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"Penelitian ini bertujuan untuk mengevaluasi kinerja program sertifikasi guru di Jember. Fokus penelitian adalah ukuran dari hasil pencapaian sasaran dan dampak yang diharapkan. Hasil pencapaian sasaran diukur dengan analisis deskriptif. Pencapaian dampak yang dimaksud mengacu pada dampak program sertifikasi guru terhadap mutu pendidikan. Pengukuran dampak berisi 3 langkah analisis (komparatif, asosiatif, time series). Data diperoleh melalui “documentary collecting model” di 52 sekolah (SMPN dan SMAN) di Jember. Sampel dipilih berdasarkan prinsip “representativeness” dengan teknik “disproportionate stratified area random sampling”. Hasil dari analisis deskriptif menunjukkan bahwa pencapaian target produksi memiliki kinerja positif yang rendah. Hasil pengukuran dampak menunjukkan bahwa program sertifikasi guru memiliki dampak positif yang rendah terhadap kualitas pendidikan. Jadi, penelitian ini tidak hanya bertujuan untuk mengevaluasi kinerja program sertifikasi guru, tetapi juga untuk menawarkan beberapa model penelitian sederhana untuk mengukur kinerja program (model untuk mengukur hasil pencapaian sasaran dan dampak yang diharapkan).

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This research aims to evaluate teacher certification program performance in Jember. The focus of attention is measurement of the output of target achievement and the intended impact one. Output target achievement was measured by descriptive analysis. Intended impact achievement refers to the impact of teacher certification program to the education quality. Impact measurement contains 3 steps analysis (comparative, associative, time series). Data were gathered by documentary collecting model in 52 schools (SMPN and SMAN) in Jember. The disproportionate stratified area random technique was used to choose representative samples. The result of descriptive analysis showed that the output target achievement has a low positive performance. The result of impact measurement showed that the teacher certification program has a low positive impact to the education quality. So, this research does not only aim at evaluating teacher certification program performance, but also offers some simple research models for measurement of program performance (output target achievement and intended impact one measurement models)."

"Subjective well-being guru merupakan hal yang penting untuk dimiliki dan dipengaruhi oleh hubungan guru-siswa, juga oleh dukungan sosial eksternal berupa tunjangan sertifikasi guru. Penelitian ini bertujuan untuk mengetahui kontribusi dari hubungan guru-siswa dan sertifikasi terhadap subjective well-being guru baik secara parsial maupun simultan. Hubungan guru-siswa diukur dengan menggunakan Student-Teacher Relationship Scale (STRS) milik Aldrup et al. (2018), sedangkan subjective well-being guru diukur dengan alat ukur Teacher Subjective Well-Being Questionnaire (TSWQ) milik Renshaw et al. (2015). Status sertifikasi diukur dengan pertanyaan tertutup. Responden dalam penelitian ini berjumlah 289 orang yang merupakan guru pada jenjang sekolah menengah (SMP dan SMA/Sederajat). Berdasarkan multiple regression analysis, hasil penelitian menunjukkan bahwa secara parsial persepsi guru mengenai hubungan guru-siswa dapat memprediksi subjective well-being guru jenjang sekolah menengah. Namun, status sertifikasi tidak dapat memprediksi subjective well-being guru jenjang sekolah menengah. Sedangkan persepsi guru mengenai hubungan guru-siswa dan status sertifikasi secara bersama-sama (simultan) dapat memprediksi subjective well-being guru.

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Teacher subjective well-being is an important thing to have and is influenced by the teacher-student relationship, by external social support in the form of teacher certification allowances. This study aims to determine the contribution of the teacher-student relationship and teacher certification either partially or simultaneously. Teacher-student relationships were measured using the Student-Teacher Relationship Scale (STRS) belonging to Aldrup et al. (2018), while the subjective well-being of teachers is measured by the Teacher Subjective Well-Being Questionnaire (TSWQ) by Renshaw et al. (2015). Certification is measured by closed questions. Respondents in this study are 289 people who are teachers at the middle school level (SMP and SMA/equivalent). Based on multiple regression analysis, the results showed that partially teacher-student relationships could predict the subjective well-being of secondary school teachers. However, certification cannot predict the subjective well-being of secondary school teachers. Meanwhile, teacher-student relationships and certification status can predict teachers' subjective well-being simultaneously."