Performance Of School Principals Research Articles

The Impact of Bureaucratic Structures on the Performance of School Principals in Public Secondary Schools

The study investigated into bureaucratic role of principals’ leadership performance in public senior secondary schools in Rivers State. The study adopted the descriptive research design. The population of the study consisted of the two hundred and ninety six (296) principals in all the two hundred and ninety-six (296) public senior secondary schools in the 23 Local Government Areas of Rivers State. The sample of this study comprised the two hundred and ninety-six (296) principals selected from the two hundred and ninety-six (296) public senior secondary schools in the twenty three (23) Local Government Areas in Rivers State, representing 100% of the population using the census sampling technique. Out of the 296 copies of questionnaires distributed 275 representing 96% of the total number of copies, were duly completed and returned. The instrument for data collection for this study was a 30 item self-structured questionnaire titled ‘Bureaucratic Role of Principals’ Leadership Performance Questionnaire (BRPLPQ)”. The instrument was structured using the modified 4-points Likert Scale model of; Very High Extent (VHE) – 4 points; High Extent (HE) =3 points; Low Extent (LE) = 2 point and Very Low Extent (VLE) =1 point.

Evaluation of Principals' Performance in Improving The Quality of Graduates of State Vocational High Schools in Rejang Lebong

The principal plays a crucial role in the successful attainment of school objectives. The role of principal leadership is crucial in enhancing school performance and promoting progress. The aim of the research is to evaluate the performance of school principals in improving the quality of graduates of vocational in high school. The research method uses a goal-oriented evaluation type of evaluation model. The research subjects were school principals, teachers, administrative staff, and students. Collecting data using interview techniques, observation and documentation studies. the data was analyzed quantitatively. Research results a. The performance of school principals has carried out innovations by managing change by creating innovations in achieving targets and student quality in the very good category. b) The performance of school principals in cultivating a creative, competitive work culture and a comfortable, healthy work climate is in the good category, c) The performance of school principals in utilizing information technology in learning and developing library systems that support the quality of learning is in the very good category. Suggestions to school principals can facilitate and support teacher creativity in implementing innovative learning models

The Role of Transformational Leadership on The Performance of School Principals through Student Discipline and Mentality (Empirical Study of Cilegon City Primary School Leadership Leadership)

<p>Kepemimpinan transformasional merupakan inovasi gaya kepemimpinan melalui visi dan misi organisasi, adaptasi dengan globalisasi, edukatif, dan bertujuan untuk meningkatkan disiplin, dan mental siswa. Tujuan penelitian adalah untuk mengembangkan teori transformasional dalam kepemimpinan sekolah dasar dan berinovasi dalam pengembangan edukatif. Jenis penelitian adalah kuantitatif dengan responden para guru sekolah dasar kota Cilegon. Teknik pengumpulan data melalui survey google form dan terkumpul 180 responden untuk diuji dan dibahas melalui alat <em>statistic structural equation modelling</em> (SEM). Hasil penelitian antara lain: (1) ada pengaruh kepemimpinan transformasional terhadap disiplin; (2) ada pengaruh kepemimpinan transformasional terhadap mental siswa; (3) tidak ada pengaruh kepemimpinan transformasional terhadap kinerja kepala sekolah; (4) tidak ada pengaruh disiplin terhadap kinerja kepala sekolah; serta (5) ada pengaruh mental siswa terhadap kinerja kepala sekolah. Simpulan penelitian ini adalah transformasi kepemimpinan masa depan lebih memfokuskan pada aspek peningkatan disiplin kerja dan mental siswa. <em></em></p>

Dominant Factors Influencing the Performance of Principals of Vocational High Schools

This study aims to determine the effect of self-efficacy, job satisfaction, and perceptions of position on the performance of principals of public vocational high schools in DKI Jakarta Province. The research was conducted using a survey method. The data were analyzed using path analysis. The population of this study was 61 school principals in six cities/districts. This research questionnaire tested 21 school principals. Therefore, using proportional random sampling, the sample for this study was 40 school principals who were selected proportionally and randomly. The results of the study are as follows: (1) there is a positive direct effect of self-efficacy on the performance of school principals, (2) there is a positive direct effect of job satisfaction on the performance of school principals, (3) ) there is a positive direct effect of position perceptions on the performance of school principals, (4) there is a positive direct effect of self-efficacy on job satisfaction, and (5) there is a positive direct effect of self-efficacy on perception of position.

KINERJA KEPALA SEKOLAH DAN KINERJA MENGAJAR GURU DALAM PENINGKATAN MUTU SEKOLAH DASAR NEGERI DI KECAMATAN KOTA TANGERANG

This study aims to determine the effect of principal performance (X1) and teacher performance (X2) on school quality (Y). The method used in this research is descriptive method with a quantitative approach with the study population consisting of 85 public elementary schools in Tangerang district. The total sample of 46 schools was taken based on proportionate stratified random sampling from all public elementary schools in the Tangerang city district to obtain data on school quality. The results of the descriptive analysis show that the school quality variable gets a score of 3.70 which is in the high category. This means that the quality of public elementary schools in the sub-district of Tangerang city is good. The dimension that gets the highest score is outcame at the first level, then the second input, the third enhanced process, and the last ranked output. Meanwhile, the school principal's performance variable obtained a score of 4.32 and was in the very high category. This means that the performance of school principals in the Tangerang sub-district has been very good. The dimension that gets the highest score is initiative at the first level, then the second is quality of work and capability, the third is improved promptness, and the last is communication. Then, the results of data processing on the teacher's teaching performance variable obtained a score of 4.59 and were in the very high category. This means that the teaching performance of teachers in the district of Tangerang city is very good. The dimension that gets the highest score is planning at the first level, then the second implementation, the final enhanced assessment.

The Importance of Emotional, Spiritual Intelligence, and Self Efficacy on The Principal’s Performance in Sekolah Penggerak Program Based on Merdeka Curriculum

This study aims to analyze the importance of emotional, spiritual intelligence, and Self Efficacy on the performance of school principals in Sekolah Penggerak that use the Merdeka curriculum. Based on initial observations, it was found that there was a lack of emotional and spiritual intelligence in the principal, which hindered the effectiveness of the process of implementing the self-development of a principal. This study used the literature review method. The instruments used were national and international journals, reference books, and unstructured interviews for analysis using thematic analysis. The results showed that the Sekolah Penggerak was an effort to improve the quality of schools through holistic learning outcomes starting with High-Quality Human Resources (principals and teachers). Improvements were made through 5 interventions to schools to increase the capacity of Human Resources. Self-efficacy as part of emotional and spiritual intelligence can form school principals as leaders, planners, supervisors to evaluators in schools who are confident and think ahead. This intelligence can make a school principal confident in planning work programs, strongly committed, able to carry out programs well, and collaborate with teachers and administrative staff to achieve the school's goal of producing students to become Pancasila student profiles.

The Role of Training Courses in Developing Secondary School Principals Performance in Makkah City from the teachers' point of view: دور الدورات التدريبية في تطوير أداء مديري المدارس الثانوية بمدينة مكة المكرمة من وجهة نظر المعلمين

The purpose of the study is to investigate the role of training courses in developing secondary school principal's performance in Mecca city as perceived by teachers; as well as exploring the significant differences about those courses in in developing secondary school principals performance in Mecca city according to (major, scientific qualifications and years of experience). The study adopted the descriptive analytical approach by the questionnaire to collect data. The population consisted of secondary school teachers in Mecca City, and the study tool was administrated on a sample of (350) teachers. The study reached several results, the most important of which are: The role of training courses in developing the performance of secondary school principals in Mecca city is in a big degree in all domains except for the local community domain, where it came to an average degree in favor of those with (5- 10) years and (10) years and over. Further, there are significant statistical differences according to the academic qualification variable in (teachers, school facilities and equipment) domains in favor of graduate studies, and in the domain (school activities) the differences were in favor of those with a bachelor’s degree, as well as there is significant statistical differences in the two domains of (students and school activities) attributed to major in favor scientific majors.

Spiritual Leadership and its Relationship with Principal Performance and Elementary School Quality in Remote Areas in Indonesia

AbstractThis study aimed to analyze empirical evidence concerning the quality of elementary schools in remote areas in Indonesia vis-a-vis the digital age through the correlation between spiritual leadership and the performance of school principals who were determined as independent variables, while school quality was determined as dependent variables. A quantitative approach was used in this study. Participants involved were elementary school principals and remote area teachers spreading across three districts and two provinces in Indonesia, totaling 147 school principals and teachers. Analysis of the data used was descriptive and path analysis. The results showed that 1) the variable of spiritual leadership (X1) had a direct relationship with the performance variable of the principal (X2), with an influence value of 0.614 or 61.4 percent; 2) the variable of spiritual leadership (X1) has a direct relationship with the variable of school quality (Y), with an influence value of 0.521 or 52.1 percent; 3) principal performance variable (X2) has a direct relationship with school quality variables (Y), with an influence value of 0.700 or 70.0 percent; 4) the relationship of spiritual leadership variables (X1) and the performance of school principals (X2) toward school quality (Y) simultaneously show a value of 0.734 or 73.4 percent; and 5) the variable of spiritual leadership (X1) has an indirect relationship with school quality (Y) through the principal’s performance (X2), with a value of 0.320 (32.0%), with the effect of total spiritual leadership (X1) on school quality (Y) amounted to 0.841 (84.1%).

Pengaruh Disiplin dan Iklim Kerja terhadap Kinerja Kepala Sekolah pada Sekolah Menengah Kejuruan Muhammadiyah Cipulir, Jakarta Selatan

This study aims to determine the effect of discipline and work climate on the performance of school principals at Cipulir Muhammadiyah Vocational High School, South Jakarta. The method used is explanatory research with analysis techniques using statistical analysis with regression testing, correlation, determination and hypothesis testing. The results of this study, the discipline has a significant effect on the performance of the principal by 51.9%, the hypothesis test is obtained t count> t table or (7.568> 2.006). Work climate has a significant effect on the performance of school principals by 44.0%, hypothesis testing is obtained t count> t table or (6.456> 2.006). Discipline and work climate simultaneously have a significant effect on the performance of school principals with the regression equation Y = 7.924 + 0.419X1 + 0.387X2 and the influence contribution is 61.6%, the hypothesis test obtained F count> F table or (41.741> 2.780).

PENGARUH KINERJA KEPALA SEKOLAH DAN KOMPETENSI PROFESIONALISME GURU TERHADAP PRESTASI SISWA DI SMK KESEHATAN ANNISA 3, CITEUREUP, BOGOR

ABSTRACT
 
 The purpose of this study was to determine the effect of Principal Performance on Student achievement, the effect of Teacher Professionalism Competence on Student Achievement, and the joint effect of Principal Performance and Teacher Professionalism Competence on Student Achievement at SMK Annisa 3, Citeureup, Bogor.
 This research is a survey research with a quantitative approach. Survey research is intended to obtain a general description of the research variables. To explain the research variables carried out with a descriptive and correlative level of explanation. Descriptive explanatory level aims to describe the findings of variables from the study. While the correlative level of explanation is used to find relationships between variables.
 The results of the study showed that (1) There was a significant positive effect on the Principal's Performance on student achievement in Health Vocational School Annisa 3, Citeureup, Bogor. The Principal's performance contributes highly to student achievement at SMK Annisa 3 Health, Citeureup, Bogor. as much as 54.8%. (2) There is a significant positive effect on Teacher Professional Competence on Student Achievement in Annisa 3 Health Vocational School, Citeureup, Bogor. Professional Teacher Competence contributes highly to Student achievement at Annisa 3 Health Vocational School, Citeureup, Bogor as much as 78.4%. (3) There is a positive influence that is significantly shared by School Principal Performance and Teacher Professional Competence on Student Achievement in Health Vocational School Annisa 3, Citeureup, Bogor. Correlation between the principal's performance, teacher's professional competence and student achievement is strong. R Square value of 0.332 or 33.2% indicates that there is an influence of independent variables (principal performance, teacher professional competence) on the dependent variable (student achievement) of 33.2% which can be explained by research factors, while 66,8% or (1-33.2%) are explained by other factors outside of research.
 
 
 
 

The Profile of Professional Standards for Secondary School Principals in Vietnam

Gathering information on the performance of school principals and acting on the information about their effectiveness as leaders is an essential part of improving school performance. This paper reports part of the findings from an initiative conducted to sustain and improve management quality at secondary schools in Vietnam. An evaluation tool was developed based on Vietnam’s professional standards for school leaders and was used by school principals and teachers to provide more insight into their professional practices and training needs. 593 principals and 1647 teachers from 16 provinces across the eight regions of the country participated in the survey and 110 follow-up interviews were conducted. The results indicated that there were certain socio-cultural factors that conditioned the practices of Vietnamese school leaders, including demanding them to be politically, ethically and professionally fit, and to assume many peripheral roles. School principals in Vietnam generally met state standards in terms of qualifications and management expertise, and were perceived to have adequate competencies in handling school management, especially in promoting teachers’ teaching capacity and ensuring educational quality. However, Vietnamese school principals found it challenging to manage school resources and assets and to instruct teachers on leadership; areas that they have hitherto received little training in.

Evaluate the performance of the secondary school principals in exams management from the perspective of teacher's

A field study aimed to evaluate the performance of secondary schools in the examinations from the perspective of teachers, administration managers, adopted in this study, descriptive and analytical approach. Was identified research community which consisted of (3981), a school teacher, research sample stratified random way chosen by (6.882%) of the research community, as the number of respondents reached (274) of secondary teachers. Was built questionnaire included 60 items distributed among the fields of study. And make sure the two researchers of the validity and reliability. Data were analyzed using the search software (SPSS), and the researchers apply the resolution in the first semester of the academic year 2015-2016. And reached the following findings: that the performance of school principals in exams administration level was up about a year and reflects the skill and ability.

O Impacto da Remuneração Variável no Desempenho do Servidor Público

O objetivo do presente estudo é analisar o efeito da remuneração variável sobre o desempenho do servidor público. Notou-se que a literatura é divergente quanto à associação entre os incentivos e a melhoria do desempenho no setor público. Para contribuir com as pesquisas e com o esclarecimento da divergência observada, desenvolveu-se modelo empírico visando mensurar os efeitos dos programas no desempenho do servidor. Na sequência, foram realizados testes em um estudo de caso sobre o programa de remuneração variável aplicado aos servidores das escolas públicas do Estado de São Paulo objetivando identificar seus impactos no desempenho dos diretores de escola e dos professores. Considerando que estes servidores fazem parte do sistema de ensino, também foi testado se os efeitos do programa sobre o desempenho dos diretores e professores impactam o desempenho dos seus alunos.

Building Cohesive Leadership Development

In 2004 the General Assembly of the State of Ohio (USA) enacted Senate Bill 2, which created the Educator Standards Board ‘to develop and recommend to the state board of education standards for entering and continuing in the teaching and principalship professions’. Since that time the Ohio Department of Education has established a coherent leader development system to strengthen the accountability and performance of school principals under the standards that were adopted. This article reports on the national and international context of such work, related research, the development of the Ohio Principal Standards, the alignment of the standards with national standards, the development of the Ohio Principal Evaluation System, and the development of rubrics to measure principal performance. The authors believe that this work may be instructive and helpful to other entities that are seeking to upgrade principal performance.

An Analysis of Emotional Intelligence and the Performance of Principals in Selected Schools in Kenya

The article investigates the degree of association between the emotional intelligence (EI) of school principals and their performance rating. The concept of EI is defined and data collected using the Mayer, Salovey, and Caruso Emotional Intelligence Test. This is related to the performance of the school in terms of test scores in national examinations as well as other measurable variables at the school level. The findings render valuable information indicating that there was a significant relationship between a school principal’s EI and the school’s success as measured by the rating of school principals who participated in the study. The study will enable further exploration into the emotional cognitive and psychological structures of these vital managers in the education sector using established HRD training programmes aimed at improving EI and performance of school principals.

Principals as Agents? Investigating Accountability in the Compensation and Performance of School Principals

Although school accountability incentives and standards, such as district-mandated goals and state sanctions for poor performance, are increasingly common, few studies have investigated their effectiveness. The author of this paper seeks evidence on whether such policies affect public secondary principal pay and school performance. An analysis of cross-sectional variation in data from the 1999–2000 Schools and Staffing Survey indicates that accountability policies coincided with lower college matriculation rates and lower principal pay, particularly for the best principals. On the other hand, the policies were associated with higher student retention rates at the worst schools. Though principals at those schools may not have been directly rewarded through accountability policies, these principals appear to have acted as agents for students in danger of dropping out.

Principals as Agents? Investigating Accountability in the Compensation and Performance of School Principals

In this study I examine the relationship between accountability (e.g., state sanctions for poor performance, or the presence of goals required by the district) and public secondary principal pay and school performance. Though such incentives and standards are increasingly common, the existing literature provides little evidence on the effectiveness of these policies. I explore cross-sectional variation in data from the Schools and Staffing Survey, and use quantile regressions where the conditional distributions of pay and school outcomes reflect variation in performance that is not observable in the data. I find that accountability coincides with lower college matriculation rates and lower principal pay, particularly for the best principals. On the other hand, accountability corresponds to higher retention rates at the worst schools. Though they may not be directly rewarded, school principals appear to act as agents for students in danger of dropping out.