International Journal of Science and Research (IJSR) ISSN: 2319-7064 ResearchGate Impact Factor (2018): 0.28 | SJIF (2018): 7.426 Volume 8 Issue 8, August 2019 www.ijsr.net Licensed Under Creative Commons Attribution CC BY The Phenomenology Study of Competence, Promotion, and Appreciation for Human Resources Educators: A Case Study Heribertus Yudho Warsono 1 , Budiyanto 2 , Akhmad Riduwan 3 1, 2, 3 Sekolah Tinggi Ilmu Ekonomi Indonesia, STIESIA Surabaya Indonesia Abstract: To achieve the results of students who are as expected, a variety of educational tools are needed in the form of educational facilities and qualified human resources for educators. In this research formulate how to make competency models and promotion of educator positions so that the quality of educators can answer all challenges from the aspect of education. The purpose of the research is to determine the best model for educators in terms of competency empowerment and promotion in order to produce student outcomes that are as expected. A Case Phenomenology Study at the Indonesian Navy's Doctrine, Education and Training of Indonesian Navy (Kodiklatal). The approach method used is descriptive qualitative with the type of phenomenal research. The results showed that there needs to be a strategy for empowering educators given directly from Educational Institutions. It is necessary to have learning organizations such as training commands for educators who are under the Kodiklatal Teaching Force Group for training and empowerment of teaching staff for innovating continuously. Keywords: Phenomenology Study, Competency-Promotion-Appreciation, Navy Educator 1. Introductions Kodiklatal is a Indonesian Navy Educational Institution that has the task of: 1) organizing doctrine development and unit organizations in the ranks of the Navy, 2) organizing the training and training of the Navy in order to support the task of the Navy. To be able to carry out this task, a variety of educational tools are needed both in the form of educational facilities and human resources of qualified educators in order to achieve the success of the Navy's main educational tasks optimally. In the 10 (ten) components of the Navy's education, to improve the quality of education is strongly influenced by the teacher who is the most decisive component, because in the hands of teachers the other components become more meaningful. The teacher is a very dominant component of education in improving the learning process[1]. An educator/teacher is one of the main factors in realizing educational goals, so professional educators are needed. According to the official regulation number / 1 / I / 2011 dated January 6, 2011 regarding technical guidance for nurturing Navy educators, mentions that educators are personnel who have mastered knowledge, skills, and skills and the ability to teach train and guide in an eye certain lessons taught to go through a process of education, transferring knowledge, skills, and technology to students in the naval education institution. However modern technology is used, or how much funding is prepared, without professional human resources everything becomes meaningless. To create quality student outcomes, professional human resource educators are needed, so the requirements for being an educator in a naval education institution must be fulfilled. In the Naval Doctrine, Education and Training Guidance organization, Kodiklatal educators are under the work unit of the Educator Workforce. The Working Group of Educator Workers is very important and strategic because it is directly under the command line, the Military Command Commander. The school leader is headed by an officer with the rank of senior colonel, who is responsible for the fields of teaching, training, mentoring and caring for students, the aspects of chemistry, and quality control/quality in the field of teaching. In determining someone as an educator, Human Resources should be chosen who have the competence as instructors or educators. However, in every recruitment, it is rare to pay attention to the competencies that should be possessed as educators. This can be seen, with the implementation of competency tests on each recruitment for Kodiklatal educators. Educators should be selected from officers who have talents/personalities/ educators or educators. From this understanding of personality, behavioral scientists have formulated the concept of the strengths-based approach. According to this thought, it is more useful to look for a personality that can be someone's strength, and then develop competencies that can be supported by that personality[2]. In accordance with the rules set out in various literature, that an educator must have competence, one of which is pedagogic competence. In relation to the competence of teachers/educators, according to Trianto defines teacher competencies, namely skills, abilities, and skills possessed by someone who is tasked with educating students to have a noble and noble personality as the purpose of education. Thus competency becomes a basic demand for a teacher that applies also to military educators/teachers at Kodiklatal. Where an educator must have competence and professionalism in carrying out his duties in order to produce the results of quality Navy soldiers educated. Qualifications are interpreted as things that are required academically and technically to fill a certain level of work. Thus, the existence of qualifications for an educator is useful to encourage educators to have expertise or skills as well as special skills in certain fields of education, especially Paper ID: ART202085 10.21275/ART202085 1111