PERAN KEPALA SEKOLAH DALAM MENINGKATKAN PROFESIONALISME GURU SMK (SEKOLAH MENENGAH KEJURUAN) DI KECAMATAN CURAHDAMI, BONDOWOSO

This research aim to examine principal’s role as an educator, supervisor and motivator. Based on problem identification, the researcher will research about principal’s role in improving teacher’s professionalism in SMK Curahdami. Empower teacher’s competencies, conduct training, special coaching program such as sertifikasi. In this case, sertifikasi can be used as teacher’s skill measurement to be a professional teacher. The existence of this program will spur the spirit of teachers to improve themselves, improve the quality of knowledge, and professionalism in education. Improving teacher’s knowledge by delegating teacher in education activities such as workshop, improving teacher’s creativity by motivate and support them in increasing their teaching ability. Keywords: educator, supervisor, motivator

Principal’s Role in Supporting Teacher Collaborative Learning

Teacher collaborative learning remains one of the fundamental professional development methods that help teachers improve their professional skills and competencies. Consequently, responsible institutions as well as scholars and experts encourage and instruct teachers to partake in collaborative learning activities as much as possible. Nevertheless, teacher collaborative learning does not happen per se. Due to various factors and circumstances, teachers have to be counselled, encouraged, and supported for taking part in such activities. This responsibility and competence is usually entrusted to school principals. This research shows that principals play a major role in this process by fostering organizational learning, collaborative culture, creating a trustworthy environment, making structural arrangements, and securing infrastructural facilities. It also shows that collaborative learning in the research context takes place in a limited number of formats, mainly in the activities of professional communities and mentoring pairs, and principals have to apply various leadership approaches for protecting and advancing the collaborative climate in the schools they run. This article, which presents only one portion of a doctoral research, is based on the data collected from 518 teachers and eight principals of 24 schools in Kosovo. The sequential-explanatory mixed-method approach was utilized to collect the data. Descriptive and inferential statistics were employed to analyze the quantitative data and the qualitative ones were explored through the thematic analysis.

Urban Literacy Leadership: Examining One Principal’s Vision and Practice: A Sociocultural Investigation of One Principal’s Practice

School leadership research offers prescriptions for strong instructional and culturally relevant leadership for diverse and urban adolescent populations, yet little evidence describes how school principals impact adolescents’ in-school reading experiences. This qualitative inquiry sought to understand how one urban secondary principal perceived and enacted his role in a school’s effort to teach reading. It also investigated how staff and students perceived his actions. Framed by sociocultural perspectives of reading and a distributed leadership perspective, data analysis revealed that the principal made time and nurtured relationships to grow teacher capacity, support and participate in independent reading, and attend to individual readers and teachers. This study affirms the importance of context in shaping urban adolescents’ reading experiences and raises implications for the urban school principal’s role in their literacy instruction.

The Principal’s Role and Islamic Education Learning at Muhammadiyah Elementary School during the Covid-19 Pandemic

The purpose of this study was to examine the principal's managerial role in ensuring that learning processes at Muhammadiyah primary school continue desirably and effectively during the Covid-19 pandemic. Additionally, this study intended to depict learning processes in Islamic education. The principal and six Islamic education instructors were purposefully chosen as informants in this investigation. The data were gathered via documentation, observation, and interviews in order to ensure the data's credibility. Following the data collection and analysis was conducted using an interactive model. This study established that, during the covid19 epidemic, the principal used a combination of remote and face-to-face learning as a manager. Certain classes are held online and offline learning as scheduled one at a time on specific days. Through the use of such a learning system, processes and activities for instilling students' religious, moral, and social values may be conducted. Apart from offline learning, the principal and teachers collaborated with students' parents to supervise students' or children's learning processes at home. To preserve the quality of teachers, the principal encouraged teachers to participate in training on creating learning films as an engaging medium for students to comprehend the contents presented during class readily.

The Principal's Role as Manager and Teacher Pedagogic Competence in Online Learning

The Covid-19 pandemic requires people to learn online, one of which is at the elementary school level. Principals must be able to play a role as managers in managing learning during the Covid-19 Pandemic. This study aims to analyze the role of the principal as a manager and the pedagogical competence of teachers in online learning during the Covid-19 period. This type of research is descriptive quantitative research, namely by interpreting the data obtained from the field. Data collection was carried out on 4 principals and 49 teachers using a questionnaire distributed via google forms. Data analysis used descriptive quantitative with percentages. The results showed that the principal's role as a manager in online learning was not optimal in the indicators of the school determining the curriculum used in online learning (44%) and the principal facilitating support for online learning (50%). At the same time, the pedagogic competence also showed less than optimal in Playing their competencies is shown by the 5 lowest percentage indicators, including understanding the cognitive development of students (59%), designing learning methods (52%), designing learning models (56%), carrying out assessments of learning outcomes (54.5%), and conducting material assessments. (56%). With a strong commitment from teachers and principals, various efforts and programs carried out during online learning will optimally achieve learning objectives.

Peran Kepala Sekolah Terhadap Kebijakan Pendidikan Inklusi di Tingkat Sekolah Dasar

This study aims to reveal the role of school principals in inclusive education policies at the elementary school level. This research method uses a descriptive method with a qualitative approach. The subjects of this study were principals, teachers, and guardians of students at SDN 20 Mataram. Data collection techniques in this study used interviews, observation, and documentation. Meanwhile, the data analysis technique used descriptive qualitative analysis. The results of this study are the principal's role by making changes and making policies that support the implementation of inclusive education in planning, process, and evaluation. The supporting and inhibiting factors of the principal's policy on inclusive education include the positive attitude of accepting students with special needs from the principal, teachers, and education staff without any difference. Second, there is additional funding provided by the government. Third, flexible school curriculum. Fourth, there are supporting facilities and infrastructure as well as learning resources. Fifth, the location of the school adjacent to the SLB. In contrast, the inhibiting factor is the absence of a special assistant teacher at SDN 20 Mataram.

Professionalization of The Principal’s Role

The aim of this work is to point out the importance of the professionalization of the principal’s role in education institutions, with an accent on preschool institutions. The sample included principals (N=57) of preschool institutions in Central Croatia. The goal was to test the mediation relationship through SEM and examine the direct influence of interpersonal relationships within the preschool institution on the development of its work quality; furthermore, to test the indirect influence of these relationships by introducing the mediation variable of professional competence. The structured modelling in the AMOS was applied for testing the direct and indirect influence. The contribution of interpersonal relationships on the work quality is high and statistically significant (β=0,920), which confirms the direct influence. For testing the mediation effects, a bootstrapping method was designed that confirmed the indirect influence of interpersonal relationships on the work quality with the statistically significant serial mediator of professional competence (p= 0,016), thereby confirming partial mediation. This research determined that positive interpersonal relations, mediated by the principal’s professional competence, have a positive effect on the work quality of a preschool institution. In order for preschool institutions to reach the desired quality, it is necessary for them to be managed by professionally empowered and expert principals who promote prime cooperative relationships as the starting point in developing a high-quality institution. The results of this research contribute to a clearer perception and understanding of the professionalization of the principal’s role through key areas of his/her work and activity, and the possibility of their practical implementation into education institutions.

Optimizing the Leadership Function of the Principal in Increasing Teacher Loyalty in Schools

The aim of this study is to determine the principal's role in increasing teacher job loyalty. The research was conducted qualitatively and descriptively in a multisite setting at the UPI Laboratory Elementary School and the UPI Laboratory Junior High School in Bandung. Data were gathered from primary informants such as school administrators, students, boards, and foundations. In-depth interviews, both organized and unstructured, participatory observation, and paper analyses were used to gather data. After reducing the data from field observations, records, and interview transcripts, it is analyzed to determine its authenticity and credibility using the triangulation method. The study's findings indicate that adopting a responsibility and moral perspective is a requirement of the instructor in the sense of a working partnership. Additionally, a family-like atmosphere is fostered by active contact between the principal and students, increasing teacher loyalty.