Abstract
Principals' policies as a leader will be made as part of improvements in the school. The principal directs the teachers to improve their professionalism. The purpose of this study is to find out the formulation of the principals' policies in improving teacher professionalism and the factors that influence the principals' policies in increasing the professionalism of teachers in high schools. This study used a qualitative approach with observation, interviews, and documentation studies as its data collection techniques. The research subjects were high school principals and teachers. The results show that: (1) The formulation of the principals' policies in improving the professionalism of teachers. The school principals implement policies have been prepared and run regularly. This policy will encourage the enthusiasm of all teachers to do better every time to achieve a common goal. So, in this case, the principals' ability to make his goals become the goal of all teachers in the school is his expertise as a leader. (2) Factors influencing the principals' policies to provide a direct example through his actions on all matters related to improving the professionalism of teachers and others are the raising of prestige of the school he leads. Achievement and good name of the school is a major goal to be achieved as the main factor that makes it has a strong commitment to increase the teacher performance, so that the student performance also improve which results in the achievement of the goals and good name of the school.
Highlights
Government policies in the education sector, namely the 2013 curriculum have been implemented in stages starting in the 2013/2014 school year, and simultaneously implemented in 2014/2015
Achievement and good name of the school is a major goal to be achieved as the main factor that makes it has a strong commitment to increase the teacher performance, so that the student performance improve which results in the achievement of the goals and good name of the school
The school principal implements policies that have been prepared and run regularly. This policy will encourage the enthusiasm of all teachers to do better every time to achieve a common goal
Summary
Government policies in the education sector, namely the 2013 curriculum have been implemented in stages starting in the 2013/2014 school year, and simultaneously implemented in 2014/2015. The expected output from the implementation of the curriculum is to produce Indonesian people who are productive, creative, innovative, and effective by strengthening attitudes (know why), skills (knowhow), and knowledge (know what) as a whole. The implementation of the learning process has eventually returned to the 2006 School-Based Curriculum (SBC). Olibie [1] recommend that principals seriously improve the practice of planning, organizing, coordinating and curriculum practices and efforts to achieve excellence in school planning in curriculum and learning. It can be said that to achieve their goals, the principal needs to improve teacher professionalism
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