Abstract
This study aimed at finding an effective leadership strategy carried out by one-roof school principals in remote areas. This study was conducted qualitatively with a multi-site approach. The data were obtained from the school principals as key informants and focus group discussion (FGD) involving all school principals, Indonesian Institute of Education Innovation Training and Consultant (LPKIPI), education staff, school supervisors, and stakeholders as the participants and resource persons. Findings suggested that (a) the problems encountered by one-roof school principals in the remote areas were significantly related to culture, economy, demography, geography, and historical aspects, (b) the characteristics of success of school principals in remote areas include a clear vision, high-spirit performance, andhab asor (low profile), active involvement in various social activities, strong motivation for continuous learning, open to feedback, having commitment to cooperate with various parties, having a high awareness that school is an educational system and the essential part from the social system in general, persistent, high confidence that they are not alone in carrying out school policies, creative, able to see the context in various perspectives, patient, polite, warm, and smart or attractive, (c) “Gethok Tular1” is the most effective leadership strategy to strengthen the role of multi-stakeholder forum (MSF), and (d) the involvement of MSF members needs to be done selectively and effectively through the identification of TKU, intensive communication with TKU, identification of other figures, discussions, and sharing roles and strengthening MSF on an ongoing basis.
Highlights
A school principal is a primary determiner of the quality of education in a school (Gibson, 2014; Pan et al, 2015; Urick, 2016)
With the same material and approach, the performance achieved by each SATAP shows significant differences, namely (a) SATAP that failed to make changes, (b) SATAP that make quite good changes through direct management by the principal by only involving the internal school team, (c) SATAP has succeeded in making significant changes through the management carried out by two principals, and (d) SATAP succeeded in making changes and development very well because it was managed by one principal with an internal school team and involved the participation of all education stakeholders in the local community
The most decisive factor is the quality of choice of the principal’s leadership strategy, (b) the success of school principals in involving the roles and functions of stakeholders is mostly determined by the efforts of principals in adapting to local characteristics, the ability to provide information, the ability to communicate a variety of programs reciprocally, the willingness to accept various ideas and suggestions, the ability to establish partnership, and the willingness to share roles proportional, (c) the level of acceptance of the SATAP principal requires specific characteristics that must be accommodated and carried out by the principal
Summary
A school principal is a primary determiner of the quality of education in a school (Gibson, 2014; Pan et al, 2015; Urick, 2016). Schools in remote areas have relatively similar characteristics: poor economic conditions, low education awareness, nonconducive school buildings, inadequate teacher salaries, and low government supervision of the activities of teachers and school principals (Hyson, 2013; Juharyanto, 2017; Nugroho, 2014). Maintaining schools in a weak condition and developing them according to established quality standards is a formidable challenge for all school principals. Those challenges become the reasons for many teachers, who are appropriate to occupy the position of the school principal, to avoid this position.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
