Implementation of the Homeroom Teacher Policy in Meeting Teachers’ Workloads
DOI:
https://doi.org/10.37680/scaffolding.v8i3.10613Keywords:
Teacher Workload, Homeroom Teacher, Policy Implementation, Multisite StudyAbstract
This study aims to analyze the implementation of the Homeroom Teacher policy, specifically, subject teachers at junior high schools/special junior high schools, senior high schools/special senior high schools, and vocational high schools/special vocational high schools who are assigned to mentor students academically, in terms of competencies, skills, and character from the time students enroll until they graduate from these educational institutions (in accordance with Ministry of Education and Culture Regulation No. 11 of 2025, Article 9) in relation to teachers’ workload at State Junior High School 3 and State Junior High School 4 in Surabaya, based on the six policy implementation factors identified by Van Meter and Van Horn: policy standards and objectives, resources, characteristics of the implementing organization, inter-organizational communication, attitudes of implementers, and the social, economic, and political environment. The study employed a descriptive qualitative approach using a multisite study design. Data were collected through in-depth interviews, observations, and documentation involving school principals, homeroom teachers, class advisors, students, and parents, and were subsequently analyzed using the Miles and Huberman interactive model through both within-site and cross-site analyses. Data validity was tested through source and technique triangulation as well as member checking. The results of the study indicate that the implementation of the Homeroom Teacher policy at both schools has been in accordance with the Ministry of Education and Culture Regulation No. 11 of 2025, targeting all subject teachers and supported by the availability of human resources. School principals have demonstrated support for the policy, but its implementation has not been optimal. Communication and coordination with the Surabaya City Education Office and school supervisors have not been optimal, leading to differences in understanding regarding implementation. Some teachers still view the Homeroom Teacher policy as an additional workload, while at SMP Negeri 4 Surabaya, the role of the Homeroom Teacher is interpreted similarly to that of a class advisor. Parental support serves as a facilitating factor, whereas insufficient policy dissemination poses a challenge. Overall, the implementation of the Homeroom Teacher policy is underway, but has not yet been optimal.
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