Performance of Early Childhood Education Teachers in STEAM Learning

Abstract

The purpose of the study was to analyze the performance of early childhood education teachers in implementation STEAM learning through classroom supervision. The research method was mixed quantitative and qualitative methods. The researcher selected 8 Kindergartens with 8 supervisors conduct performance appraissal to teachers at there. The sampling technique used purposive sampling. Collection data used classroom supervision’s instrument with event-sampling observation technique, and documentation. The results showed from 8 samples of Kindergarten teachers, their performance did not meet the requirements according to performance standards even though the overall average teacher performance score in STEAM learning was in the sufficient category with a mean score of 72,62 The results of the observation significantly supported the gap in teachers performance, namely that the performance of early childhood education teachers during STEAM learning needed to be improved in phases, imclude explore, extend, engage, and evaluate. Constructive feedback included teachers having to be more proactive, clear, and organized in teaching practices in STEAM learning. The implications of this supervision are the basis for the importance of development and improvement teacher skills in implementation STEAM learning with innovative professional development programs.