EDUCATIONAL QUALITY ASSURANCE MANAGEMENT IN IMPROVING AND DEVELOPING THE MIDDLE SCHOOL PROFESSIONALISM TEACHERS

This article discusses the management of educator quality assurance in improving and developing teacher professionalism conceptually which includes the implementation of recruitment, the development of teacher professions and termination of employment as an important function in ensuring quality education quality. This article is made by reviewing and gathering information from various references to books, articles and journals that are used as material in conceptually studying and adding insight related to educator quality assurance. The management of educator quality assurance is a good step to support the improvement and acceleration of the improvement of the quality of human resources in the field of education in accordance with the need to improve educator standards and quality, but in implementing educator quality assurance management is expected to be balanced between recruitment, professional development, welfare development and termination of employment. There is still a lot of implementation in the field that causes workload and professional development for senior educators, mediators and juniors and creates new problems in education.


INTRODUCTION
As the main figure in the process of education in schools, teachers play a major role in determining the success of students, especially in relation to the process of achieving good learning outcomes. The teacher is the most influential component in creating quality learning processes and results. The main task of a teacher is to educate, teach, guide, direct, train, assess, and evaluate students. 1 In carrying out its duties, teachers apply expertise, skills that meet certain quality standards or norms obtained through professional education. 2 Based on research from Sumarsono (2014), we must be aware of the important role of teachers and the growing demand for teacher professionalism, the government establishes various policies aimed at improving teacher quality. 3 Teacher professional development is very important in improving the quality of education today, given the professionalization of teachers (educators) is a necessity, especially if we look at the current objective conditions relating to various things encountered in carrying out education. The same thing was expressed by Yusra (2013), the world of education is currently in desperate need of professional teachers. This is intended to have educational interaction between teachers and students. 4 A job can be categorized as a profession if it fulfills a number of conditions, such as needed services, based on a scientific discipline, the trimester must go through sufficient education and training, have a code of ethics, organization, and professional culture. 5 Among these conditions, the existence of disciplines that underlie a profession is the most important requirement. This is because the level of professionalism of a profession is measured by scientific complexity and the underlying theory.  Yusuf, M. Dan Ruslan. (2014). Pengaruh kompetensi profesional guru biologi yang telah tersertifikasi terhadap hasil belajar siswa di sma se-kota ternate. Jurnal Bio Edukasi 3(1) ISSN 2301-4678. 2 Hidayah, F. (2013). Perbedaan tingkat efficacy ditinjau dari status sertifikasi pada guru sekolah menengah atas di Tuban. Jurnal Psikologi Pendidikan 2(1). 3 Sumarsono, R.B. (2014). Pengembangan profesi tenaga pendidik melalui karya ilmiah dalam rangka menuju pendidikan yang bermutu. Jurnal Administrasi Pendidikan FIP UM Prosiding Seminar Nasional. 4 Yusra. (2014). Upaya peningkatan efisiensi tenaga guru profesional dalam pencapaian mutu pendidikan. Jurnal 10(1) 5 Trianto. (2010). Pengantar Penelitian Pendidikan bagi Pengembangan Profesi Pendidikan dan Tenaga Kependidikan. Jakarta : Kencana Prenada Media Group. process of learning, assessing the results of learning, guiding and training, and conducting research and serving the community. 6 Educators in question are teachers and lecturers as professionals as holders of professions in the field of education. As stated in Republic of Indonesia Law No. 14 of 2005 concerning Teachers and Lecturers, teachers are professional educators with the main task of educating, guiding, directing training, assessing, and evaluating students in early childhood education, formal education, basic and secondary education.
Whereas regarding the qualifications of teachers is also strengthened in the Law. Recognition of the position of the teacher as a professional is proven by an educator certificate. 7 Teachers as the profession of the education profession, in carrying out their profession must have competence as stated in Law No. 14 of 2005 concerning Teachers and Lecturers.
Article 10 Paragraph (1) of the Law states that teacher competencies include pedagogical competencies, personality competencies, social competencies, and professional competencies obtained through professional education. 8 Malaysia has made many efforts to answer the teaching profession's questions. The latest development of the policy to transform Malaysian education can be seen in government actions launching a blueprint education strategy called the Education Development Master Plan (2006Plan ( -2010 and the National Education Blueprint (2013-2025) which aims to improve Malaysian education standards and quality. Among the core strategies for improving the quality of education make teaching a prestige profession to ensure that schools will have quality teachers to improve the quality of education in the school system. 9 There are several common elements in the world's most successful education policy system that focus on developing teacher professionalism as an important field of quality education. These include extensive opportunities for formal and informal professional development, professional learning and collaboration, ongoing professional development activities, and teacher involvement in curriculum decision making and teaching practices. 10 The involvement of the teacher profession in educational policy reform initiatives has become one of the important components for the development of education, especially in Asian 6 Undang-undang Nomor 20 Tahun  countries which are currently experiencing socio-economic and cultural transformation. 11 In the context of policy, the increasing attention to the development of Malaysian education to improve the teaching profession can be understood as a continuous effort to achieve the ultimate goal of improving the quality and standards of education. In this regard, policies that lead to the professional development of Malaysian teachers cover various fields of action and discourse, from the central government, to places where practice is resolved and influenced by changes in educational needs and teacher professionalism, as well as social, political and economics of education. 12 Apart from the country's small geographical size, Singapore's economy is one of the most prosperous in the world. Not only is it ranked as the best country in Asia in the world to do business, but Singapore is also turned on as a high-performance education system with features that other systems can learn from. 13 The organization for the Cooperation and Development Economy also commented on the strong link between education and economic development in Singapore, as well as between policy formulation and policy implementation.
The MOE oversees and manages all Singapore public schools and has a strong supervisory role for private schools. In 2015, the island state had 182 primary schools, 46 of which were government-funded private schools, and 154 secondary schools, 31 of which were government-funded private institutions. Singapore is able to design a comprehensive strategy for developing high-quality education systems, and at the center of this approach are trained and supported by both teachers and school leaders. 14 Knowing that teacher quality makes the biggest difference in student achievement, the school system is most effective in investing in professional and personal development of educators. 15 Singapore sponsors selected candidates, available lines of teacher education and career development pathways. This is supported by their respective frameworks to ensure that 11 The involvement of the teacher profession in educational policy reform initiatives has become one of the important components for the development of education, especially in Asian countries which are currently experiencing socio-economic and cultural transformation (Petras, Jamil & Mohamed, 2012;Thair & Treagust, 2003) 12 Jamil, H. (2014). Teacher is Matter for Education Quality: A Transformation of Policy for Enhancing the Teaching Profession in Malaysia. CICE Hiroshima University, Journal of International Cooperation in Education, Vol.16 No.2 (2014) pp.181 -196. 13

II. RESEARCH METHODS
This article is made by reviewing and gathering information from various references both books, articles and journals that are used as materials in studying and adding conceptually insight that is related to the management of educator quality assurance. After gathering information and through a series of literature studies and thought processes, all the theories, concepts, facts and information obtained are reviewed in the implementation of educator quality assurance management systems which are then integrated into one scope of discussion that is able to answer the author's curiosity regarding the quality assurance system educators to meet the quality standards of Indonesian education through education studies that have been conducted in Malaysia and Singapore.

Teacher's position
The teacher's profession is held by someone who is consciously responsible for educating, teaching and guiding students. 17 They also have to have the ability to design learning programs and be able to organize and manage classes so that students can learn and eventually reach maturity as the ultimate goal of the education process.
As the main figure in the education process at school, the teacher plays a major role in determining the success of students, especially in relation to the process of achieving good learning outcomes. 18 The teacher is the most influential component in creating quality learning processes and results. The main task of a teacher is to educate, teach, guide, direct, train, assess, and evaluate students. In carrying out its duties, teachers apply expertise, skills that meet certain quality standards or norms obtained through professional education. 19

INSTITUT AGAMA ISLAM SUNAN KALIJOGO MALANG P-ISSN 2622-9293 / E-ISSN 2721-9658 Volume 3 Nomor 1 Juni 2021
Professional teachers are people who have special abilities and expertise in the field of teacher training so that they are able to perform their duties and functions as teachers with maximum abilities. 20 The qualifications of teacher education are in accordance with the minimum prerequisites determined by the requirements of a professional teacher. Teacher and Lecturer Law No. 14 of 2005 explains that a professional is a job or activity carried out by a person and becomes a source of income for life that requires expertise, skills, or skills that meet certain quality standards or norms and requires professional education. 21 The nature of professional teachers is teachers who are able to provide the best service for their students with their special abilities, so that students can receive and understand the delivery of the material provided. 22 A teacher is not only required to have educative technical skills in carrying out his duties, but also must have a reliable character so that it can be a role model for students, families, and society. The development of teacher professional characters encourages the development of teacher potential continuously and continuously in accordance with the teaching needs of each teacher.

Selection of Malaysian Educators (MedSI)
Providing quality education and improving overall student achievement is the mission of the Ministry of Education (MOE) in Malaysia. To fulfill this mission, the teachers play an important role in implementing the policy. 23 Efforts to improve the teaching of traditional practices and improve teacher choice are some of which are educational reforms that aim to enrich the teaching profession. Today's teaching profession is becoming more challenging, so it requires teachers to continue to equip themselves with renewal of knowledge and abilities.
With this in mind, the MOE intends to employ all individuals who are capable and will then teach future generations.
The road to becoming a teacher begins when an individual first chooses to teach as a profession, both for idealistic and practical reasons. Therefore, the process of selecting prospective teachers needs to be done strictly.  The development of teacher education and selection in Malaysia is closely related to the progress and progress of the national education system. The teacher education syllabus, recruitment of teacher training participants, duration of training, content and methods of training tend to vary with changes in the needs of the school system. 24 The history of teacher education actually begins with the initial system of education, which refers to the Islamic education system. The first Islamic institution is the Quran school, followed by Pondok and Madrasah. After independence, the influence of the British education system still exists in this country. The government is building more schools to accommodate more students and there is an urgent need to recruit teachers to become staff of newly built classrooms. To address the problem of teacher shortages, they recruit teachers with academic qualifications as low as form 3, and these teachers undergo part-time training during school and weekend vacations at the central regional training and training academy. For secondary schools, the government invites teachers from the UK and India. 25

Teacher Professional Development in Malaysia
The efforts to develop sustainable education have been carried out, namely, Malaysia launching the Education Development Master Plan 2006(PPIP 2006 simultaneously with the Ninth Malaysia Plan 26 and the National Mission to achieve the main goals of quality education for all. PPIP 2006-2010 consists of six strategic drives whose agenda to improve the teaching profession is among the core strategies to achieve the goal of improving the quality of education. That is clearly stated in PPIP 2006-2010, the role of 24 Molly, N. and Lee, N. (2004). Malaysian teacher education into the new century. Reform of teacher education in Asia Pacific in the new Millenium: trends and Challenges. Education in the Asia-Pacific Region: Issues, Concerns andProspects, Volume 3, 2, 81-91, DOI: 10.1007/978-1-4020-2722-2-6. 25 Molly, N. and Lee, N. (2004). Malaysian teacher education into the new century. Reform of teacher education in Asia Pacific in the new Millenium: trends and Challenges. Education in the Asia-Pacific Region: Issues, Concerns andProspects, Volume 3, 2, 81-91, DOI: 10.1007/978-1-4020-2722-2-6. 26  This policy initiative is being sought to provide high-quality teachers to provide quality education to students. He hopes to have a direct impact to develop a strong status of a teacher and have an impact on their professional identity in relation to their prestige. 33 In improving the professional status of teachers and improving career paths for teachers, teacher and teacher educators whose performance is very well valued are rewarded through a multi-level remuneration system, including bonuses. There is also a master scheme teacher (promotion scheme; ET scheme) which was introduced in 1993 and provides professional recognition and service to teachers. The department head identifies excellent teachers for observation and assessment by the Federal Inspectorate of the school, which in turn proves the teaching performance of the teachers. Objectives for ET (very good promotion schemes are as follows: i) recognizing teachers who are good in their fields or subjects; ii) to improve the quality of teaching; iii) be a role model for other teachers; iv) to improve school excellence by utilizing ET experience and expertise, v) broadening the horizon of promotion in education services; vi) promoting teachers without leaving their teaching or changing into administrative tasks. 34

Teacher Recruitment in Singapore
To meet the changing needs and demands of the twenty-first century learning environment, it is very important for Singapore to be able to attract, choose and retain the people needed to educate the younger generation. While the MOE took over responsibility for the recruitment, preparation, certification, appointment and deployment of teachers for Singapore schools, this was not done separately but by partnering with NIE, schools, and other stakeholders (eg teachers, parents, other government ministries). , universities and the private sector). As sought Singapore continues to provide high-level qualifications among teachers, involvement like this goes beyond those associated with licensing standards that are common 32 Petras, Y., Jamil, H., & Mohamed, A. R. (2012). How do teachers learn? A study on the policy and practice of teacher professional development in Malaysia. KEDI Journal of Educational Policy,9(1), 51 -70. 33  in other countries. 35 Every year, KLH receives feedback from schools and the data itself makes strategic estimates about recruitment, plans for new schools, initiatives and programs. This section details national teaching standards from recruitment in preparation for progress in the teaching career.
The MOE recruited teachers from the top third of each graduating class group who qualified for higher education, and only one in eight applicants interviewed was accepted. In addition to satisfying basic academic standards, prospective teachers must also have the talent and interest in teaching. This is confirmed in interviews held by KLH officers and school principals and experienced teachers. 36 Throughout the year, KLH organizes several recruitment seminars called 'Teaching as a Career' for applicants who are interested in attending as well as opportunities for them to ask questions. Prospective students can apply to one of the graduates or non-graduate teacher education programs depending on their academic qualifications. The Ministry also invested heavily in teaching branding as one that was closely related to the important mission of nation-building. For example, bus ads about teaching have the following tagline, 'Forming the nation's future: One student at a time'.

Teacher Professional Development in Singapore
The teacher has access to several types of professional development opportunities.
They can increase their training through courses at the National Institute of Education (NIE) or at the Singapore Teacher Academy, which was established by the Ministry of Education and is an organization dedicated to providing conferences, forums and seminars for teachers, or study leave for those wishing to pursue a degree program . These programs range from inservice training to online classes on various subjects related to teaching. The Ministry and NIE also offer scholarship opportunities for teachers who are seeking MA and PhD degrees in Singapore or abroad, whether full or part time. Teachers can participate in professional development as much as 100 hours per year.

Teacher Early Education and Training
There is only one teacher training institution in Singapore -National Institute of Education (NIE). NIE is located at Nanyang University of Technology, one of the most prestigious institutions in the hierarchy of Singapore's higher education institutions. All 35 Low, E-L., and Tan teachers are trained at the National Institute of Education (NIE), which offers undergraduate and postgraduate degrees. Eighty percent of applicants who have received a bachelor's degree in the subject they will teach before entering the teacher education program. During their training, candidate teachers receive a monthly allowance equivalent to 60% of the salary of novice teachers, and their tuition is borne by the Ministry of Education. After they complete the training, the teachers must commit to a full three years at work.
Prospective teachers who already have a bachelor's degree in an approved field of study must complete one of the teacher education programs at the NIE, as well as pass or be excluded from the Skill Test Entrance. There are various programs for prospective teaching that are different, depending on the candidate's education level when entering the program.
These include a Diploma in Education, a Postgraduate Diploma in Education and a Bachelor of Arts / Science (Education), and a range of two to four years. Teachers with other credentials, such as an A-level (high school leave) exam) or a polytechnic degree, must complete an NIE degree program. The programs at NIE are focused on pedagogy and connections between educational subjects, not at the advanced level of academic training in certain subjects. What says that one cannot become a teacher in Singapore without mastering subjects to be taught at a high level, and at least a year of teaching that is challenging in teaching skills. This curriculum is constantly updated to reflect the changing needs of the Singapore education system.

3.3.2.2.
Teacher's Career Ladder There are three-way teaching careers that can be pursued in Singapore: the path of teaching, path leadership and specialist pathways. In the teaching pathway, teachers strive to become Principal Teachers of Teachers In the path of leadership, teachers can be promoted from leadership positions in schools to the position of Director General of Education. At the track specialist, the teacher focuses on research and teaching policies, with the highest level position being the Chief Specialist. There are 13 levels in each song. The first three levels are considered "general"; the next two stages are "senior" and then the top eight are "super senior".
At each level, there are salary increases and additional training and guidance opportunities.
For the first three years of teaching, all teachers receive annual salary increases. After that, salary increases are only available as part of a promotion along the career path.

IV. DISCUSSION AND CONCLUSION
Professional teachers are people who have special abilities and expertise in the field of teacher training so that they are able to perform their duties and functions as teachers with maximum abilities. 37 The qualifications of teacher education are in accordance with the minimum prerequisites determined by the requirements of a professional teacher. Teacher and Lecturer Law No. 14 of 2005 explains that a professional is a job or activity carried out by a person and becomes a source of income for life that requires expertise, skills, or skills that meet certain quality standards or norms and requires professional education. In the implementation of teacher professional development to achieve maximum ability a strategy is needed to become a professional teacher. 38 The development of educator quality assurance is adjusted to the school strategy and is supported by good quality teachers and follows educational needs that are always developed and prepared in advance through the School Revenue and Expenditure Plan (SREP). The strategy for teacher professional development is inseparable from the role of schools which emphasizes the existence of a continuous quality improvement program. The strategy used is the goal of national education that continues to develop itself in accordance with regional conditions, school conditions, and future potential. Teacher professional development is a process of activities in order to adjust the professional abilities of teachers with the demands of education and teaching. 39 In addition to teacher professional development strategies carried out by institutions, there are also activities carried out through professional organization forums by following Subject Teacher Consultation (STC) activities or seminars, workshops and training sessions conducted outside of teaching hours so as not to disturb the learning process in the implementation of professional development carried out by teachers. According to Kartini School readiness in educator quality assurance is also very important in the preparation of the SREP which has raised funds in the development of teacher professions that underlie the achievement of the development of four teacher professional competencies.
Teacher professional development is forced through activities in developing process standards and developing standards for educators and education personnel.
Although the activity of educator quality assurance prepared by the government and the school is good, it does not rule out any obstacles. Nevertheless, schools always monitor the readiness of teachers through assessment of teacher subject performance. The values of the teacher's performance based on the teacher's PK report and evaluation which includes 4 40 Kartini. K. (2011). Faktor-faktor yang mempengaruhi kompetensi profesional guru di SMK Negeri Losarang kabupaten Indramayu. Tesis FISIP Program Pascawarjana Universitas Indonesia. 41 Mustofa. (2007). Upaya Pengembangan Profesionalisme Guru Di Indonesia. Jurnal Ekonomi dan Pendidikan 4(1). Universitas Negeri Yogyakarta. 42 Mujtahid. (2009). Pengembangan Profesi Guru. Malang: UIN Press.