The Relationship Between School Principals' Cultural Intelligence Level and Teachers' Job Satisfaction and Intention to Leave the Job

<p style="text-align: justify;">This research aims to determine the relationship between school principals' cultural intelligence level and teachers' job satisfaction and intention to leave. The relational survey model was used in this study. The data of the research were collected from 800 teachers working in public middle schools in the central districts of Mersin Province in the 2020-2021 academic year. The data were collected through Personal Information Form, Cultural Intelligence Scale, Job Satisfaction Scale, and Intention to Leave Scale. The data were analyzed through correlation analysis, Structural Equation Modeling and Sobel Test. According to the results of the research, a strong, positive and significant relationship was found between the cultural intelligence level of school principals and the job satisfaction of teachers. A strong, negative, and significant relationship was determined between the cultural intelligence level of school principals and teachers' intention to leave. A strong, negative, and significant relationship was determined between teachers' job satisfaction and their intention to leave. It was found that the cultural intelligence level of school principals negatively predicted teachers' intention to leave. It was also determined that cultural intelligence levels of school principals negatively predicted teachers' intention to leave through job satisfaction, and teachers’ job satisfaction was a partial mediator of the relationship between the cultural intelligence levels of school principals and teachers' intention to leave. It was suggested that candidates with high cultural intelligence levels should be given priority in the appointment process of school principals.</p>

Leading with humour and its effect on resilience in the workplace: The perspectives of principals in Kuwaiti secondary schools

This study aimed to explore the extent to which the principals of secondary schools in the State of Kuwait said they practiced leadership with humour and if it impacts on their level of resilience in the workplace. The study sample consisted of 121 male and female secondary school principals from six educational districts in Kuwait who were selected using the random stratified method. The study findings showed that the perceptions of school principals regarding the extent to which they practice leadership with a sense of humour were moderate in all fields. The study also found that school principals enjoy high resilience in their workplace, especially when solving a problem. Finally, the results showed that the more a school principal used humour the more resilient he/she would be in the workplace. The study concluded that humour should be considered as one factor in effective leadership and that leadership training programmes should include this dimension. The level of resilience can be clearly predicted by identifying the extent to which school principals claim to practice leading with humour.

Understanding role conflict and role ambiguity of school principals in Nepal

In the context of developed countries, a lot of research has been done to uncover and identify the problems school leaders face in their work but little is known about the school leadership of underdeveloped countries. In a quest to discover contextual problems in terms of role conflict and role ambiguity of school leaders, this qualitative study tries to capture the experiences of principals in Nepal through in-depth interviews of six community school principals. The findings reveal that the major sources of role conflict and ambiguity for principals from Nepal are problematic power-sharing, low job autonomy, dual role conflict, limited professional development training, and lack of leadership knowledge. The study has several policy-level implications such as importance of hiring principals with proven leadership skills and increasing the leadership skills of current principals to ensure that they can tackle these challenges.

Pemantauan Pelaksanaan Asesmen Nasional Berbasis Komputer (ANBK) Sekolah Dasar Binaan Kecamatan Kopang Kabupaten Lombok Tengah Tahun 2021

The purpose of this study is to describe the monitoring of the Implementation of the Computer-Based National Assessment (ANBK) at the Kopang District Primary Schools in 2021. The research method used is a descriptive method. The research data collection techniques used were observation, interviews, and documentation. While the data analysis technique used descriptive qualitative and quantitative analysis. The results of the study indicate that in order to improve the quality and quantity of the implementation of ANBK in the future, it is necessary to: (1) Improve the competence of educators and education staff in preparing literacy and numeracy-oriented questions in each subject through workshops. (2) Capacity building of educators and education staff in implementing school digitization through IHT. (3) Increasing the provision of ANBK facilities and infrastructure by procuring at least one IT laboratory space in one school cluster through DAK. (4) Increasing the availability of computer/laptop equipment through the use of Regular/Affirmative/Performance BOS funds. (5) Capacity building of school principals in school management. (6) Increasing the capacity of school supervisors in academic supervision and managerial supervision. (7) Empowerment of KKG, KKKS and KKPS forums in completing their respective main tasks and functions.

THE INFLUENCE OF MANAGERIAL COMPETENCE AND SOCIAL COMPETENCE ON THE PROFESSIONALISM OF SCHOOL PRINCIPALS IN PEKANBARU CITY

This study aims to determine the influence of variables (1) managerial competence on principal professionalism, (2) social competence on principal professionalism, (3) managerial competence and social competence together on principal professionalism. The research respondents were 176 public elementary school principals in Pekanbaru with a sample of 122. The data was collected through questionnaires as a research instrument. The data analysis used is descriptive analysis, inferential statistical analysis. The instrument reliability coefficient was calculated using the Alpha Cronbach formula. The results showed that there was a positive and significant influence between managerial competence and principal professionalism of 0.643, and there was a positive and significant influence between social competence and principal professionalism of 0.597. Meanwhile, collectively, there is an effect of managerial competence and social competence on the professionalism of school principals of 0.755.

Exploring Primary School Principals’ Experiences in Supporting Teachers Living with HIV/AIDS in Gauteng Province

The study highlighted the exploration and description of the primary school principals’ experiences in supporting teachers living with HIV/AIDS in Gauteng Province, South Africa. As a result of qualitative research method through literature review and interviews which were used in collecting data from the primary school participants, the results revealed that at primary level, school principals still lack the experiences in as far as supporting their teachers living with HIV/AIDS in Gauteng province is concerned. Received: 7 October 2021 / Accepted: 25 November 2021 / Published: 5 January 2022

Exploring how authoritarian leadership affects commitment: the mediating roles of trust in the school principal and silence

PurposeThis study aims to explore the relationship between authoritarian leadership and commitment and the mediating roles of silence and trust in school principals.Design/methodology/approachThis study employed a cross-sectional design to illustrate the relationships among authoritarian leadership, trust in the principal, silence and affective commitment using path analysis evidence provided by 409 K–12 teachers.FindingsThe findings revealed that authoritarian leadership indirectly affected teacher commitment through trust in the principal and acquiescent silence. Furthermore, trust in the principal played a partial mediating role between authoritarian leadership and defensive silence. Authoritarian leadership behaviours decreased teachers' affective commitment by decreasing trust in the principal and increasing organisational silence.Originality/valueAlthough leadership and culture have been studied intensively in recent years, authoritarian leadership, which is more commonly seen in Eastern societies, has been less studied in school contexts in the Middle East and Asia. Thus, this study contributes to the literature by examining the factors that might influence affective commitment in schools in an urban setting: authoritarian leadership, silence and trust in school principals.

Peningkatan Kompetensi Guru dalam Proses Pembelajaran Melalui Supervisi Klinis di SMP Negeri 6 Mataram

This research was carried out with the objectives: 1) to improve the ability of teachers in implementing learning from designing, implementing, to evaluating, 2) to determine the frequency level of implementation of clinical supervision by school principals, and 3) the availability of quality supervision documents. This research method uses school action research which is carried out in two cycles consisting of Planning, Implementation, Observation, and Reflection. The subjects in the study were 60 teachers at SMP Negeri 6 Mataram. This research instrument uses observation sheets, interviews, and documentation. The data analysis technique uses descriptive analysis. The results of this study indicate that clinical supervision can improve teacher competence in the learning process at SMP Negeri 6 Mataram. Based on the results of data analysis of clinical supervision results, it can be concluded that; 1) of 60 teachers who obtained a minimum of Good as many as 49 people (81.67%), 2) of 60 teachers 100% of teachers were supervised, and 3) Schools had quality documents in the form of supervision programs, supervision reports, and follow-up programs.

Narasi Nilai Kepemimpinan Astha Brata Dalam Manajemen Kepemimpinan Kepala Sekolah Pada Sekolah Pinggiran

<p><em>The term suburban school emerged as a result of the polarization between schools located in cities and suburban areas. Negative stigma is often attached to suburban schools, with all their limitations.Therefore, the skills of the principal as a leader are highly demanded in school administration in order to create a golden generation in 2045. The eight values of Astha Brata's leadership are ideal values that must be possessed by a leader. The actualization of Astha Brata's leadership values by the principal in suburban schools is absolutely necessary, because of the peculiarities of the problem. This study describes the form of actualization of Astha Brata's values on the leadership management of the principal at a suburban school in Central Aceh. Data collection techniques come from written sources such as books, as well as scientific articles, as well as photos from documentation of school activities. The form of actualization is analyzed based on the problem and the solution to the problem is proven by school documentation in the form of photographs, so that an overview of the actualization of the value of Astha Brata's leadership in the leadership management of school principals in suburban schools can be comprehensively summarized.</em></p>

Civic Knowledge, Engagement, and Attitudes Among Lower-Secondary Students in 24 Countries

The ICCS 2016 study is a continuation and extension of ICCS 2009. The study explored the enduring and the emerging challenges of educating young people in a world where contexts of democracy and civic participation had changed and continue to change. In total, ICCS 2016 is based on test and questionnaire data from more than 94,000 students enrolled in their eighth year of schooling (Grade 8 or equivalent) at more than 3,800 schools in 24 countries. These student data were augmented by contextual questionnaire data from school principals of selected schools and more than 37,000 teachers.