Evaluation of the Teacher Education Program in Department of Education and Culture of Sukabumi City

Abstract

This study evaluates the Teacher Education Program implemented by the Department of Education and Culture in Sukabumi City, Indonesia, in alignment with equity principles embedded in Mayor Regulation No. 139/2022. The evaluation employs the CIPP (Context, Input, Process, Product) model introduced by Stufflebeam & Zhang (2012), offering a multidimensional analysis of the program’s foundational goals, design features, implementation processes, and outcomes. The research uses a qualitative descriptive approach, incorporating data from interviews, field observations, and documentation involving program administrators and participating teachers. Findings demonstrate that the program advances instructional leadership and fosters pedagogical innovation among educators. Nevertheless, the evaluation identifies persistent challenges in access and participation, especially in geographically peripheral districts. These disparities are largely attributed to limited infrastructure, inconsistent outreach, and unequal resource distribution, highlighting the need for adaptive strategies in teacher professional development. The study underscores the importance of aligning national education policies with local conditions to enhance relevance and effectiveness. It contributes evidence-based insights for refining implementation models and strengthening the equity dimension of teacher development programs. Ultimately, the evaluation offers practical recommendations for improving inclusivity, resource support, and sustained engagement across diverse school contexts.