TEACHER WELFARE IN 3T REGIONS: A SOCIO-LEGAL ANALYSIS OF POLICY IMPLEMENTATION IN NORTH LOMBOK, INDONESIA
DOI:
https://doi.org/10.64451/ijees.v2i.14.2026Keywords:
teacher welfare, 3T regions, government policy, socio-legal study, education decentralizationAbstract
This study examines the effectiveness of government policies in improving the welfare of non-permanent teachers in disadvantaged (3T) regions, with a focus on North Lombok Regency, West Nusa Tenggara, Indonesia. Despite the legal mandate under Law No. 14 of 2005 on Teachers and Lecturers, which guarantees teachers the right to adequate income and social welfare protection, significant gaps persist between regulatory provisions and their implementation, particularly in remote areas. This research employs a socio-legal approach, combining normative juridical analysis with empirical data collected through interviews and document review. The findings reveal that local governments face structural and financial constraints in fulfilling teachers’ welfare rights, including limited regional budgets, weak policy coordination between central and local authorities, and the absence of standardized regulations for non-permanent teacher compensation. As a result, many teachers continue to receive salaries below the minimum living standard without adequate social protection. Furthermore, the recruitment and management of non-permanent teachers are often not based on systematic workforce planning, exacerbating disparities in teacher welfare. This study contributes to the discourse on education policy and decentralization by highlighting the disconnect between national legal frameworks and local implementation capacities in 3T regions. It suggests the need for integrated policy reform, including stronger fiscal support, clearer regulatory frameworks, and improved governance mechanisms to ensure equitable and sustainable teacher welfare.
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