Outstanding Teachers’ Competition: Between Strategies and Challenges Rusi Rusmiati Aliyyah*, Widyasari Widyasari, Rasmitadila Rasmitadila, Sri Wahyuni Ulfah, Megan Asri Humaira Departement of Elementary School Teacher Education Djuanda University Bogor, Indonesia *rusi.rusmiati@unida.ac.id Didi Mulyadi Management Faculty STIE Pertiwi Bekasi, Indonesia didi.mulyadi@pertiwi.ac.id Abstract—The research is intended to find out the strategies of how outstanding teachers participated in a district, regencies/mayoralties, provincial and national excellent teacher’s competition. The study uses multi sites with four respondents consisting of National level outstanding teachers and headmasters from 05 Elementary School Sukasari Tangerang, representing Banten Province and of national level excellent teachers and headmaster from 03 state Elementary School Menteng Jakarta representing Jakarta Province 2018. Data collection techniques were carried out through interviews, observations, and documentation. The result shows that outstanding teachers intrinsically have professional, pedagogic, social, and personality competencies. They also have the fighting spirit to compete at the outstanding teacher's competition as an initial foundation. While the external motivation comes from the headmasters, school supervisors, educational authorities that provide knowledge in meeting the needed criteria and administration requirements. The research also confirms that mutual synergy among related parties and educational stakeholders. Among them are schools, teachers working group, educational authorities, universities, educational quality assurance agency, and Commission X of the Republic of Indonesia Parliament to produce the outstanding teachers in Indonesia. Keywords—outstanding teachers; competencies; strategy I. INTRODUCTION Educational principles within countries are to produce competent graduates having able to compete in the workplace and live in a society. But the competencies themselves develop and changes as the time change. The principal goal of education in the schools should be creating men and women who are capable of doing new things, not merely repeating what other generations have done; men and women who are creative, inventive and discoverers, who can be critical and verify, and not accept, everything they are offered [1]. The educational principles are aimed at developing and changing from the target of producing not only competent graduates but also critical in answering the challenges given to them in a changing society. The graduates must also be able to be inventors, creative in solving the changing challenges in society. The roles of the schools are crucial in producing those graduates as the educational qualities lie not only from the qualified teachers but also the support from the institutions or school management. Effective schools emphasize the importance of a quality teaching force in improving educational outcomes for students. The effect of teachers on student achievement is well established. Quality teachers are one of the most important school-related factors found to facilitate student learning [2]. Teachers’ effects in producing competent graduates are given credit. The most crucial questions are what kind of measurement models which apply to determine the quality of the teachers objectively. The importance of the teachers in producing competent graduates are also confirmed. The performativity agenda is accompanied by an acknowledgment of 'the teacher' as the crucial factor in the drive to raise educational standards [3]. The next question is, what kind of teachers will improve the quality of education? The simple answers shall be the ones who are competent, professional, and high achievers. To determine those qualities shall be focused on the performance appraisal concentrate on them. The teacher's performance appraisal shall be able to see the full potential they have. The performance appraisal will also determine the quality and professionalism of the teachers. It means those with outstanding competencies which can create the creativities and innovation aligned with the students. The facts not all teachers who have sound competencies, creativities, and professionalism can become high achiever teachers as the competition is very tight. They need institution in supporting the development of them so that their potential can be explored optimally. From those challenges, the researchers come to the hypothesis that having only the competencies will not be sufficient to become high achiever teachers. They need full support from all educational stakeholders to develop the potentials from them. In this paper, the researchers shall focus on the 1) the strategies in producing the high achiever teachers; 2) the coaching model for high achiever teachers in Banten and Jakarta provinces. Based on the above, it is necessary to develop outstanding teachers as a strategy in facilitating teachers in selecting Advances in Social Science, Education and Humanities Research, volume 400 3rd International Conference on Research of Educational Administration and Management (ICREAM 2019) Copyright © 2020 The Authors. Published by Atlantis Press SARL. This is an open access article distributed under the CC BY-NC 4.0 license (http://creativecommons.org/licenses/by-nc/4.0/). 153