Shifting Policies, Shifting Impacts: Evaluating Teacher Professional Allowance Distribution Reforms for Educators in Digital Era
Abstract views: 33
,
PDF downloads: 9
Keywords:
Shifting Policies, Teacher Professional Allowance, Teacher
Abstract
Teacher allowances are a key state obligation with significant implications for improving education quality. Transparent and efficient management is essential to ensure teachers receive their rightful support. This study explores a comparative analysis of two policies: (1) the Regulation of the Minister of Education and Culture No. 19/2019 and (2) the Regulation of the Minister of Primary and Secondary Education No. 4/2025, focusing on the policy transition and its impacts. Addressing previous research gaps, the study examines the shift from decentralized to centralized governance in State Junior High School in Mojokerto Regency. Using a qualitative approach, data were collected through observations, interviews, and document reviews. Findings show: (1) management shifted from local to central government, enhancing standardization and reducing bureaucratic dependence; (2) the 2025 model improved efficiency and consistency; and (3) while reforms show progress, the AGIL paradigm indicates further integration efforts are needed for sustainable quality improvement.
Downloads
Download data is not yet available.
References
Ackah-Jnr, F. R., Appiah, J., Abedi, E. A., Opoku-Nkoom, I., & Salaam, M. A. (2022). Quality Education: Critical Policy Considerations that Impact Teacher Retention in Schools. European Journal of Education and Pedagogy, 3(3), 26–32. https://doi.org/10.24018/EJEDU.2022.3.3.345
Amtu, O., Makulua, K., Matital, J., & Pattiruhu, C. M. (2020). Improving Student Learning Outcomes through School Culture, Work Motivation and Teacher Performance. International Journal of Instruction, 13(4), 885–902. https://doi.org/10.29333/iji.2020.13454a
Arends, H. (2020). The Dangers of Fiscal Decentralization and Public Service Delivery: a Review of Arguments. Politische Vierteljahresschrift, 61(3), 599–622. https://doi.org/10.1007/S11615-020-00233-7/TABLES/1
Arifudin, O., Borneo Tarakan, U., Excelsius Surabaya, S., & Primagraha, U. (2024). The Relationship Between Classroom Environment, Teacher Professional Development, and Student Academic Performance in Secondary Education. International Education Trend Issues, 2(2), 151–159. https://doi.org/10.56442/IETI.V2I2.467
Basabe, G. B., & Galigao, R. P. (2024). Enhancing career opportunities through equal access to quality education, 3(4).
Camou, A. (2023). Talcott Parsons : del estructural-funcionalismo al modelo AGIL. Universidad Nacional de La Plata. Retrieved from www.memoria.fahce.unlp.edu.ar
Chelwa, G., Pellicer, M., & Maboshe, M. (2019). Teacher Pay and Educational Outcomes: Evidence from the Rural Hardship Allowance in Zambia. South African Journal of Economics, 87(3), 255–282. https://doi.org/10.1111/SAJE.12227;SUBPAGE:STRING:ABSTRACT;WEBSITE:WEBSITE:PERICLES;JOURNAL:JOURNAL:18136982;WGROUP:STRING:PUBLICATION
Chulu, T., Mpolomoka, D. L., & Sikwibele, A. (2021). Constituency Development Fund (CDF) Disbursement, Access and Utilisation in the Education Sector. Journal of Popular Education in Africa, 5(7), 21–35. Retrieved from http://www.jopea.org/index.php/current-issue
Cuillier, G. W. (2022). ADVANTAGES AND DISADVANTAGES OF CENTRALIZED VERSUS DECENTRALIZED INFORMATION SYSTEMS AND SERVICES FROM A PROJECT MANAGEMENT PERSPECTIVE. Electronic Theses, Projects, and Dissertations. Retrieved from https://scholarworks.lib.csusb.edu/etd/1487
Dick-Sagoe, C. (2020). Decentralization for improving the provision of public services in developing countries: A critical review. Cogent Economics and Finance, 8(1). https://doi.org/10.1080/23322039.2020.1804036;WGROUP:STRING:PUBLICATION
Elgin, D. J., & Carter, D. P. (2019). Administrative (de)centralization, performance equity, and outcome achievement in rural contexts: An empirical study of U.S. child welfare systems. Governance, 32(1), 23–43. https://doi.org/10.1111/GOVE.12343;PAGE:STRING:ARTICLE/CHAPTER
Farezhena, S., & Wijayaningsih, L. (2022). Al-Athfal: The Effect of Professional Allowances and Teacher Professionalism on Teacher Performance, 8(2), 85–94. https://doi.org/10.14421/al-athfal.2022.82-01
Febriandiela, F., Frinaldi, A., & Magriasti, L. (2024). Critical Analysis of Decentralization Theory in the Context of Local Government: A Literature Review. Adabi : Journal of Public Administration and Business, 11(1), 1–13. https://doi.org/10.62066/JPAB.V11I1.13
Forson, J. A., Ofosu-Dwamena, E., Opoku, R. A., & Adjavon, S. E. (2021). Employee motivation and job performance: a study of basic school teachers in Ghana. Future Business Journal 2021 7:1, 7(1), 1–12. https://doi.org/10.1186/S43093-021-00077-6
Helmrich, A., Markolf, S., Li, R., Carvalhaes, T., Kim, Y., Bondank, E., … Chester, M. (2021). Centralization and decentralization for resilient infrastructure and complexity. Environmental Research: Infrastructure and Sustainability, 1(2), 021001. https://doi.org/10.1088/2634-4505/AC0A4F
Kassen, M. (2022). Blockchain and e-government innovation: Automation of public information processes. Information Systems, 103, 101862. https://doi.org/10.1016/J.IS.2021.101862
Khilji, G., Jogezai, N. A., Bibi, N., & Baloch, F. A. (2022). Understanding the effects of educational decentralization through the perspectives of education managers and teachers. International Journal of Educational Management, 36(7), 1206–1220. https://doi.org/10.1108/IJEM-05-2021-0181/FULL/XML
Lynn, A., Transki, R., Dula, M., Kariuki, P., & Cosco, T. (2020). The Relationships Among Teacher Absenteeism and TVAAS Growth and Observation Scores, Student Achievement, and Student Absenteeism in a Rural School District in the First Region of Tennessee.
Minh, N. D., & Quyen, N. T. H. (2022). Human resources quality improvement from the perspective of Kaizen practice. Management, 26(1).
Nir, A. E. (2021). Educational centralization as a catalyst for coordination: myth or practice? Journal of Educational Administration, 59(1), 116–131. https://doi.org/10.1108/JEA-01-2020-0016/FULL/XML
O’Sullivan, M. (2022). Teacher absenteeism, improving learning, and financial incentives for teachers. Prospects, 52(3–4), 343–363. https://doi.org/10.1007/S11125-022-09623-8/METRICS
Pristiwindari, M., Askafi, E., & Mulyaningtiyas, R. D. (2023). Professionalism of Competence, Professional Allowance, and The Influ-ence Toward Teacher Performance. Asian Journal of Management, Entrepreneurship and Social Science, 3(03), 216–224. https://doi.org/10.98765/AJMESC.V3I03.425
Rafi, M., JianMing, Z., & Ahmad, K. (2019). Technology integration for students’ information and digital literacy education in academic libraries. Information Discovery and Delivery, 47(4), 203–217. https://doi.org/10.1108/IDD-07-2019-0049/FULL/XML
Rahman, A. A. (2019). Decentralised Education Policy in Indonesia: Intended Outcomes and Remaining Challenges for Teachers. Exchanges: The Interdisciplinary Research Journal, 6(2), 30–47. https://doi.org/10.31273/EIRJ.V6I2.240
Rangkuti, M. R., Sihombing, M., Kusmanto, H., & Ridho, H. (2024). Fiscal Decentralization and Community Participation in Education Services in Deli Serdang Regency, Indonesia. International Journal of Sustainable Development and Planning, 19(5), 1639. https://doi.org/10.18280/IJSDP.190502
Romanowski, M. H., & Du, X. (2022a). Education transferring and decentralized reforms: The case of Qatar. Prospects, 52(3–4), 285–298. https://doi.org/10.1007/S11125-020-09478-X/METRICS
Romanowski, M. H., & Du, X. (2022b). Education transferring and decentralized reforms: The case of Qatar. Prospects, 52(3–4), 285–298. https://doi.org/10.1007/S11125-020-09478-X/METRICS
Schlenkrich, O. (2021). AGIL Typology of Political Performance, 97–112. https://doi.org/10.1007/978-3-658-34880-9_4
Suderajat, S., & Rojuaniah, R. (2021). THE EFFECT OF TEACHER PROFESIONAL ALLOWANCE AND JOB SATISFACTION TOWARD ORGANIZATIONAL COMMITMENT (A Study on Private Islamic Junior High Schools Teachers in Tangerang Regency). International Journal of Social and Management Studies, 2(2), 78–90. https://doi.org/10.5555/IJOSMAS.V2I2.19
Sun, M., Candelaria, C. A., Knight, D., LeClair, Z., Kabourek, S. E., & Chang, K. (2023). The Effects and Local Implementation of School Finance Reforms on Teacher Salary, Hiring, and Turnover. Educational Evaluation and Policy Analysis. https://doi.org/10.3102/01623737231213880/SUPPL_FILE/SJ-PDF-1-EPA-10.3102_01623737231213880.PDF
Takari, Z. D., Dalfa, A., Ananda, M., Utomo, U., & Iskandar, Y. (2024). The Role of Professional Allowances on Teacher Performance (Research Case Study of Teacher Professional Education in Office and Mobile Teacher), 160–164. https://doi.org/10.2991/978-2-38476-249-1_19
Tan, C. (2018). Comparing High-Performing Education Systems: Understanding Singapore, Shanghai, and Hong Kong. Comparing High-Performing Education Systems: Understanding Singapore, Shanghai, and Hong Kong, 1–248. https://doi.org/10.4324/9781351238724/COMPARING-HIGH-PERFORMING-EDUCATION-SYSTEMS-CHARLENE-TAN/RIGHTS-AND-PERMISSIONS
Tatto, M. T. (2021). Professionalism in teaching and the role of teacher education. European Journal of Teacher Education, 44(1), 20–44. https://doi.org/10.1080/02619768.2020.1849130
Triwiyanto, T., Kusumaningrum, D. E., Sobri, A. Y., & Maitreephun, W. (2024). Accountability Management System of Superior Elementary School for Digital Transformation. Journal of Education and Learning (EduLearn), 18(4), 1514–1526. https://doi.org/10.11591/edulearn.v18i4.21692
Yangambi, M. W., & Yangambi, M. W. (2021). Teacher Professional Development and Student Achievement in a Developing Country. Creative Education, 12(10), 2283–2300. https://doi.org/10.4236/CE.2021.1210173
Yucel, A. G., & Demir, S. B. (2018). Academic incentive allowance: Scientific productivity, threats, expectations. International Online Journal of Educational Sciences, 10(1), 39–55. https://doi.org/10.15345/IOJES.2018.01.003
Amtu, O., Makulua, K., Matital, J., & Pattiruhu, C. M. (2020). Improving Student Learning Outcomes through School Culture, Work Motivation and Teacher Performance. International Journal of Instruction, 13(4), 885–902. https://doi.org/10.29333/iji.2020.13454a
Arends, H. (2020). The Dangers of Fiscal Decentralization and Public Service Delivery: a Review of Arguments. Politische Vierteljahresschrift, 61(3), 599–622. https://doi.org/10.1007/S11615-020-00233-7/TABLES/1
Arifudin, O., Borneo Tarakan, U., Excelsius Surabaya, S., & Primagraha, U. (2024). The Relationship Between Classroom Environment, Teacher Professional Development, and Student Academic Performance in Secondary Education. International Education Trend Issues, 2(2), 151–159. https://doi.org/10.56442/IETI.V2I2.467
Basabe, G. B., & Galigao, R. P. (2024). Enhancing career opportunities through equal access to quality education, 3(4).
Camou, A. (2023). Talcott Parsons : del estructural-funcionalismo al modelo AGIL. Universidad Nacional de La Plata. Retrieved from www.memoria.fahce.unlp.edu.ar
Chelwa, G., Pellicer, M., & Maboshe, M. (2019). Teacher Pay and Educational Outcomes: Evidence from the Rural Hardship Allowance in Zambia. South African Journal of Economics, 87(3), 255–282. https://doi.org/10.1111/SAJE.12227;SUBPAGE:STRING:ABSTRACT;WEBSITE:WEBSITE:PERICLES;JOURNAL:JOURNAL:18136982;WGROUP:STRING:PUBLICATION
Chulu, T., Mpolomoka, D. L., & Sikwibele, A. (2021). Constituency Development Fund (CDF) Disbursement, Access and Utilisation in the Education Sector. Journal of Popular Education in Africa, 5(7), 21–35. Retrieved from http://www.jopea.org/index.php/current-issue
Cuillier, G. W. (2022). ADVANTAGES AND DISADVANTAGES OF CENTRALIZED VERSUS DECENTRALIZED INFORMATION SYSTEMS AND SERVICES FROM A PROJECT MANAGEMENT PERSPECTIVE. Electronic Theses, Projects, and Dissertations. Retrieved from https://scholarworks.lib.csusb.edu/etd/1487
Dick-Sagoe, C. (2020). Decentralization for improving the provision of public services in developing countries: A critical review. Cogent Economics and Finance, 8(1). https://doi.org/10.1080/23322039.2020.1804036;WGROUP:STRING:PUBLICATION
Elgin, D. J., & Carter, D. P. (2019). Administrative (de)centralization, performance equity, and outcome achievement in rural contexts: An empirical study of U.S. child welfare systems. Governance, 32(1), 23–43. https://doi.org/10.1111/GOVE.12343;PAGE:STRING:ARTICLE/CHAPTER
Farezhena, S., & Wijayaningsih, L. (2022). Al-Athfal: The Effect of Professional Allowances and Teacher Professionalism on Teacher Performance, 8(2), 85–94. https://doi.org/10.14421/al-athfal.2022.82-01
Febriandiela, F., Frinaldi, A., & Magriasti, L. (2024). Critical Analysis of Decentralization Theory in the Context of Local Government: A Literature Review. Adabi : Journal of Public Administration and Business, 11(1), 1–13. https://doi.org/10.62066/JPAB.V11I1.13
Forson, J. A., Ofosu-Dwamena, E., Opoku, R. A., & Adjavon, S. E. (2021). Employee motivation and job performance: a study of basic school teachers in Ghana. Future Business Journal 2021 7:1, 7(1), 1–12. https://doi.org/10.1186/S43093-021-00077-6
Helmrich, A., Markolf, S., Li, R., Carvalhaes, T., Kim, Y., Bondank, E., … Chester, M. (2021). Centralization and decentralization for resilient infrastructure and complexity. Environmental Research: Infrastructure and Sustainability, 1(2), 021001. https://doi.org/10.1088/2634-4505/AC0A4F
Kassen, M. (2022). Blockchain and e-government innovation: Automation of public information processes. Information Systems, 103, 101862. https://doi.org/10.1016/J.IS.2021.101862
Khilji, G., Jogezai, N. A., Bibi, N., & Baloch, F. A. (2022). Understanding the effects of educational decentralization through the perspectives of education managers and teachers. International Journal of Educational Management, 36(7), 1206–1220. https://doi.org/10.1108/IJEM-05-2021-0181/FULL/XML
Lynn, A., Transki, R., Dula, M., Kariuki, P., & Cosco, T. (2020). The Relationships Among Teacher Absenteeism and TVAAS Growth and Observation Scores, Student Achievement, and Student Absenteeism in a Rural School District in the First Region of Tennessee.
Minh, N. D., & Quyen, N. T. H. (2022). Human resources quality improvement from the perspective of Kaizen practice. Management, 26(1).
Nir, A. E. (2021). Educational centralization as a catalyst for coordination: myth or practice? Journal of Educational Administration, 59(1), 116–131. https://doi.org/10.1108/JEA-01-2020-0016/FULL/XML
O’Sullivan, M. (2022). Teacher absenteeism, improving learning, and financial incentives for teachers. Prospects, 52(3–4), 343–363. https://doi.org/10.1007/S11125-022-09623-8/METRICS
Pristiwindari, M., Askafi, E., & Mulyaningtiyas, R. D. (2023). Professionalism of Competence, Professional Allowance, and The Influ-ence Toward Teacher Performance. Asian Journal of Management, Entrepreneurship and Social Science, 3(03), 216–224. https://doi.org/10.98765/AJMESC.V3I03.425
Rafi, M., JianMing, Z., & Ahmad, K. (2019). Technology integration for students’ information and digital literacy education in academic libraries. Information Discovery and Delivery, 47(4), 203–217. https://doi.org/10.1108/IDD-07-2019-0049/FULL/XML
Rahman, A. A. (2019). Decentralised Education Policy in Indonesia: Intended Outcomes and Remaining Challenges for Teachers. Exchanges: The Interdisciplinary Research Journal, 6(2), 30–47. https://doi.org/10.31273/EIRJ.V6I2.240
Rangkuti, M. R., Sihombing, M., Kusmanto, H., & Ridho, H. (2024). Fiscal Decentralization and Community Participation in Education Services in Deli Serdang Regency, Indonesia. International Journal of Sustainable Development and Planning, 19(5), 1639. https://doi.org/10.18280/IJSDP.190502
Romanowski, M. H., & Du, X. (2022a). Education transferring and decentralized reforms: The case of Qatar. Prospects, 52(3–4), 285–298. https://doi.org/10.1007/S11125-020-09478-X/METRICS
Romanowski, M. H., & Du, X. (2022b). Education transferring and decentralized reforms: The case of Qatar. Prospects, 52(3–4), 285–298. https://doi.org/10.1007/S11125-020-09478-X/METRICS
Schlenkrich, O. (2021). AGIL Typology of Political Performance, 97–112. https://doi.org/10.1007/978-3-658-34880-9_4
Suderajat, S., & Rojuaniah, R. (2021). THE EFFECT OF TEACHER PROFESIONAL ALLOWANCE AND JOB SATISFACTION TOWARD ORGANIZATIONAL COMMITMENT (A Study on Private Islamic Junior High Schools Teachers in Tangerang Regency). International Journal of Social and Management Studies, 2(2), 78–90. https://doi.org/10.5555/IJOSMAS.V2I2.19
Sun, M., Candelaria, C. A., Knight, D., LeClair, Z., Kabourek, S. E., & Chang, K. (2023). The Effects and Local Implementation of School Finance Reforms on Teacher Salary, Hiring, and Turnover. Educational Evaluation and Policy Analysis. https://doi.org/10.3102/01623737231213880/SUPPL_FILE/SJ-PDF-1-EPA-10.3102_01623737231213880.PDF
Takari, Z. D., Dalfa, A., Ananda, M., Utomo, U., & Iskandar, Y. (2024). The Role of Professional Allowances on Teacher Performance (Research Case Study of Teacher Professional Education in Office and Mobile Teacher), 160–164. https://doi.org/10.2991/978-2-38476-249-1_19
Tan, C. (2018). Comparing High-Performing Education Systems: Understanding Singapore, Shanghai, and Hong Kong. Comparing High-Performing Education Systems: Understanding Singapore, Shanghai, and Hong Kong, 1–248. https://doi.org/10.4324/9781351238724/COMPARING-HIGH-PERFORMING-EDUCATION-SYSTEMS-CHARLENE-TAN/RIGHTS-AND-PERMISSIONS
Tatto, M. T. (2021). Professionalism in teaching and the role of teacher education. European Journal of Teacher Education, 44(1), 20–44. https://doi.org/10.1080/02619768.2020.1849130
Triwiyanto, T., Kusumaningrum, D. E., Sobri, A. Y., & Maitreephun, W. (2024). Accountability Management System of Superior Elementary School for Digital Transformation. Journal of Education and Learning (EduLearn), 18(4), 1514–1526. https://doi.org/10.11591/edulearn.v18i4.21692
Yangambi, M. W., & Yangambi, M. W. (2021). Teacher Professional Development and Student Achievement in a Developing Country. Creative Education, 12(10), 2283–2300. https://doi.org/10.4236/CE.2021.1210173
Yucel, A. G., & Demir, S. B. (2018). Academic incentive allowance: Scientific productivity, threats, expectations. International Online Journal of Educational Sciences, 10(1), 39–55. https://doi.org/10.15345/IOJES.2018.01.003
Published
2025-05-03
How to Cite
Lailatul Fitriyah, Mufarrihul Hazin, Budi Purwoko, Kaniati Amalia, & Amrozi Khamidi. (2025). Shifting Policies, Shifting Impacts: Evaluating Teacher Professional Allowance Distribution Reforms for Educators in Digital Era. Entita: Jurnal Pendidikan Ilmu Pengetahuan Sosial Dan Ilmu-Ilmu Sosial, 1, 307-322. https://doi.org/10.19105/ejpis.v1i.19161
Section
Articles
Copyright (c) 2025 Entita: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
ENTITA: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial operates an Open Access policy under a Creative Commons Non-Commercial 4.0 International license. Authors who publish with this journal agree to the following terms:
- The copyright of the received article once accepted for publication shall be assigned to the journal as the publisher with licensed under a
- Journal is able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Journal is permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access).
- Here is Copyright Transfer Form that author can download and send to OJS during submission.
