![]() There are many facets of teacher profession, yet most of the study about the teacher is focusing on its professional feature, such as teachers productivity (Ahmadi, 2018), or teaching methods and teachers work management (Surachman 2017). This article aims to enrich the study in the sociology of work, especially for the teaching profession. By this decree, the provincial government deliberately provides nonpermanent employment, which drives the growth of precariat class. On the other hand, this regulation makes the discussion on precariat become more relevant. Second, the regulation is necessary as a part of the provincial budget efficiency. First, it can work as a solution to appease the demands of nonpermanent teachers who always request to be promoted as a permanent teacher in public schools. For the provincial government, the decree is a way to achieve two objectives. State government and its bureaucracy has taken the path of liberalization, and step in the development process in order to nurture it in ways that will speed that process up (Wylde, 2017 Shahrukh and Jens, 2011). The Decree is an example of public sector reform program known as the new public management (Verger et al, 2016: 8). The enactment of this regulation marks the official beginning of a flexible job system in public schools under the provincial government of Jakarta. IEC employees have an annual working contract with the provincial government which can be renewed annually based on certain considerations and recommendations from the principal of the school where the employee works. 1259 of 2017 that regulates the appointment of teachers and educational staff of public schools in Jakarta as employees under the Individual Employment Contract (IEC). Jakarta provincial education office has issued Decree No. As one of the examples, the Indonesian government recruits nonpermanent staff to fill vacancies in the state institutions, such as ministerial offices and public schools. However, there are emerging tendencies that more flexible employment characteristics are featuring on several types of employment in the public sector (Standing, 2011: 50 Tjandraningsih, 2016). Therefore, working as a civil servant is considered as an achievement which guarantees a place in an established middle-class social stratification. All this time, employment in state own institutions are considered as an example of a job that provides stable employment status and financially prosperous. This article argues that the public sector has started to contribute to the growth of the precariat working class. Several studies on this topic are usually associated with cases relating to nonpermanent employment status. However, the discussion of precarity that is associated with employment in state own institutions tends to be ignored. The second approach sees precariat as a social condition, which refers to a state of vulnerability and uncertainty that can be temporary or permanent and influence people’s emotion and behavior on their daily life (Han, 2018 Allison, 2012 Lloyd, 2009). The main characteristic of its member is that they work in a job with nonpermanent employment status and does not provide enough compensation for their well-being (Lee, 2016 Standing and Jandric, 2014 Davis and Kim, 2015). The precariat is a working class which is placed right under the proletariat social class. The first is approaching precarity as a form of social class, which examines the experience of people who suffered by precarity because of their position within the production process. This notion about precarity has evolved into two distinctive perspectives. Scholars have generally defined precariat as a state of vulnerability in daily life (see Standing, 2011 Butler, 2004). ![]() ![]() The precariat is the latest conceptualization of social class. Precarity, employment, non-permanent teacher The regression model is Y = 1866 + 0.045X. ![]() The years of service symmetrically influences teachers perception on the precarious side of their employment status. The survey finding concludes that most of the respondents perceived that their employment status has high uncertainties in all of the dimensions. Each respondent has identical employment status that is called the Individual Employment Contract (IEC).The respondent perception is measured through seven dimensions of job uncertainty, which are job uncertainty, work uncertainty, career uncertainty, working environment uncertainty, skill uncertainty, income uncertainty, and representation uncertainty. A survey has been conducted to 50 non-permanent teachers from10 state own junior high schools in the Ciracas District, East Jakarta, Indonesia. This article examines the influence of the years of service on non-permanent teachers’ perception on the precarious side of their work. ![]()
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