An Analysis of Factors Contributing to the Teacher Shortage in Rural Public Elementary Schools in Banyumas Regency
Abstract
This study aims to analyze the factors contributing to the low teacher-to-student ratio in rural public elementary schools in Banyumas Regency, identify the associated risks, and evaluate the solutions implemented by schools and local authorities. A qualitative approach with an exploratory descriptive design was employed. Data were collected through in-depth interviews with school principals and triangulated with information from teachers and officials at the Banyumas Regency Education Office. Thematic analysis was conducted using NVivo 14 software for transcription, coding, visualization, and mapping. The findings indicate that the low teacher ratio is primarily influenced by three factors: (1) geographically isolated school locations, (2) challenges related to teachers' cultural adaptation in rural contexts, and (3) policy constraints, particularly regarding the appointment of non-permanent teachers. The consequences of this issue include reduced instructional quality, increased teacher workload, and disrupted student learning outcomes. Solutions currently implemented include the recruitment of teachers through government employment schemes (PPPK and PNS), reassignment of existing teachers, and improvement of school infrastructure. This study recommends the formulation of more equitable teacher distribution policies supported by collaboration between government stakeholders, educational institutions, and local communities.
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DOI: https://doi.org/10.17509/tegar.v7i2.73419
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