Principal's Strategy in Improving Teacher Performance

Abstract

Introduction/Main Objectives: This study aims to determine the principal's strategy for improving teacher performance and the supporting and inhibiting factors of principals in improving teacher performance in educational institutions. Background Problems: There are several indicators of problems that are usually found in several educational institutions, such as the irregularity in collecting lesson plans (RPP) in carrying out the teaching and learning process, and there are still teachers who are not disciplined both in punctuality in coming and in opening learning and ending learning. Novelty: Principal strategy concept in improving teacher performance in educational institutions. Research Methods: The type of research used is field research (Field Research), so the researcher uses qualitative methods in which the data is in the form of words (not numbers) derived from data collection techniques, namely interviews, observation, and documentation. Finding/Results: The data analysis technique used is data reduction, data presentation, and conclusion drawing. Conclusion: The results showed that the principal's strategy for improving teacher performance was by 1) coaching teacher performance in the form of teachers attending seminars and training, 2) supervising or supervising performance in the form of class visits every week and once a month, 3) fostering the discipline of education staff by supervising the presence of the teacher directly, 4) providing motivation 5) award. Supporting factors for principals in improving teacher performance are 1) completeness of facilities and infrastructure and 2) enthusiasm or enthusiasm of teachers to improve their performance in teaching. The inhibiting factors are 1) lack of discipline of teachers, and 2) lack of mastery of materials and references, causing teachers to be less mature in teaching preparation.