Solusi Peningkatan Kesejahteraan Guru PAUD dalam Rangka Meningkatkan Kualitas Layanan Pendidikan di Sumatera Barat

Putri Nabila Agustin

doi:10.61132/paud.v2i4.777

Authors

Putri Nabila Agustin Universitas Negeri Padang

DOI:

https://doi.org/10.61132/paud.v2i4.777

Keywords:

early childhood education, honorary status, PAUD teachers, welfare, West Sumatra

Abstract

Early Childhood Education (PAUD) honorary teachers in West Sumatra face serious welfare challenges, with incomes far below the Provincial Minimum Wage (UMP). This condition affects work motivation, limits access to professional development, and reduces the quality of early childhood education services. This study aims to analyze the current welfare conditions of PAUD honorary teachers, identify the factors contributing to low welfare, and offer strategic solutions involving the government, PAUD institutions, the community, and the teachers themselves. This research employed a literature review method by examining scientific journals, educational department reports, statistical data, government regulations, and supporting theories such as Human Capital and Work Motivation. The findings indicate that low welfare is caused by limited regional government budgets, reliance on parental fees, weak legal status of PAUD teachers, limited certification opportunities, and insufficient CSR and community support. Recommended solutions include increasing government funding, expanding ASN/PPPK recruitment opportunities, strengthening institutional management, collaborating with private sectors, and enhancing teacher competence through continuous training. In conclusion, improving the welfare of PAUD teachers is an urgent step to strengthen the quality of early childhood education services and support the achievement of national education goals from an early age.

References

Apriliani, E. I., Sholihah, A., Aisyah, A. N., Khasanah, I. N., & Amelia, V. A. (2023). The influence of welfare on the performance of early childhood education teachers. Bulletin of Early Childhood, 2(2), 18. https://doi.org/10.51278/bec.v2i2.1014

Ardilla, T., Setiasih, O., & Mariyana, R. (2021). The relationship of welfare levels with pedagogic competence of early childhood teachers in Solokanjeruk Bandung.

Aydin, B., & Demiröz, M. D. (2023). Theoretical and empirical literature of the relationship between human capital and economic growth. Finans Ekonomi ve Sosyal Araştırmalar Dergisi, 8(2), 431–448. https://doi.org/10.29106/fesa.1267542

Chaudhary, M., & Biswas, A. (2025). Do narcissism and resilience personality traits ignite university students’ desirability and entrepreneurial intentions? Moderation of pursuit of excellence and risk. International Journal of Educational Management, 39(3), 540–571. https://doi.org/10.1108/IJEM-02-2023-0048

Dlamini, J., Du Plessis, A. R., & Markham, L. (2023). Staffing and retention challenges of teachers in rural schools of Eswatini: The case of the Lubombo Region. International Journal of Rural Management, 19(3), 361–378. https://doi.org/10.1177/09730052221084767

Fatah, A. A., Andriani, N., & Hidayat, G. N. (2023). Unleashing the philanthropy fund’s potential for a sustainable tomorrow: A comprehensive overview. Journal of Infrastructure Policy and Management, 6(2), 89–102. https://doi.org/10.35166/jipm.6.2.89-102

Ginting, T. G. (2024). Forming a solid foundation: The role of early childhood education in character development. Solo Universal Journal of Islamic Education and Multiculturalism, 2(1), 71–82. https://doi.org/10.61455/sujiem.v2i01.148

Gustina, H., & Puridawaty, B. (2024). Level of understanding of pre-school teachers on child rights fulfillment and protection at PAUD units in Gunung Talang Sub-District, Solok Regency, West Sumatra. Journal of Scientific Research, Education, and Technology, 3(2), 698–703. https://doi.org/10.58526/jsret.v3i2.400

Hasbi, M. (2020). Investing in quality early childhood education for quality Indonesian human resources. In Proceedings of the International Conference on Early Childhood Education and Parenting 2019 (ECEP 2019). Atlantis Press.

Johnson, A. D., Phillips, D. A., Partika, A., The Tulsa Seed Study Team, & Castle, S. (2020). Everyday heroes: The personal and economic stressors of early care and education teachers serving low-income children. Early Education and Development, 31(7), 973–993. https://doi.org/10.1080/10409289.2020.1785266

Mansir, F. (2021). The urgency of children education in preventing mass ignorance in Indonesia. Jurnal Kependidikan, 7(4), 810. https://doi.org/10.33394/jk.v7i4.4306

Pakpahan, F. H., & Saragih, M. (2022). Theory of cognitive development by Jean Piaget. Journal of Applied Linguistics, 2(2), 55–60. https://doi.org/10.52622/joal.v2i2.79

Pérez-Durán, I., Acebillo-Baqué, M., & Comellas-Bonsfills, J. M. (2025). Teaching social inclusion, public policy and governance through active learning and educational games. Teaching Public Administration, 43(3), 294–310. https://doi.org/10.1177/01447394241307506

Rafiq, S., Kamran, F., & Afzal, A. (2023). Enhancing professional motivation in early childhood teacher education: Unraveling issues and challenges. Journal of Social Sciences Development, 2(1), 26–43. https://doi.org/10.53664/JSSD/02-01-2023-03-26-43

Ramadhan, S., Guswanti, N., Rahayu, E., Zalisman, Z., & Akhyar, Y. (2022). Early childhood tahfizh education: Optimization of children's development and religious soul in the golden age. Al-Ishlah: Jurnal Pendidikan, 14(2), 2031–2042. https://doi.org/10.35445/alishlah.v14i2.377

Romlah, S., Imron, A., Maisyaroh, Sunandar, A., & Dami, Z. A. (2023). A free education policy in Indonesia for equitable access and improvement of the quality of learning. Cogent Education, 10(2). https://doi.org/10.1080/2331186X.2023.2245734

Saitadze, I. (2021). Mediating effects of early childhood programs and high-quality home environments on the cognitive development of poor children involved in the child welfare system. Children and Youth Services Review, 120, 105736. https://doi.org/10.1016/j.childyouth.2020.105736

Salma, S. P., Abdurahman, M., & Khalid, S. M. (2025). Review of constructivism theory in analyzing conventional learning media for Arabic subjects. Tsaqofiya: Jurnal Pendidikan Bahasa dan Sastra Arab, 7(2), 410–433. https://doi.org/10.21154/93hs7f32

Setyaningrum, A. E., & Rahmania, F. A. (2025). Applying Maslow’s motivation theory to enhance teacher productivity in Islamic boarding schools. Asian Journal Collaboration of Social Environmental and Education, 3(1), 30–44. https://doi.org/10.61511/ajcsee.v3i1.2025.1942

Sonbai, E. I., & Waluyo, E. (2025). Implementation of sustainable holistic-integrative early childhood education (PAUD HI) post UNICEF assistance. Journal of Education Research and Evaluation, 9(2), 319–329. https://doi.org/10.23887/jere.v9i2.90106

Tanang, H., & Abu, B. (2014). Teacher professionalism and professional development practices in South Sulawesi, Indonesia. Journal of Curriculum and Teaching, 3(2). https://doi.org/10.5430/jct.v3n2p25

Zamzami, Z., Wahyuni, S., & Reswita, R. (2025). Enhancing early childhood learning quality: A qualitative study on teachers’ strategies and pedagogical approaches in Indonesian preschools. Al-Ishlah: Jurnal Pendidikan, 17(1). https://doi.org/10.35445/alishlah.v17i1.7219

Zemaitaityte, I., & Pauriene, G. (2024). Reflecting on biography as a factor in teachers' self-development towards a welfare state. SHS Web of Conferences, 184, 03003. https://doi.org/10.1051/shsconf/202418403003