scholarly journals An Association with the Participative Leadership Style Influence on Job Satisfaction and Affective Commitment and Continuous Head Junior High School in the City of Medan

2016 ◽  
Vol 4 (1) ◽  
pp. 101
Author(s):  
Humuntal Banjarnahor
Keyword(s):  
High School ◽  
Job Satisfaction ◽  
Leadership Style ◽  
Junior High School ◽  
Affective Commitment ◽  
Junior High ◽  
School Principal ◽  
High School Principal ◽  
Participative Leadership ◽  
Participatory Leadership

<p><em>Commitment to the organization and job satisfaction was an indicator of the success principals in leading the school as an organization. Being good as an educator (affective commitment), accepting the norms and rules of the school (commitment normative) and willing to work hard for school (continuous commitments) are formed of loyalty of a principal. Good or not on a value of teaching and learning in school is influenced by the ability of the principal to manage each component of the school<br />(who’s behind the school). The facts show that the commitment of a principal still tends to be low and the leadership has not been demonstrated into an achievement of a goal to improve the quality of the education itself. The other thing about the process of the recruitment of some teachers who had been given for additional duties as a principal has not been done well.</em></p><p><em>The goal of research: to investigate the relation on a participative leadership style (X1) and job </em><em>satisfaction (X2) and the influence againsts the affective commitment (X3) and continuous (X4) of the </em><em>principal in Medan. The analysis data technique was the analysis of regression and ways analysis. The </em><em>samples research were 164 principals were selected randomly by using a random number of 348 heads </em><em>of Junior high school in Medan. The instrument of data had taken consists of 14 items instruments X1, </em><em>15-point X2, 16 items X3, and 16 grains of instrument X4 that meet the criteria, i.e., rij&gt;0.30. The </em><em>reliabilty Coefisient of each are: 0.83; 0.76; 0.77; and 0.82.</em></p><p><em>The description of an analysis turns out the average and standard deviation: 1=2,81; S1=0.91; </em><em>2=2.94; S2=0.89; 3=2.90; S3=0.80; 4=2.87; S4=0.76. Kolmogorove-Smirnove test turns all four </em><em>normally distributed variable data. By taking it through the curve fit method and anova, the linear </em><em>relations between variables and a row of data are independent. Hypothesis of test results turned out to </em><em>be a participatory leadership and job satisfaction partially directly affect the significantly restricted ap affective commitment and continuous. As a concurrent job satisfaction does not function positively </em><em>mediating on a participative leadership influenced on the affective and continuous commitment to</em><br /><em>junior high school principal in city of Medan. The Total direct influence participatory leadership of the </em><em>affective and continuous commitment to junior high school principal city of Medan, respectively was </em><em>11.69%, 11.15%. The implications of the research, leadership style worthy of being part of the policy as</em><br /><em>teacher who was assigned as a recruitment for some teachers who was given things as principal, but it </em><em>want to be called this way with the job satisfaction in Junior high school principal in Medan.</em></p>

scholarly journals THE EFFECT OF LEADERSHIP STYLE, ORGANIZATIONAL CULTURE, MOTIVATION ON THE PERFORMANCE OF JUNIOR HIGH SCHOOL PRINCIPAL

2018 ◽  
Vol 2 (2) ◽  
pp. 262-273
Author(s):  
Virgana Natawidjaja
Keyword(s):  
High School ◽  
Organizational Culture ◽  
Path Analysis ◽  
Leadership Style ◽  
Junior High School ◽  
Junior High ◽  
Work Motivation ◽  
Statistical Tests ◽  
School Principal ◽  
Homogeneity Test

This study was aimed at determining the direct and indirect effects of leadership style, organizational culture and motivation on the performance of the junior high school principals. This study used survey methods with quantitative approaches and path analysis (path analysis) as a research design. The research respondents were 100 heads of Junior high schools located in Jakarta. The data collection was done through research instruments in the form of questionnaires using Likert scale models. Before analyzing the data with path analysis, a number of statistical tests were carried out first which became a requirement in the path analysis, namely: Error Normality Test; Homogeneity Test; and Test the significance and linearity of the regression coefficient. The results show a direct influence of some factors namely leadership style on the work motivation of the principal; organizational culture on the work motivation of the principal; leadership style on the performance of principals; organizational culture on the performance of principals; work motivation on the performance of the principal. Indirect influences were also found in two factors namely leadership on the performance of principals through motivation and organizational culture factor on the performance of principals through motivation.PENGARUH GAYA KEPEMIMPINAN, BUDAYA ORGANISASI, MOTIVASI TERHADAP KINERJA KEPALA SEKOLAH MENENGAH PERTAMAAbstrakPenelitian ini bertujuan untuk mengetahui pengaruh gaya kepemimpinan, budaya organisasi dan motivasi terhadap kinerja kepala SMP Negeri, baik secara langsung maupun tidak langsung. Penelitian ini menggunakan metode survei dengan pendekatan kuantitatif  dan analisis jalur (path analysis) sebagai desain penelitian. Responden penelitian adalah 100 kepala SMP Negeri di DKI Jakarta. Pengumpulan data dilakukan melalui instrumen penelitian berupa kuesioner melalui model skala likert. Sebelum melakukan analisis data dengan analisis jalur terlebih dulu dilakukan beberapa uji statistik yang menjadi syarat dalam analisis jalur yaitu: Uji Normalitas Galat; Uji Homogenitas; serta Uji signifikansi dan linearitas koefisien regresi. Hasil analisis menemukan bahwa terdapat: pengaruh langsung gaya kepemimpinan terhadap motivasi kerja kepala sekolah; pengaruh langsung budaya organisasi terhadap motivasi kerja kepala sekolah; pengaruh langsung gaya kepemimpinan  terhadap kinerja kepala sekolah; pengaruh langsung budaya organisasi  terhadap kinerja kepala sekolah; pengaruh langsung motivasi kerja terhadap kinerja kepala sekolah; pengaruh tidak langsung kepemimpinan terhadap kinerja kepala sekolah melalui motivasi; dan pengaruh tidak langsung budaya organisasi terhadap kinerja kepala sekolah melalui motivasi.

My word!

2017 ◽  
Author(s):  
Peggy D. Bennett
Keyword(s):  
High School ◽  
Junior High School ◽  
General Public ◽  
Junior High ◽  
Family Values ◽  
School Principal ◽  
High School Principal ◽  
Strong Reaction ◽  
Shock Effect ◽  
Good For

Name- calling and use of offensive words appear to be increas­ingly acceptable in our communities and in our entertain­ment venues. Offensive words have no place in schools. Yet how do we know what is offensive, especially across diversities of age, family values, and ethnicity? We can become immune to com­monly used expletives, even when teachers hold themselves to a higher standard than the general public. The intent in questioning some words and sayings here is two­fold: to make us aware of our sometimes automatic responses and to encourage attention to and reconsideration of words and phrases we may be using in schools. • Inflammatory words may be so commonly overused that they lose their shock effect: “loser,” “jerk,” “bully,” “predator,” “troublemaker,” “dumb,” “harasser,” “racist.” Nonetheless, name- calling is risky, hurtful, and confrontational. • Slogans and sayings that at one time were novel and clever can be overused and lose their potency. When phrases become too repetitive and too predictable, students can be repelled by them rather than attentive to them. One example was a junior high school principal who, during every school assem­bly, would step to the microphone and drone, “We’re waiting on you!” The too- predictable admonition was rarely, if ever, effective. Other examples could be “Crisscross applesauce” when we want students to sit cross- legged on the floor, “I’m the teacher, you’re the listener,” and “No pain, no gain.” • Offensive words can sometimes be defused by probing a bit about what a student or teacher means: “What does that word mean?” “Can you tell me why you’re using that word?” “That word produces a strong reaction in me.” It is natural and valuable to react to language. We can hardly pre­vent it. It is our primary and primal avenue for communication. Yet it is good for us as teachers to pay attention. It is smart to reflect on the meaning and the impacts of the words we say and hear. It is wise to be informed and purposeful with our vocabu­lary in schools.

scholarly journals MENINGKATKAN PROFESIONALISME GURU MENGAJAR MELALUI PENERAPAN PENILAIAN KINERJA GURU DI SMP NEGERI 5 SINGINGI KABUPATEN KUANTAN SINGINGI

2018 ◽  
Vol 2 (4) ◽  
pp. 497
Author(s):  
Andriyuan Andriyuan
Keyword(s):  
High School ◽  
Performance Appraisal ◽  
Junior High School ◽  
Junior High ◽  
Teacher Performance ◽  
School Facilities ◽  
School Principal ◽  
High School Principal ◽  
Professional Educators ◽  
Theories Of Science

The teacher is a professional educator so that has the task, function, and important role in educating the life of anation. The requirements to be referred to as professional educators, among others, have skills based onconcepts and theories of science, based on philosophical, psychological, and sociological. A teacher must alsohave adequate competence, while the competence includes professional, pedagogical, social, and personalcompetence. In this School Action Research, attempts were made in an effort to Improve Professionalism TeachTeachers were Raised Through Application of Teacher Performance Appraisal at State Junior High School 5Singingi Kuantan Singingi Regency. This research understands qualitative approach because it is moreappropriate to identify teacher performance appraisal in improving teacher teaching professionalism. Theresults of this research The Efforts of the First High School Principal of the 5 Singingi Affirm the improvementof professionalism of teachers that have been done through: 1) Guidance to teachers in preparing lessonplans.2) Monitoring teachers in implementing learning.3) Monitoring the course of educational activities .d.Checking the state and integrity of State Junior High School facilities as a supporter of student achievement .. 4)Evaluating through briefings and meetings of educational programs in an effort to improve the professionalismof teaching teachers in class.

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