RAGAM TINJAUAN ASPEK PENGEMBANGAN PROFESIONAL KEPEMIMPINAN PENDIDIKAN

The reality in the field is that there are still many principals who do not carry out their duties and functions as educational leaders because in the process of appointment there is no transfer, the low mentality of the principal is marked by a lack of motivation and enthusiasm and lack of discipline in carrying out tasks and often arrives late and many factors Another obstacle to improving the quality of education implies low work productivity of school principals which also has implications for quality (inputs, processes, and outputs), this is inversely proportional to example. Therefore, to find out how to improve the quality of the principal's competence, more in-depth research is needed regarding the Professional Development of Educational Leadership. From this phenomenon, several research problems were formulated to find answers to the nature of the professional development of educational leadership at SMKN 1 Buahdua, how is the basis of religion, philosophy, psychology, and sociology for the development of professional leadership in education at SMKN 1 Buahdua. The methodology used in writing this paper is descriptive qualitative method with Library Research and field research approaches. Field research was carried out using interviews with the leadership and other parties related to visits to several locations in the school environment. The results of the study, the Religious Foundations of Professional Development of Educational Leadership at SMKN 1 Buahdua lead to Q.S Ali-Imron: 159 about deliberation and monotheism of the principal and noble character; wise and prudent; democratic; honest; sportsmanship; sincere in carrying out their duties with indicators always praying for their students. In terms of self-potential, Q.S Al-Isro: 70 emphasizes increasing self-potential at SMKN 1 Buahdua, especially the principal. The foundation of the Philosophy of Professional Development of Educational Leadership at SMKN 1 Buahdua leads to a Progressivism Philosophy which is always the principal continuously updates himself with various self-development efforts by continuing to hone experience so that the role of the principal at SMKN 1 Buahdua increases. The foundation of Psychology of Professional Development of Educational Leadership at SMKN 1 Buahdua leads to Developmental Psychology where the Principal as the leader of Education there continues to develop himself with various efforts, such as attending seminars. The Sociological Foundation of Professional Development of Educational Leadership at SMKN 1 Buahdua leads to an intergalactic understanding because indeed to develop professional education leaders, the principal always makes efforts to improve professionalism in leading schools by participating in various types of training in various seminar activities.Keywords: Professional Development; Educational Leadership; Religion; Philosophy; Psychology; Sociology.

Organisational and Creative aspects of Ukrainian circus arts school

The purpose of the article is to research the development of modern circus arts education in Ukraine, the o and creative structure of the training process, its features and functions, and the quality of education. Methodology. The research is based on the empirical data - archival information about the activities of the Kyiv Municipal Academy of Variety and Circus Arts (KMAVCA). This determines the methods’ choice: historical-factographic – to reconstruct the facts in the circus school’s development; structural-functional approach – for consideration of the organizational and creative structure of the training process and its functions; comparative method – to distinguish the disadvantages and advantages of circus education; systematization, etc. Scientific novelty. For the first time the organizational and creative aspects of the modern circus school in Ukraine are highlighted in their structural and functional context, and the circus education’s advantages and disadvantages are covered. Conclusions. Ukrainian Circus Academy is one of the leading schools of circus arts worldwide and it constantly increases its educational and qualification levels. An indicator of the effectiveness of the School is the frequent winning of its graduates and students at international contests, the high demand for Ukrainian circus performers abroad. The main advantages of the Ukrainian Circus Academy are comprehensive, multi-vector, and maximally applied-oriented training, orientation to international recognition, students’ access to prestigious performance stages. Among the weaknesses, there are: underfunding, lack of couches for some rare circus genre, lack of proper training premises, excessively high students’ workload exposure, and the future employers’ non-engagement into students’ graduation projects. The main functions of the circus arts school are professional education, production of circus art acts and performances, career guidance (enrollees’ attraction), popularization of circus arts and training, presentation of Ukrainian circus arts and School abroad, Ukrainian circus arts actors and products promotion.

Community, learning and leadership: reflections on the work of Karen Seashore Louis

PurposeSeashore Louis has enjoyed a long and productive career, contributing many key understandings to the field; among them, foundational theorizing regarding professional community, organizational learning and the role of principal leadership in organizational and student learning. In each, the role of organizational change and its bearing on school improvement has been a key focus of her research. Central to Seashore Louis' organizational change theorizing has been the contention that organizations are expected to produce outcomes (i.e. that they exist to do things), and in turn, those outcomes have consequences for the organization and its members. The purpose of this paper is to reflect on the impact her work has had on the field of educational leadership research.Design/methodology/approachThis article traces the development of Karen Seashore Louis' contribution to and work in organizational theory.FindingsBy focusing on Seashore Louis' contribution to our understanding of how professionals learn, both individually and together, and what they do with that information and knowledge, this article will synthesize Seashore Louis' contributions to understanding how change is established, enacted and experienced in schools, as well as how those understandings are informed by theorizing about the role of school culture, openness to new ideas and understandings, alternatives and multiple perspectives, and caring as it relates to leading schools.Originality/valueThe authors’ experience of learning from and with Karen Seashore Louis has deepened the authors’ own understandings of how schools work, how teachers and leaders learn, and the ways in which school organizations can thrive. Key to her influence is her ability to generate and use conceptual and theoretical lenses to explain why people act the ways they do, and how understanding those actions can help us all to improve. Her theorizing has provided the field clarity about what works, where it works and why it works while still problematizing our understandings and pushing for greater depth of understanding and analysis.

Orthodoxy at the Gentlemen’s Club

Princeton, with its Old School Presbyterian heritage, had stronger sectarian theological ties than other leading schools. President James McCosh, an accomplished Scottish philosopher, helped modernize the college while still keeping a strong religious presence. In famous debates with Charles Eliot in the 1880s, he argued that freedom always works within limits. His successor, Francis Patton, was rigorously conservative in his Presbyterian orthodoxy but ran Princeton very much as a gentlemen’s club. Woodrow Wilson as president helped professionalize the university but remained loyal to broad Christian ideals. As at other schools of the era, the most vigorous religious expressions were in student voluntary associations.

The Permissible (Mubah, Also Halal, Ja’iz)

Whereas the preceding chapter expounded the theoretical conception of permissibility in shariah, this chapter expounds its practical manifestations. The permissible (mubah, also halal, ja’iz) is also not a monolithic concept, but rather occurs within the various types that are explained together with their legal and moral consequences and that which may be considered as totally neutral. The focus of the discussion is on the fiqh treatment of mubah as a value category, including its sources, varieties, and how it is understood by the leading schools of Islamic law. Of the three Arabic words that appear in this heading, halal and its derivatives occur more frequently in the Qur’an and hadith, whereas the fiqh literature is more inclined to employ mubah and ja’iz.

The Reprehensible (Makruh)

The reprehensible (makruh) is an in-between category that exists between the halal and haram, and it basically pertains to moral advice rather than a legal category. Makruh (lit. disliked, from the root word kariha) refers to an act, object, or conduct that should be avoided, but whose perpetrator is not liable to punishment and does not incur moral blame. Certain foodstuffs may be strictly halal but should be avoided if harmful to health, rotten, or presented in doubtful situations. The leading schools are in agreement that one who avoids makruh merits praise and gains closeness to God. Makruh is often described as the lowest degree of prohibition, and in this sense it is used as a convenient category the jurists have employed for matters that fall between the halal and haram.

Leading schools through the COVID-19 crisis in a South-East Asian country

The COVID-19 pandemic is a health crisis and today's school principals are faced with more challenging circumstances than in any other time in our known history. The purpose of this paper is to explore school principals’ management practices, their leadership styles, and the challenges they encounter in response to the coronavirus disease 2019 pandemic. A research instrument of open-ended questions was administered to 32 school principals from government-funded secondary schools, to establish how school principals are dealing with the current situation and the challenges that arise from it. Findings rendered a contextualisation of school management practices. School leaders specified instructional and distributed leadership that were vital in this time of crisis and disclosed the challenges and uncertainties of their school communities. Hence, this paper contributes to the scarce evidence based on school leadership practices during a pandemic.