Spatial Analysis of Social Studies Teacher Distribution and Its Impact on Learning Quality in Public Junior High Schools in Central Lampung Regency

Susiana Susiana, Muhammad Mona Adha, Dedy Miswar, Novia Fitri Istiawati

Abstract


This study investigates the spatial distribution of Social Studies teachers and its influence on learning quality in public junior high schools in Central Lampung Regency. Employing a quantitative descriptive approach with spatial analysis, data were collected through documentation, questionnaires, observations, and interviews, then analyzed using percentage analysis, correlation tests, and GIS-based spatial mapping. Results reveal that 35% of schools face teacher shortages, 25% experience teacher surplus, and the rest remain relatively balanced. Learning quality is significantly higher in schools with adequate teacher allocation (78%) compared to those with shortages (65%). Correlation analysis confirms a significant relationship between teacher distribution and learning quality. Contributing factors include geographical location (42%), teacher recruitment and transfer policies (30%), and limited school facilities (28%). These findings emphasize the need for proportional teacher placement, professional development programs, and policies considering geographic accessibility.

Keywords


spatial analysis, teacher distribution, learning quality, social studies, education policy.

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References


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DOI: http://dx.doi.org/10.52155/ijpsat.v53.1.7504

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