Evaluation of Teacher Performance in Teaching and Learning Process Ratna Khairunnisa 1 , Nurul Hikmah 2 , Juan Vicki Ada’Komman 3 {ratna@uwgm.ac.id 1 , nhikmah923@yahoo.com 2 , juanvicky7@gmail.com 3 } 1,2,3 University of Widya Gama Mahakam, Jl. K. H. Wahid Hasyim No. 28 Samarinda, East Borneo Abstract. This study aims to evaluate teacher performance in teaching and learning process at SDN 014 Pa’Padi sub-district of Krayan. The researchers applied qualitative approach to collect and analyze data from four participants, consisting of a headmaster and three teachers of SDN 014 Pa’Padi sub-district of Krayan, as the research subjects. In collecting the data, the researchers conducted interview, field notes (observation), and documentation. The data were analyzed through data reduction, data display, and drawing conclusion by using CIPP (context, input, process, and product) method. Observation result showed that performance of civil servant teacher was in very good criteria, making up 61,11%. Meanwhile, performance of non-permanent teachers is in good criteria, making up 83,33%. In brief, performance of non-permanent teacher was better than civil servant teacher due to their ‘unsafe’ status and career in teaching. When their performance does not meet standard, government might stop their career in teaching. Keywords: Evaluation, teacher performance, teaching and learning process 1 Introduction Teacher is the main component that mostly determines the success of education. Therefore, it is a must for teacher to have academic qualification, professional teacher certificate, physically and mentally healthy, and capability to achieve national education target, followed by teacher’s main responsibility, specifically; to educate, to teach, to guide, to lead, to train, to assess and to evaluate students in formal education at level of early childhood education, primary education and secondary education[1]. It is important to develop teacher’s competence continuously to produce qualified and professional teacher. As a main resource at school, teacher is required to be innovative and creative in learning process as well as in self-development for her/his competence[2]. Teachers, especially those who are civil servant, are obliged to enhance their competence through trainings and workshops, classroom action research, making scientific research, and scientific innovation, that will facilitate teachers for promotion and becoming professional teachers[3]. Teacher performance is the manifestation of their main responsibility as teacher. The better they perform their responsibility, the more visible their qualified performance [4]. It prevails to both types of teacher; civil servant teachers and non-permanent teachers. Teachers’ service is expected to shape better generation who are ready to inherit good culture as well as to fight for it[5]. As civil servant teachers, they receive not only basic salary, but also some allowances, such as functional allowance, wife allowance, rice allowance and child support[6]. Despite those ICBLP 2019, February 13-14, Sidoarjo, Indonesia Copyright © 2020 EAI DOI 10.4108/eai.13-2-2019.2289457