Teacher Policy Analysis - Challenging the P3K Policy and the Teacher Leader Program Becoming School Principals

Sep 10, 2026

Teacher shortages and employment status disparities have become central concerns in Indonesia’s education system. The article examines two government initiatives: the PPPK scheme for non-permanent teachers and the Transformational Teacher program enabling a direct pathway to school leadership. Results show PPPK improves legal status and welfare for non-permanent teachers, yet it contributes to private-school teacher shortages due to transfers to public schools. The Transformational Teacher route creates leadership opportunities but also triggers social tension by accelerating careers beyond traditional hierarchies.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages9

Reading Time23 min

AccessFree to download

Teacher Policy Analysis

Policy context and problem identification

PPPK policy: rationale and criticisms

Transformational Teacher program: opportunities and controversies

Research questions and study focus

Methodology

| | TOFEDU: The Future of Education Journal
Volume 4 Number 6 (2025) Page:1682-1690 E-ISSN 2961-7553 P-ISSN 2963-8135
[https://journal.tofedu.or.id/index.php/journal/index](https://journal.tofedu.or.id/index.php/journal/index) | | | --- | --- | --- | | Teacher Policy Analysis: Challenging the P3K Policy and the Teacher Leader Program Becoming School Principals
Selva Noufalia Kemal¹, Masduki Duryat2 , Aris Suherman3
¹[selvakemal11@gmail.com](selvakemal11@gmail.com), [2](2masduki@uinssc.ac.id)[masduki@uinssc.ac.id](2masduki@uinssc.ac.id), [arissuherman60@gmail.com](arissuherman60@gmail.com)
UIN Siber Syekh Nurjati Cirebon
ABSTRACT
The issues of teacher shortages and employment status disparities have become central concerns in Indonesia’s education system. The government responded with two major policies: the appointment of non-permanent teachers through the Government Employees with Work Agreements (PPPK) scheme and the Transformational Teacher program, which offers a direct pathway to school leadership positions. This article critically analyzes the implementation of both policies in terms of fairness, professionalism, and their impact on the educational ecosystem. The findings reveal that while the PPPK policy provides legal status and improved welfare for non-permanent teachers, it also causes a shortage of teachers in private schools due to large-scale transfers to public schools. Meanwhile, appointing Transformational Teachers as school principals introduces new leadership opportunities but also sparks social tension due to career acceleration that bypasses traditional hierarchical processes. This study recommends a comprehensive evaluation of both policies to ensure they are fair, accountable, and aligned with the actual needs in the field.
Keywords: teacher policy, PPPK, transformational teacher, school principal, education policy
PENDAHULUAN
Selama lima tahun terakhir permasalahan ketersediaan guru menjadi semakin mengkhawatirkan mengingat lebih banyak guru yang pensiun daripada guru baru yang direkrut. Sedangkan kita semua ketahui bahwa kualitas pendidikan sangat bergantung padamutu tenaga pendidiknya, yakni para guru. Karena itulah, kebijakan terkait rekrutmen, pengembangan, hingga promosi guru menjadi bagian yang sangat penting dan harus dirancang secara cermat, dilaksanakan secara adil, serta dievaluasi secara berkala. Dalam beberapa tahunterakhir, pemerintah Indonesia, melalui Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi (Kemendikbudristek), telah memperkenalkan dua kebijakan besar yang bertujuan untuk mereformasi peran dan posisi guru, yaitu pengangkatan guru melalui jalur Pegawai Pemerintah dengan Perjanjian Kerja (P3K) dan program Guru Penggerak yang membukajalur langsung untuk menjadi kepala sekolah.
Kebijakan P3K muncul sebagai solusi dari persoalan lama dalam dunia pendidikan: banyaknya guru honorer yang telah mengabdi selama bertahun-tahun tanpa kejelasan status kepegawaian. Lewat mekanisme ini, para guru honorer diberi peluang untuk diangkat sebagaiaparatur sipil negara (ASN) dengan status kontrak. Namun, dalam praktiknya, kebijakan initidak lepas dari kritik. Banyak guru yang sudah berpengalamanjustru tidak lolos seleksi karenaprosesnya yang sangat bergantung pada tes berbasis komputer (CAT), yang dinilai kurang mampu mengukur kemampuan praktis dan pengalaman mengajar di lapangan. Akibatnya, muncul ketidakpuasan dan kekecewaan di kalangan guru, terutama mereka yang sudah lama mengabdi tapi gagal memperoleh status P3K. | | | | 1682 This work is licensed under a Creative Commons Attribution 4.0 International License. | | E-ISSN 2961-7553 P-ISSN 2963-8135 | Sementara itu, program Guru Penggerak yang merupakan bagian dari inisiatif Merdeka Belajar bertujuan untuk melahirkan sosok guru yang mampu memimpin proses pembelajaransecara aktif, reflektif, dan inspiratif. Program ini disiapkan untuk mencetak pemimpin pembelajaran di lingkungan sekolah. Namun, kebijakan

FAQs

What two policies does the article analyze?

The article analyzes the PPPK scheme for hiring non-permanent teachers and the Transformational Teacher (Teacher Leader) program that enables becoming school principals.

What benefits does the PPPK policy provide, according to the findings?

PPPK provides legal status and improved welfare for non-permanent teachers.

What challenges arise from appointing Transformational Teachers as principals?

It can create social tension, as career acceleration may bypass traditional hierarchical career processes and lead to lower acceptance from more senior staff.

Sep 10, 2026

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