Empowering English Teachers through PKGBI: A Mixed-Methods Study on Pedagogical Competence Improvement

Abstract

The quality of English language education in Indonesia is closely tied to the competence of its teachers. To address this, the Ministry of Education introduced the PKGBI (Peningkatan Kompetensi Guru Bahasa Inggris) program, which provides contextual, continuous, and collaborative professional development. Although the program has gained positive recognition, limited research has examined its impact using both quantitative measures and qualitative insights. This study employs a mixed-methods design to investigate the relationship between PKGBI participation and pedagogical competence among junior high school English teachers, while also exploring their lived experiences in the program. The quantitative component applied a correlational design, with data collected from 80 purposively selected teachers and analyzed using Pearson Product Moment Correlation. The qualitative component adopted a phenomenological approach, using semi-structured interviews with 10 participants to capture how teachers perceive PKGBI, the benefits they experience, and the challenges they face. The findings reveal a significant positive correlation (r = 0.652) between teachers’ participation in PKGBI and their pedagogical competence. Teachers who were more actively involved demonstrated stronger teaching practices, higher confidence, and improved classroom strategies. Nevertheless, challenges such as time limitations and limited access were also identified. By integrating statistical evidence with teachers’ narratives, this study provides a comprehensive understanding of PKGBI’s effectiveness and offers practical recommendations for optimizing teacher professional development.

Keywords: PKGBI, pedagogical competence, teacher professional development, mixed methods, phenomenology