The Evaluation of Teacher’s Competencies on Special Education Programs
Safitri1, Erna Retna2, Zulfiati Syahrial3, Diana Nomida Musnir4

1Safitri, Jakarta State University.
2Erna Retna, Jakarta State University.
3Zulfiati Syahrial, Jakarta State University.
4Diana Nomida Musnir, Jakarta State University.
Manuscript received on 16 October 2019 | Revised Manuscript received on 22 October 2019 | Manuscript Published on 02 November 2019 | PP: 362-368 | Volume-8 Issue-2S9 September 2019 | Retrieval Number: B10810982S919/2019©BEIESP | DOI: 10.35940/ijrte.B1081.0982S919
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Abstract: This study was based on the understanding that special education programs are educational programs which aim to teach -students with physical and/or, psychological illnesses. It is required to develop knowledge, attitudes, and professional skills individually or collectively and members of the community in mutual relations with the cultural, social and natural environment. In this case, teachers need to have the appropriate competence to carry out their duties and functions correctly. This research aimed to evaluate the competence of teachers in special education programs and his implication to the graduate competencies. The study was conducted by using a mixed method approach. The results indicated that teachers have tremendous personal competence, social competence, professional competence and pedagogic competence. Thus, it can be interpreted that teachers have adequate competence to support the achievement of educational program objectives for special students. Adequate competency of the three competencies has implications for the competence of students. Mastery of attitude competency in special education programs is essentially required good, as well as in mastery of knowledge competency.
Keywords: Teacher Competencies, Education Program.
Scope of the Article: Smart Learning and Innovative Education Systems