The purpose of this study was to: (1) describe the work culture of teachers
in administrative work in MI Yatpi Getasrejo Grobogan District, (2) To describe
the work culture of teachers in the learning process in MI Yatpi Getasrejo
Grobogan District, (3) To describe the work culture of teachers in implementing
the evaluation in MI Yatpi Getasrejo Grobogan district, and (4) To describe the
work culture of teachers in the follow-up results of the evaluation in MI Yatpi
Getasrejo Grobogan District.
This research is a qualitative ethnographic approach. The experiment was
conducted in MI Yatpi Getasrejo Grobogan District. The research data collected
in this study contains information on the results of participant observation and
respondent's answer is the Principal and Teachers MI Yatpi Getasrejo through
interviews. Sources of data in this study include: 1) The informant, which consists
of the Principal, teachers, school staff, School Committee, and the surrounding
community; 2) Records and documents, 3) records an d documents held Yatpi
Getasrejo MI associated with school profiles , vision, and mission, 4) The place
and incidents. Methods of data collection in this research with interviews,
participant observation and documentation.
Based on the results of the study concluded that: (1) Culture of teachers in
doing administrative work in MI Yatpi Getasrejo Grobogan district based on the
administrative aspects. In preparing the syllabus, the Head of MI Yatpi Getasrejo
Sub Grobogan give complete freedom to teachers to develop it. Preparation of
annual program and semester programs in MI Yatpi Getasrejo District Grobogan
education refers to the calendar that have been defined and developed by subject
teachers concerned, as well as the preparation of implementation plan of learning
left entirely to the teacher in question, (2) teachers' work culture in the process
learning in MI Yatpi Getasrejo Grobogan District includes 3 (three) activity,
which is preliminary, and cover the core activities. Preliminary activities are
conducted before the learning activity in MI Yatpi Getasrejo Grobogan District is
giving greetings to the children, pray at the beginning of learning, roll students,
and also ask for previous learning materials, the homework or assignments. In
connection with the implementation process of learning, the use of learning
methods in MI Yatpi Getasrejo Grobogan district vary widely, (3) Culture in conducting evaluations of teachers working in MI Yatpi Getasrejo Sub Grobogan
be in writing and verbally, and (4) Follow-up results of the evaluation as work
culture of teachers in MI Yatpi Getasrejo Grobogan District of improvement and
enrichment. Determination of the classification of students for improvement and
enrichment refers to the provisions already enacted MI KKM Yatpi Getasrejo
Grobogan district average of 60
