scholarly journals INCREASING THE COMPETENCE OF SCHOOL PRINCIPALS IN IMPLEMENTING SCHOOL DEVELOPMENT PLANS (RPS) THROUGH THE CLCK GUIDANCE MODEL (EXAMPLE, EXERCISE, CONTROL, INDEPENDENT WORK) BASED ON INTENSIVE ASSISTANCE IN EAST SERAM DISTRICT, MALUKU PROVINCE

2021 ◽  
Vol 2 (1) ◽  
pp. 10-16
Author(s):  
Jotty Sartje Haumahu
Keyword(s):  
Professional Development ◽  
Elementary Schools ◽  
Best Practice ◽  
School Principals ◽  
School Development ◽  
Average Score ◽  
Professional Development Needs ◽  
Development Plans ◽  
Independent Work ◽  
Guidance Model

This study aims to increase School Principals' Competence in Implementing School Development Plans (RPS) through the CLCK Guidance Model (Example, Exercise, Control, Independent Work) Based on Intensive Assistance for fourteen elementary schools' principals in East Seram District, Maluku Province. This study was built from the author's findings on school principals who implement RPS without AKPK (Professional Development Needs Analysis) but based on experiences from other schools in the vicinity.  This research is a Best Practice that is carried out in 3 stages, namely OJT 1, IST, and OJT 2. After OJT 2 in the knowledge aspect, the average participant score is 83.78 with predicate B, the attitude aspect the average participant score is 86.66.  with an A predicate, and the average score of participants in the skills aspect of 86.57 with an A predicate. This study's results indicate that the intensive mentoring-based CLCK guidance model (Example, Exercise, Control, Independent Work) can improve the ability of school principals in implementing RPS (School Development Plan).

دور المشاركة المجتمعية في تطوير المدارس القرآنية بمرحلة الأساس بولاية الخرطوم وعلاقته ببعض المتغيرات ( الوظيفة – سنوات الخبرة )

2018 ◽  
Vol 5 (1) ◽  
pp. 145-180
Keyword(s):  
Professional Development ◽  
Elementary Schools ◽  
Community Participation ◽  
School Principals ◽  
Simple Random Sample ◽  
Total Degree ◽  
Years Of Experience ◽  
Private Partnership ◽  
The Social

ملخص: هدفت الدراسة الحالية التعرف إلى دور المشاركة المجتمعية في تطوير المدارس القرآنية بمرحلة الأساس بولاية الخرطوم وعلاقته بمتغير الوظيفة(مدراء المدارس- المعلمين – المعلم الشيخ) وعدد سنوات الخبرة، واستخدمت المنهج الوصفي التحليلي، وطبقت استبانة على عينه عشوائية بسيطة بلغت (238) من مدراء المدراس والمعلمين والشيوخ من العاملين بالمدارس القرآنية (حكومية خاصة، حكومية شراكة خاصة) بولاية الخرطوم، وتوصلت الدراسة الى النتائج الاتية: 1. الدرجة الكلية للمشاركة المجتمعية في تطوير المدارس القرآنية بمرحلة الأساس بولاية الخرطوم بلغت ( 15) . 2. أما المشاركة المجتمعية المطلوبة لتطوير أداء إدارات مدارس الأساس القرآنية على أنواع المشاركة وحصل على نسبة (82) , يليه المشاركة المجتمعية في رفع المستوى التحصيلي لتلاميذ مدارس الأساس القرآنية وحصل على نسبة ( 82.77) , يليه المشاركة المجتمعية في توفير فرص التنمية المهنية لمعلمي ومشايخ مدارس الأساس القرآنية وحصل على نسبه (82.65) ، يليه المشاركة المجتمعية في تمويل مدارس الأساس القرآنية وحصل على نسبة ( 82.11) , وجاءت كل هذه المجالات مطلوبة بدرجة كبيرة جداً. 3. لا توجد فروق ذات دالة إحصائية في المشاركة المجتمعية في تطوير المدارس القرآنية بمرحلة الأساس بولاية الخرطوم تعزى لمتغيري ( الوظيفة – عدد سنوات الخبرة ). الكلمات المفتاحية: المشاركة المجتمعية, المدارس القرآنية Abstract The present study aimed to identify the role of community participation in the development of Quranic schools in the Khartoum state, and its relation to job variables(School principals, teachers, Teacher Sheikh) and the number of years of experience. The descriptive analytical method was used, and a simple random sample was applied to 238 principals of schools, , A private partnership government) in the state of Khartoum, The results: 1. The total degree of community participation in the development of Quranic schools at the base stage in Khartoum State was (82.15). 2. The social participation required to improve the performance of the schools of the Quranic schools was the highest of the types of participation and got84.82%, followed by the community participation in raising the level of achievement of the pupils of the Quranic elementary schools and 82.77% followed by the community participation in providing professional development opportunities for teachers and sheikhs (82.65), followed by community participation in the financing of the Koranic elementary schools (82.11), all of which were very much required. 3. There are no statistically significant differences in community participation in the development of Quranic schools at the base stage in Khartoum state due to the variables (job – years of experience). key words: Community participation, Koranic schools

School Management Training as an Effort to Create a Quality Culture in the Revolutionary Era 4.0

2020 ◽  
Vol 1 (4) ◽  
pp. 86-90
Author(s):  
Syahril Syahril ◽  
Nelfia Adi ◽  
Ahmad Sabandi ◽  
Sulastri Sulastri
Keyword(s):  
Quality Management ◽  
School Quality ◽  
School Principals ◽  
Management Training ◽  
School Management ◽  
School Development ◽  
Revolutionary Era ◽  
Quality Culture ◽  
Development Plans ◽  
Train Tracks

The background of this community service activity is that the implementation of school management is not optimal so that schools cannot realize a school with a quality culture. The purpose of this service is to increase the principal's understanding of quality management in order to create a quality school. The solution given is to provide training to school principals on quality management to realize schools in theoretical and practical forms. Theoretically, the resource persons provide material about school management, school development plans, and school quality culture. Meanwhile, in practice, train principals in implementing school management, provide training in designing school development plans, and train tracks to create a quality cultured school. The school principals were very motivated and enthusiastic in participating in the training activities coupled with reliable resource persons. They really hope this activity can be carried out in a sustainable manner in the form of cooperation. So that there is an increase in the ability of school principals in various aspects.  

scholarly journals The Professional Development Needs of Rural High School Principals

2018 ◽  
Vol 28 (3) ◽  
Author(s):  
Pamela S. Salazar
Keyword(s):  
Professional Development ◽  
High School ◽  
No Child Left Behind ◽  
School Improvement ◽  
High School Principals ◽  
School Principals ◽  
Rural School ◽  
Leadership Capacity ◽  
Rural High School ◽  
Professional Development Needs

The increased emphasis on standards-based school accountability since the passage of the No Child Left Behind Act of 2001 is focusing critical attention on the professional development of school principals and their ability to meet the challenges of improving student outcomes. While rural school districts are dealing with many of the same issues facing urban districts, there are unique challenges that rural school principals face. However, effective professional development that addresses the unique needs of rural school leaders can build essential leadership capacity that supports school success. This article discusses the results of a study on the professional development needs of rural high school principals for school improvement. These findings provide direction for the development of professional development activities that will enhance the leadership skills that principals need to guide school reform and reach higher standards of student achievement.  

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