Heru Novianto, Nurkhasanah, Nurkolis Nurkolis

The Role of Professional Organization (PGRI) in Protecting Teachers Right

Introduction

The role of professional organization (pgri) in protecting teachers right. Explore the vital role of the Indonesian Teachers' Association (PGRI) in protecting teachers' rights and promoting their professional development under Law No. 14 of 2005. A qualitative study.

Abstract

The progress of a nation is reflected in its per capita income, life expectancy, and education level. Higher education levels lead to better human resource quality, which is essential for national and global competitiveness. Teachers play a crucial role in the educational process, and their rights must be protected to ensure their effectiveness. This paper examines the role of the Indonesian Teachers' Association (PGRI) in advocating for teachers' rights as outlined in Law No. 14 of 2005. The study employs a qualitative approach, utilizing literature review and case studies to analyze PGRI's efforts in protecting teachers' rights and enhancing their professional development. The findings indicate that PGRI is instrumental in safeguarding teachers' rights, providing legal protection, and promoting their welfare.

Review

This paper, titled 'The Role of Professional Organization (PGRI) in Protecting Teachers Right,' addresses a critically important topic at the intersection of educational policy, professional welfare, and national development. The abstract effectively highlights the foundational premise that a nation's progress is intrinsically linked to its educational attainment and the quality of its human resources, with teachers being central to this equation. The focus on the Indonesian Teachers' Association (PGRI) provides a specific and relevant case study for understanding how professional organizations contribute to upholding the rights and ensuring the effectiveness of educators, particularly within the framework of Law No. 14 of 2005. This research is timely, given the global emphasis on teacher well-being and professional standards. Methodologically, the study adopts a qualitative approach, leveraging both literature review and case studies to delve into PGRI's efforts. This combination suggests a robust framework for exploring the nuanced dynamics of advocacy and protection, allowing for both a broad theoretical understanding and specific contextual insights. The abstract states clear findings: that PGRI is "instrumental" in safeguarding teachers' rights, providing legal protection, and promoting their welfare. This positive assessment indicates a successful outcome in achieving the study's stated objective, suggesting that the paper will offer concrete examples and analyses of how the organization fulfills its mandate in practice. The research outlined in this abstract promises to make a valuable contribution to the literature on educational policy, professional organizations, and human resource development, particularly within the Indonesian context. By detailing the functions and effectiveness of PGRI, the paper offers insights that could be beneficial for policymakers, educational administrators, and teacher organizations seeking to strengthen support mechanisms for educators globally. The clear articulation of PGRI's positive impact in protecting rights and enhancing professional development underscores the crucial role such bodies play in fostering a conducive environment for quality education. I anticipate that the full paper will elaborate on the specific mechanisms and challenges faced by PGRI, thereby enriching our understanding of practical advocacy in action.

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