Empowering Leadership in Emancipated School Program: A Systematic Literature Review

Abstract

The emancipated school program policy is still 3.56% of the total schools in Indonesia. The role of the school principal in implementing an empowering leadership style is the main key to increasing the quantity and quality of schools involved in the emancipated school program. This study aims to analyze the empowering leadership of school principals in implementing the emancipated school program as a form of commitment to implementing national policies on education. The method used in this research is a systematic literature review with the PRISMA model. Data analysis followed the procedures in PRISMA by using an internationally indexed article database, namely Scopus. The results of this study indicate that the empowering leadership of school principals is needed in pro-actively encouraging the involvement of educational institutions that are led to participate in the emancipated school program. In addition, the empowering leadership style in honing the ability of leaders to carry out the role as a motivator for the entire school community can foster self-efficacy, trust in leaders, perceived organizational support, organization-based self-esteem, vigour, affective commitment, organizational status, job satisfaction, job well-being, as well as knowledge-sharing behaviour from the entire school community. Thus, the national education policy regarding the focus on emancipated school programs such as digitizing schools, data-based planning, learning with a new paradigm, and strengthening human resources in schools can run well.