Penelitian ini termasuk dalam jenis penelitian deskriptif kuantitatif. populasi dalam penelitian adalah seluruh guru bk di smp negeri se-kota tarakan dengan jumlah 29 guru bk. oleh karena subyeknya kurang dari 100, sehingga penelitian ini tidak menggunakan sampel. metode pengumpulan data yang digunakan dalam penelitian ini adalah angket dan dokumentasi. angket yang digunakan menggunakan model skala likert. teknik analisis data menggunakan analisis deskriptif persentase. hasil penelitian ini adalah diperoleh data kompetensi profesional guru bk smp negeri se-kota tarakan tahun ajaran 2015/2016 tergolong tinggi (76,53%). pencapaian persentase pada indikator juga seluruhnya tergolong tinggi yaitu menguasai konsep dan praksis asesmen (76.27%); menguasai kerangka teoritik dan praksis bimbingan dan konseling (79.31%); merancang program bimbingan dan konseling (76.15%); mengimplementasikan program bimbingan dan konseling yang komprehensif (78,70%); menilai proses dan hasil kegiatan bimbingan dan konseling (72.13%); memiliki kesadaran dan komitmen terhadap etika professional (77.82%). kata kunci: kompetensi profesional, guru bimbingan dan konseling

This research was included as a descriptive quantitative research. the population in this research was all junior high school guidance and counselling teacher in tarakan which consisted of 29 guidance and counselling teacher. due to the subject of this research is less than 100, this research did not take sample. the method of collecting data in this research was questionnaire and documentation. the questionnaire used likert scale model. the technique of data analysis used percentage descriptive analysis. the result of the study showed that professional competence of junior high school guidance and counselling teacher in tarakan in academic year 2015/2016 was high (76,53%). the overall percentage achievement on the indicators was also high. they were mastering the concept and assessment practice (76.27%); mastering theoretical framework and practice of guidance and counselling (79.31%); designing guidance and counselling program (76.15%); implementing comprehensive guidance and counselling program (78,70%); evaluating the process and the result of guidance and counselling activity (72.13%); owning consciousness and commitment to professional ethic (77.82%). keywords: professional competence, guidance and counselling teacher