Cultural Construction of Teacher Professionalism: Community Perceptions versus Formal Standards in Early Childhood Education
Keywords:
Public Perception, Professionalism, Phenomenology of Early Childhood Teachers, Madurese Culture
Abstract
The professionalism of early childhood education teachers is an important issue because public perception of professionalism is determined not only by formal government standards, but also by social constructs formed through local cultural values. The gap between formal standards and public perception can hinder improvements in the quality of early childhood education, especially in areas with strong local wisdom such as Pamekasan Regency. This study aims to interpret community perceptions of the professionalism of early childhood education teachers in Pamekasan Regency to reveal how the community defines professionalism based on their experiences and local values, the socio-cultural factors that shape perceptions, and their influence on teachers' professional practices. The study used a qualitative phenomenological approach with in-depth interviews with 30 informants consisting of parents, religious leaders, community leaders, and PAUD institution administrators, participatory observation in five early childhood education institutions, and focus group discussions. The data were analyzed using Colaizzi's method to identify the meaning structure of the informants' experiences. The results showed that the Pamekasan community interpreted the professionalism of PAUD teachers through three dimensions: religious and moral competence as the main foundation, caring parenting skills, and mastery of pedagogical knowledge as a complement. A pesantren background and understanding of Islam were more highly valued than formal academic qualifications. The study concluded that the community's perception of PAUD teacher professionalism is shaped by local cultural values and Islamic traditions that are not always in line with formal standards. The research recommendation is that teacher professionalism improvement programs need to consider local values and involve community leaders to create a contextual professional development model.
References
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Moss, P. (2019). Alternative narratives in early childhood: An introduction for students and practitioners. London: Routledge.
NAEYC. (2020). Developmentally Appropriate Practice (DAP) Position Statement.
Noddings, N. (2021). Caring: A relational approach to ethics and moral education (3rd ed.). Barkeley: University of California Press.
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Oktarina, S., Helmi, H., & Nurrizalia., M. (2025). Kesadaran Orang Tua Tentang Pentingnya Pendidikan Anak Usia Dini di Komunitas Rentan. Jurnal Sosial Humaniora Dan Pendidikan, 4(2), 349–351. https://doi.org/10.55606/inovasi.v4i2.4082
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Page, J. (2018). Characterising the principles of Professional Love in early childhood care and education. International Journal of Early Years Education, 26, 125–141. https://doi.org/10.1080/09669760.2018.1459508
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Rais, R., & Haddar, G. A. (2024). Assessing the Impact of Early Childhood Education Programs on Cognitive, Social, and Emotional Development: A Quasi-Experimental Study. Jurnal Ilmu Pendidikan Dan Humaniora, 13(3), 152–166.
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Urban, M., Vandenbroeck, M., Van Laere, K., Lazzari, A., & Peeters, J. (2012). Towards Competent Systems in Early Childhood Education and Care. Implications for Policy and Practice. European Journal of Education, 47(4), 508–526. Retrieved from http://www.jstor.org/stable/23357031%0A
Wedel, K. (2021). Instruction time and student achievement: The moderating role of teacher qualifications. . Economics of Education Review. https://doi.org/10.1016/j.econedurev.2021.102183
Yogev, D. (2021). Community-Society Equilibrium: Religious Organizations in the Service of a Secular State. Contemporary Jewry, 41, 369–386. https://doi.org/10.1007/s12397-021-09397-9.
Zuhdi, M. (2022). Kyai authority and educational epistemology in Madurese pesantren: Symbolic power and social legitimacy. Surabaya: Airlangga University Press.
Adlerstein, C., & Pardo, M. (. (2023). Chilean Early Childhood Teachers’ Discourses on Professional Associations Building Professionalism: Cohesions and Tensions of an Ecosystem. SAGE Open, 13. https://doi.org/10.1177/21582440231164283.
Balli, F., & Önen, Ö. (2023). SOCIAL PERSPECTIVE ON EARLY CHILDHOOD EDUCATION: THE PROBLEM OF “CAREGIVER” ATTRIBUTION TO TEACHERS. International Online Journal of Primary Education. https://doi.org/10.55020/iojpe.1297049.
Baqi, S. (2021). Penguatan Identitas Gender pada Siswa Laki-laki Melalui Kehadiran Guru Laki-laki di Tingkat PAUD. Martabat: Jurnal Perempuan Dan Anak. https://doi.org/10.21274/martabat.2021.5.2.289-309.
Beach, D., & Öhrn, E. (2023). The community function of schools in rural areas: normalising dominant cultural relations through the curriculum silencing local knowledge. Pedagogy, Culture & Society, 33, 943–960. https://doi.org/10.1080/14681366.2023.2298466.
Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of theory and research for the sociology of education. Greenwood.
Bruinessen, M. van, & Arifianto, A. R. (2021). Patron-client relations and Islamic authority in Indonesian pesantren. Jakarta: ISEAS Publishing.
Connell, R. (2014). Using southern theory: Decolonizing social thought in theory, research and application. Planning Theory, 13, 210–223. https://doi.org/10.1177/1473095213499216.
Darling-Hammond, L. (1998). Inequality in teaching and schooling: How opportunity is rationed to students of color in America. In The right thing to do, the smart thing to do: Enhancing diversity in the health professions. National Academy Press.
Du Plessis, A., & Dreyer, J. (2024). Reflections on Initial Teacher Education and Theoretical Framing of Applied Pedagogical Knowledge with a Context-Consciousness: An International Study. Education Sciences.
El-Islamy, V. S., Husnia, F. Al, & Yaqien., N. (2023). THE INFLUENCE OF ISLAMIC BOARDING SCHOOL CULTURE ON THE CHARACTER BUILDING OF SANTRI. Managere: Indonesian Journal of Educational Management, 5(3). https://doi.org/10.52627/managere.v5i3.138
Elfiadi. (2025). Persepsi masyarakat Aceh Utara terhadap pendidikan anak usia dini (PAUD). AWLADY:Jurnal Pendidikan Anak, 5(1). http://dx.doi.org/10.24235/awlady.v5i1.3738
Fahruddin, M. (2025). Manajemen Pendidikan Karakter Religius. Peradaban Journal of Interdisciplinary Educational Research. https://doi.org/10.59001/pjier.v3i1.299.
Fannisa, H., Zain, B. P., Hafidza, H., Mardin, A., & Wahyuni, M. (2025). Teacher competence based on National Education Standards as a pillar of quality learning: A theoretical analysis for elementary schools in Indonesia. Journal of English Language and Education., 10(6), 849–857. https://doi.org/10.31004/jele.v10i6.1770
Goodwin, A. (2020). Teaching standards, globalisation, and conceptions of teacher professionalism. European Journal of Teacher Education, 44, 5–19. https://doi.org/10.1080/02619768.2020.1833855.
Gupta, A. (2020). Preparing Teachers in a Pedagogy of Third Space: A Postcolonial Approach to Contextual and Sustainable Early Childhood Teacher Education. Journal of Research in Childhood Education, 34, 43–58. https://doi.org/10.1080/02568543.2019.1692108.
Hakim, L., & Dalli, C. (2018). To be professional is a never-ending journey’: Indonesian early childhood practitioners’ views about the attitudes and behaviours of a professional teacher. Early Years, 38, 244–257. https://doi.org/10.1080/09575146.2016.1256275
Hermansyah, D., Astini, B. I., Armayadi, Y., Aisah, A., Nabila, P., & Apriani, D. A. (2024). EKSISTENSI PENDIDIKAN ISLAM DI INDONESIA: SEBUAH SYSTEMATIC LITERATURE REVIEW. Bestari: Jurnal Pendidikan Dan Kebudayaan, 5(1), 79–102. https://doi.org/10.46368/bjpd.v5i1.1937
Jackson, M. O. (2025). Inequality’s economic and social roots: The role of social networks and homophily. arXiv.
Jiang, J. Q., Yao, J., Yu, K. R., & Li, C. N. (2023). An empirical study on “how to retain rural teachers with emphasis on hygiene or motivation factors”: A case of Western China. Frontiers in Psychology, 14(1114107). https://doi.org/10.3389/fpsyg.2023.1114107
Leahy, K., Calderón, A., O’Meara, N., MacPhail, A., & O’Flaherty, J. (2025). Navigating times of change through communities of practice: A focus on teacher educators’ realities and professional learning. Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2025.104925.
Lieberman, A., & Miller, L. (2021). Teachers as professionals: Continuous learning and pedagogical innovation. New York: Teachers College Press.
Litna, K. O., & Yuniati, Y. (2025). Peran strategis kurikulum PAUD dalam kesiapan sekolah anak. PrimEarly: Jurnal Kajian Pendidikan Dasar Dan Anak Usia Dini, 8(1), 80–88. https://doi.org/10.37567/primearly.v8i1.3976
Lu, C., Cuartas, J., Fink, G., McCoy, D., Liu, K., Li, Z., … Richter, L. (2020). Inequalities in early childhood care and development in low/middle-income countries: 2010–2018. BMJ Global Health, 5. https://doi.org/10.1136/bmjgh-2020-002314.
Mardahl-Hansen, T., & Højholt, C. (2025). Situated Teacher Professionalism Understanding the Exploratory and Collaborative Aspects of Teacher’s Professionalism. Integrative Psychological & Behavioral Science, 59. https://doi.org/10.1007/s12124-025-09914-7
Miller, L., Cameron, C., Dalli, C., & Barbour, N. (n.d.). Quality of Early Childhood Education and Care for Children under Three: Sound Foundations. SAGE Publications Ltd, 504–521. https://doi.org/10.4135/9781526402004.n31
Moss, P. (2019). Alternative narratives in early childhood: An introduction for students and practitioners. London: Routledge.
NAEYC. (2020). Developmentally Appropriate Practice (DAP) Position Statement.
Noddings, N. (2021). Caring: A relational approach to ethics and moral education (3rd ed.). Barkeley: University of California Press.
OECD. (2023). Teachers and school leaders as lifelong learners: TALIS 2023 results. OECD Publishing.
Oktarina, S., Helmi, H., & Nurrizalia., M. (2025). Kesadaran Orang Tua Tentang Pentingnya Pendidikan Anak Usia Dini di Komunitas Rentan. Jurnal Sosial Humaniora Dan Pendidikan, 4(2), 349–351. https://doi.org/10.55606/inovasi.v4i2.4082
Osgood, J. (2006). Deconstructing Professionalism in Early Childhood Education: Resisting the Regulatory Gaze. Contemporary Issues in Early Childhood, 7(14), 5. https://doi.org/10.2304/ciec.2006.7.1.5.
Oskar, R., Khairunnisa, F., Harto, K., & Suryana, E. (2025). Early Childhood Development (Physical, Intellectual, Emotional, Social, Moral and Religious) and Its Implications toward Early Childhood Education. Journal of Social Work and Science Education. https://doi.org/10.52690/jswse.v6i2.1151.
Page, J. (2018). Characterising the principles of Professional Love in early childhood care and education. International Journal of Early Years Education, 26, 125–141. https://doi.org/10.1080/09669760.2018.1459508
Pamekasan., D. P. K. (2023). Data statistik pendidikan anak usia dini Kabupaten Pamekasan. Pamekasan: Pamekasan: Dinas Pendidikan Kabupaten Pamekasan.
Passinsky, A. (2025). Social construction and meta‐ground. Philosophy and Phenomenological Research, 954–973. https://doi.org/10.1111/phpr.70039.
Pramling Samuelsson, I., & Fleer, M. (2009). Play and learning in early childhood settings: International perspectives. Dordrecht: Springer.
Putnam, R. D. (2020). Bowling alone: The collapse and revival of American community (Revised ed.). New York: Simon & Schuster.
Rahmadania, P., Kartika, E. R., Nurrzalia, M., Abja, A. M. P., Arum, S. W., & Nurhayati, R. (2024). Stereotip Gender Dalam Profesi Guru Pendidikan Anak Usia Dini. Cendikia: Jurnal Pendidikan Dan Pengajaran, 2(5), 224–230.
Rais, R., & Haddar, G. A. (2024). Assessing the Impact of Early Childhood Education Programs on Cognitive, Social, and Emotional Development: A Quasi-Experimental Study. Jurnal Ilmu Pendidikan Dan Humaniora, 13(3), 152–166.
Santos, B. (2018). The End of the Cognitive Empire: The Coming of Age of Epistemologies of the South. https://doi.org/10.1215/9781478002000.
Sheridan, S., Williams, P., Samuelsson, P., & Ingrid. (2014). N. ERIC, 56(4), 379–397.
Sundari., D. (2025). PROFESIONALISME GURU ATAU PENDIDIK DALAM PERSPEKTIF ISLAM. Journal Central Publisher, 2(8), 2433–2441. https://doi.org/10.60145/jcp.v2i8.500
Tsounis, A., & Xanthopoulou, D. (2024). Social Capital Theory: A Review. TheoryHub Book.
UNESCO. (2019). Early childhood care and education. Paris: UNESCO Publishing.
UNICEF. (2023). Early childhood development in low- and middle-income countries: Parenting, knowledge gaps, and access to quality services. UNICEF.
Urban, M., Vandenbroeck, M., Van Laere, K., Lazzari, A., & Peeters, J. (2012). Towards Competent Systems in Early Childhood Education and Care. Implications for Policy and Practice. European Journal of Education, 47(4), 508–526. Retrieved from http://www.jstor.org/stable/23357031%0A
Wedel, K. (2021). Instruction time and student achievement: The moderating role of teacher qualifications. . Economics of Education Review. https://doi.org/10.1016/j.econedurev.2021.102183
Yogev, D. (2021). Community-Society Equilibrium: Religious Organizations in the Service of a Secular State. Contemporary Jewry, 41, 369–386. https://doi.org/10.1007/s12397-021-09397-9.
Zuhdi, M. (2022). Kyai authority and educational epistemology in Madurese pesantren: Symbolic power and social legitimacy. Surabaya: Airlangga University Press.
Published
2026-06-30
How to Cite
Prastyo, D., Iftitah, S. L., Reswari, A., & Sulaiman, A. A. (2026). Cultural Construction of Teacher Professionalism: Community Perceptions versus Formal Standards in Early Childhood Education. Al Hikmah Indonesian Journal of Early Childhood Islamic Education, 10(1), 30-49. https://doi.org/10.35896/ijecie.v10i1.1396
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