Description and Analysis of the Competence and Performance of Mathematics Teachers during the COVID 19 Pandemic: A Study Conducted in Gorontalo City

Abstract

In the era of the COVID-19 pandemic, online learning has become the main alternative to the learning system taken by schools. The implementation of the online system certainly affects teachers' performance as the frontline in the success of a learning process. In this case, at least the teacher's performance has been directly or indirectly influenced by the learning system that is being carried out. This study aimed to describe and analyze the performance of teachers’ competencies during the COVID-19 pandemic. The study relied on a quantitative descriptive method, and the data were taken from the results of a questionnaire distributed to 89 teachers. The research instrument used questionnaires and interviews, which had previously been tested for validity and reliability. Furthermore, the results of the questionnaires were analyzed based on theories related to teacher performance and theories related to teacher competency development. The result showed that the teachers’ performances with the online learning system during the COVID-19 pandemic were varied and greatly influenced by the competence of the previous teacher. Based on these results, it could be concluded that teachers with high competence had higher performance than teachers with low competence in online learning. Likewise, there was an interaction between the ability of teacher competence and teacher performance in online mathematics learning. Further, the average performance of mathematics teachers in online learning was lower than the performance of teachers who use ordinary learning.