Evaluation of Teacher Professional Training Program with Contextual, Input, Process, and Product (CIPP) Models

Abstract

The research objective is to evaluate the teacher professional training (TPT) programs using context, input, process, and product (CIPP) models. 80 teachers who had completed the TPT programs in Faculty of Economics, Universitas Negeri Medan, participated as the respondents. The researchers collecting the data using survey-based questionnaire and analyze it using descriptive statistics. The results of this evaluation study indicate the dominant aspects of the implementation of TPT programs as follows (1) Context aspect shows that TPT programs are useful in teacher professional development; (2) Input aspect shows that schools are qualified and cooperative in implementing field experience in the sub of TPT programs; (3) Process aspect shows that material content of performance tests are relevant to the criteria of teacher on pedagogical and professional competence; and (4) product aspect shows that the TPT programs affect changes in teaching methods in schools.