Fear vs. Threat, School Shootings and Violence

The first recorded school shooting took place in Charlottesville, Virginia on November 12, 1840. The most recent school shooting took place on July 11, 2019 in Hartford, Connecticut. Over 500 school shootings have taken place since the Charlottesville incident. Sadly, school shootings are not an anomaly to many communities in America. Administrators, and particularly principals, are faced with significant challenges in creating an environment that is conducive to the development of a productive and safe school culture. The content of this manuscript will explore the existing administrative roles and responsibilities with respect to school safety and the implementation and supervision of those procedures. Also discussed in the manuscript will be the role that fear plays in the decision making process and how some decisions may be misplaced and could be redirected toward more favorable areas of emphasis (i.e., counseling, active supervision, alternative academic options, community outreach, and inclusive student opportunities).

Responsibility and Character Education Based on School Culture

The purpose of this research was to describe and analyze the planning, implementation, and evaluation of responsible character education based on school culture. A qualitative approach is taken in this investigation. An SMP Muhammadiyah Plus Salatiga sample was used in the analysis. In order to gather accurate information about the subject matter, the authors employ qualitative research methods, such as interviews and documentation. There are two ways to implement educational character education in the classroom: first, incorporate it into the school's curricula and rules, then spread the word to the students and staff. Character education for responsibility is carried out by incorporating the character of responsibility into self-development programs, subjects, and school culture. 2. This includes classroom and school-wide activities in which character values are taught and practiced. Students' attitudes are assessed as a means of evaluating responsibility character education.

Implementasi Penguatan Pendidikan karakter melalui budaya sekolah di SD negeri 26 Dompu dan MI As –Salam Dompu

Based on the results of research conducted in two schools, namely SD Negeri 30 Dompu and MI AS- Salam Dompu related to "Implementation of Character Education Values ​​Through School Culture at SD Negeri 26 Dompu and MI As - Salam Dompu". The aim of this research is to describe character education plans through school culture at SD Negeri 26 Dompu and MI As - Salam Dompu. Research methodology The research used a descriptive qualitative approach. This type of research is a multi-case study (multicase studies) is a study that seeks to take in-depth and detailed data from sources. Interview data collection techniques, observation and documentation. Problems that occur in the field, this research focuses on three main character values, namely religious, nationalist and independent. The three character values ​​were chosen because these character values ​​are still not visible in the ongoing educational process. For the explanation above, it is very important to implement character education in schools as an effort to make students aware of the importance of complying with applicable rules and having a commitment to continue implementing good values ​​in their lives.

EKSPLORASI KULTUR BERBASIS PROGRAM HOLISTIC INTEGRATIF DI SMP ISTIQOMAH SAMBAS PURBALINGGA

The holistic, integrative program is needed for excellent schools because this program offers a variety of integrative services that support school programs to be more optimal. The service aims to know the implementation of a holistic, integrative program to support school culture at SMP Istiqamah Sambas Purbalingga, Central Java. The service method with case studies is based on findings in the field through direct observation data collection techniques and interviews with school principals, teachers, and students. The activity results show that the implementation begins with problem analysis, socialization, monitoring and evaluation of the program, and follow-up. SMP Istiqamah Sambas shows a good school culture based on monitoring and evaluating the holistic, integrative program of more than 75% achieved for each service indicator so that the holistic, integrative program effectively improves the superior school culture

Pengaruh Supervisi Akademik Kepala Sekolah dan Budaya Sekolah Terhadap Mutu Mengajar Guru

The purpose of this study was to determine 1) The effect of the principal's academic supervision and school culture simultaneously on the quality of teacher teaching, 2) The influence of the principal's academic supervision on the teaching quality of teachers, 3) The influence of school culture on the teaching quality of teachers at SMAN 6 Wajo. This research is a quantitative descriptive research, the population is all teachers of SMAN 6 Wajo. The sample is 54 people. The results of the study show 1) There is a simultaneous influence of the principal's academic supervision and school culture on the teaching quality of teachers, where the principal's supervision indicators are in the good category, while school culture and teacher teaching quality descriptively are in the very good category, 2) There is an influence The principal's academic supervision on the teaching quality of teachers, where the principal's academic supervision has a significant effect on the teaching quality of teachers, it means that the better the principal's academic supervision, the better the teacher's teaching quality, 3) There is an influence of school culture on the teaching quality of teachers at SMAN 6 Wajo where school culture has a significant effect on the quality of teacher teaching, meaning that the better or conducive school culture, the better the teaching quality of teachers.