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Abstract

Teacher performance assessments in rural and urban areas are crucial to ensuring equitable education quality across a region. In urban areas, teaching performance assessments can help teachers provide information related to their ability to adapt to technological demands, curriculum, and high community expectations. Meanwhile, in rural areas, teaching performance assessment serves to identify limitations, improve competence, and encourage equitable access to education. The method used was mixed methods with a convergent parallel design. The sampling technique used was convenience sampling, involving 21 physical education teachers in Malang City and 21 physical education teachers in Malang Regency. The results of the quantitative analysis using the Mann-Whitney U test showed a p-value of 0.001 < 0.05, which means that there is a significant difference between the performance of teachers in rural and urban Malang. While the qualitative analysis stated that teachers in urban areas tended to be more humanistic, communicative, and varied, with a strong focus on learning orientation, motivational stimuli, appreciation, and creative warm-ups that support enjoyable and meaningful learning experiences. Conversely, teachers in rural areas are more prominent in technical aspects, with a more structured psychomotor learning structure and more intensive movement correction, but minimal in providing motivation and humanistic strategies. Thus, physical education teachers in urban areas focus more on experience and interaction, while rural teachers emphasize technical and instructional accuracy.

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