Evaluating Local Government Teacher Professional Development Programs Using the CIPP Model: Evidence from Primary Schools in Bogor Regency
DOI:
https://doi.org/10.17509/mimbar-sd.v13i3.65Keywords:
teacher professional development; CIPP model; primary education; program evaluation; local governmentAbstract
This study evaluates the effectiveness of teacher professional development (TPD) programs implemented by local governments using the Context, Input, Process, and Product (CIPP) model. The study addresses the gap between policy-driven training initiatives and their actual impact on teacher competence and instructional practices. A qualitative case study approach was employed involving education officials, school principals, and primary school teachers in Bogor Regency. Data were collected through in-depth interviews, observations, and document analysis, and analyzed using thematic analysis aligned with the CIPP framework. The findings indicate that: (1) context evaluation reveals limited alignment between program design and school-specific needs; (2) input evaluation shows that planning is not based on systematic needs assessment; (3) process evaluation highlights procedural implementation with minimal innovation and follow-up; and (4) product evaluation demonstrates limited impact on teachers’ professional competence. The study concludes that although the program is administratively implemented, its effectiveness remains suboptimal. This research contributes to strengthening evaluation-based approaches in teacher professional development and provides practical implications for policy improvement.
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Copyright (c) 2026 Aty Susanti, Rita Hastuti, Miswan Miswan, Andriani Sariwardani, Erna Kusumawati, Eki Dudi Darmawan (Author)
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