scholarly journals PRINCIPAL'S LEADERSHIP IN REALIZING CHARACTER EDUCATION

2021 ◽  
Vol 2 (3) ◽  
pp. 322
Author(s):  
Sutino Sutino ◽  
Sowiyah Sowiyah ◽  
Novita Eka Tristiana
Keyword(s):  
Literature Review ◽  
Character Education ◽  
Education Program ◽  
Teacher Performance ◽  
Literature Reviews ◽  
The World ◽  
Character Education Program

The Importanat of the principal's leadership in implementing a character education program attracts the author to conduct research and this article discusses the results of a literature review conducted by the author. There are a number of articles on the review of principals' leadership and character educatiob especially in the world context that can be found. The purpose of thus review is to find out the principal's leadership in realizing character education in a world  context. Based on the results of the literature reviews from various countries in the world, the authors find the scope of the article being reviewed is still very limited and it is very difficult to get literature that combines th two variables. The results of the literature review about principal's leadership shows that the principal's leadership in carrying out his role as a leader has an impact on teacher performance and student personality. Literature review of charcter education shows that the principal has a big role in realizing students personality. Thus, the authors are interested in following up related to the principal's leadership in realizing character education.

scholarly journals The Principal’s Leadership in Implementing the Full-Day Kindergarten: A Literature Review

2021 ◽  
Vol 04 (03) ◽  
Author(s):  
Nanik Lestari ◽  
Keyword(s):  
Student Achievement ◽  
Literature Review ◽  
Education Program ◽  
Teacher Performance ◽  
Review Literature ◽  
Kindergarten Education ◽  
Full Day Kindergarten ◽  
Literature Reviews ◽  
The World ◽  
Full Day

The importance of the principal’s leadership in implementing the full-day kindergarten education program attracted authors to research and this article discusses the results of the literature review conducted by the authors. There are a number of articles about the principal’s leadership review and full-day kindergarten implementation especially in the context of the world that can be found. The purpose of this review is to find out the principal’s leadership in implementing full-day kindergarten in a world context. Based on the results of literature reviews from various countries in the world, the authors found the scope of the articles reviewed is still very limited and it is very difficult to get literature that combines the two variables, therefore, the authors would be positively explain the findings for each variable. The results of the review literature on school principal’s leadership show that the principal’s leadership in carrying out his role as a leader has an impact on teacher performance and student achievement. The results of the review literature on the implementation of a full day kindergarten show that children who attend kindergarten (FDK) a full day experience academic and development benefits compared to children who attend a half-day program. Thus, the authors are interested in following up related to the principal’s leadership in implementing full-day kindergarten.

scholarly journals RECONSIDERING GRIT AS A TWO-EDGED SWORD FOR AT-RISK STUDENTS

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Michele Mills
Keyword(s):  
At Risk ◽  
Character Education ◽  
Current Literature ◽  
Education Program ◽  
At Risk Students ◽  
Marginalized Students ◽  
Professional Goals ◽  
The World ◽  
Personal Trait ◽  
Character Education Program

This article reviews the current literature on grit as a term trending in the world of education, and is depicted as an unrelenting, hardworking approach to academic, personal, or professional goals. Although grit is a personal trait that many schools have begun to teach as part of its character education program, this author suggests that there are unseen emotional and physical risks for historically-marginalized students to be gritty. In the article, she will define the terms grit and historically-marginalized students, describe how there is a possible relationship between grit and anxiety for historically-marginalized students that are considered gritty, and offer possible supports that can be put in place for those students.

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