Teacher Behavior in Obligation of Continuing Profession Development

The Sustainable Capacity Development Program is an effort by the government to improve teacher quality and professionalism. For some teachers that CLA is only for promotion and promotion requirements so that once the goal is Reached the teacher has not developed his profession. This study aims to explain the Behavior of Teachers in the policy of Sustainable Food Development program, and problems that Arise in Arjasari teachers in SMPN 2 Bandung West Java regency. In this research there are three problem formulation items, namely, First, How is the teacher's attitude about the obligation of continuous professional development in SMPN 2 Bandung regency Arjasari? Second, How does the teacher give meaning to the obligation of continuous professional development (PKB) for teachers of SMPN 2 Arjasari Bandung Regency? Third, What are the factors behind the behavior of teachers SMPN 2 Bandung regency Arjasari about the obligation of professional sustainable development (PKB)?. This research is a descriptive qualitative research with phenomenology research strategy. The subjects of this research are two teachers of SMPN 2 Arjasari, the informants of this research are the principal of SMPN 2 Arjasari, and the deputy head of curriculum field. Data collection techniques in this study are observation, interviews, and documentation. Data analysis techniques with the use of coding techniques stages of open coding, axial coding, and selective coding, PKB is the development of teacher competencies that are Carried out in accordance with the needs, gradual and continuous to improve the professionalism of teachers. CBA consists of three kinds of activities (1) self-development, (2) scientific publications, and (3) innovative works. In reality PKB has been implemented a Arjasari in SMPN 2 Bandung, but there are still some obstacles that must be Overcome by some teachers. PKB Several policy is allegedly facing problems, so that in the implementation of the behavior of teachers there are pros, cons, and apathy of the CLA program, and in giving meaning there are positive and negative to the program PKB. First, the burden of teaching teachers 24 hours per week is very heavy. Secondly, teachers are not prepared in Earnest to Become Researchers. Third, the management of teacher performance appraisal system is less fair. The alternative solution is to revise Regulation no. 74 of 2008 the which regulates the workload of teachers to a minimum of 18 hours, a maximum of 24 hours, so that is equivalent to the burden of lecturers. Another thing that is, encouraging teacher training research on an ongoing basis by involving LPMP and experts from the high hunting. In the implementation of teacher age, as well as the lack of knowledge of teachers to be internal factors in the CBA, and the lack of socialization of CLA as a whole from the government Becomes an obstacle of external factors PKB program