execution. It examines the broader implications of such assessments on the teaching profession in Indonesia and their alignment with global best practices. To provide a comprehensive perspective, the study compares the TCT with similar teacher assessment systems in other countries, analysing their approaches to balancing standardization with individual teacher development. The findings suggest that while the TCT seeks to promote accountability and competence, its current framework may require significant revisions to support teacher growth better and align with constitutional and professional standards. By addressing these issues, this study aims to contribute to the ongoing discourse on improving teacher assessment methods in Indonesia and offers recommendations for creating a more effective, equitable, and professional competency evaluation system.