Role Of School Principals Research Articles

Should we stay or should we go? Parent experiences of moving or considering moving their autistic child between mainstream schools

ABSTRACT The majority of autistic students experience numerous difficulties at school, which may contribute to frequent moves between mainstream schools. Despite this, no studies have examined the reasons why autistic students are making non-essential mainstream school moves. The aim of this study was to explore the experiences which led parents to consider moving their child between mainstream schools and the decision-making processes in choosing whether to stay or leave. Semi-structured interviews were conducted with 10 parents. Thematic analysis generated three major themes: (1) Parents’ increasing concerns around their child’s school placement, (2) Choosing to stay or leave, and (3) Living with the choice to leave. Parents identified that problems leading to consideration of leaving were largely systemic, highlighting the interaction between push (to leave) and pull (to stay) factors which differed in their intensity across time and personal circumstances. The role of school principals, as well as the parents’ feelings of undermined agency and advocacy, also influenced the decision-making process. This study found that parents’ decision-making around moving their child to another mainstream school is a complicated process; however, the results indicate that there are multiple opportunities for intervention from schools and education departments to prevent a move from occurring.

\u201cI am here for the students\u201d: principals\u2019 perception of accountability amid work intensification

Increasing job duties and responsibilities associated with the changing role of school principals have prompted even greater accountability. As a result, principals are faced with competing demands and expectations in various forms of accountability from multiple stakeholders. This study examines principals’ perception of accountability in the context of work intensification with a particular focus on the question of “accountable to whom and why.” A total of 1434 practicing principals responded to an online survey that sought to determine the groups and individuals to whom principals feel accountable, and why principals feel accountable to those particular individuals or groups. The survey achieved a response rate of 52.68%. The research results show balancing competing accountabilities concerning students has become a daunting task for school principals. The competing if not conflicting expectations from (federal and state/provincial) educational authorities, teachers, parents, students, and various interest groups often pose significant challenges to principals’ work and add to the complexity of principals’ role. The unrealistic expectations imposed on principals make it imperative to critically examine the changing role of school principals and identify essential and legislatively mandated duties and responsibilities of principalship to better reflect and address their intensified work realities.

The Role of Madrasah Principal in Teacher Performance Supervision

This study aims to obtain in-depth information related to the role of school principals in supervising teacher performance. Supervised performance is related to teaching and learning activities. The principal carries out supervision to improve the quality of teacher performance. This study used a qualitative approach with a survey method. Data were collected using observation, interviews, and documentation. Data analysis consists of the data reduction process, data presentation, conclusion drawing, and triangulation. The findings show that supervision activities by school principals have provided valuable input for teachers to improve the quality of education. The teacher has carried out teaching and learning activities that are adapted to current conditions. However, the identified shortcomings are in the mastery of digital technology devices as a tool that can support educational activities.

SUPERVISION TOWARDS IMPROVING ONLINE LEARNING AS SOON AS POSSIBLE DURING THE COVID-19 PANDEMIC

The big role of school principals in supporting the improvement of the quality of education should be reviewed comprehensively and completely based on problems in the school. That since March 16, 2020 the government has called for learning to be carried out online. So, the change so quickly in the way of learning is surprising for both teachers and students, various problems arise. So that the school also began to anticipate participating in finding solutions to anticipate problems that occur in online learning. There are 3 direct policies simultaneously that we must implement in a situation of learning crisis at that time, namely social restrictions due to the COVID-19 pandemic forcing online learning, independent learning without the UN so that students can assess student competencies in the form of written tests or other more comprehensive forms of assessment, such as portfolios and assignments (group assignments, written papers, etc.), curriculum in special conditions or emergency curriculum, schools can use a curriculum that suits the learning needs of students. This situation is discussed in this paper, the efforts of Public Vocational High School 11 Malang to supervise to improve online learning that was previously completely unprepared. Suddenly, all teachers should do online learning using IT media, repairs can be made quickly and effectively during the pandemic.

Principal Strategy in Partnership Development

This article aims to provide a conceptual overview of the principal's strategy in partnership development. The aspects studied are: 1) various dimensions of strategy; 2) The roles of school principals; and 3) Partnership development. The method used is a literature review, where the authors synthesize and develop various concepts and findings related to the principal's strategy in developing partnerships. The results of the study show that: first, strategy is a prerequisite in carrying out leadership roles. A reliable principal will be seen in his ability to read environmental conditions, internal and external, to formulate a grand design for school development. The concrete form is the formulation of the school's vision, mission, goals, and programs. Second, the roles of principals are increasingly complex in the midst of very fast environmental changes, as well as very tight competition between schools. Not only managerial roles, more than that the principal must appear as a leader who makes a difference. Third, partnership development is a deeper meaning of school quality. That schools do not exist in an empty space, but are directly connected to the community and the world of work as users of educational services. This article suggests the importance of increasing knowledge about strategy for school principals, followed up with technical skills in the strategy stages. Keywords: Strategy, School Management, Partnership, Quality

IMPLEMENTASI SUPERVISI AKADEMIK DAN KESEHATAN SEKOLAH PADA MASA PANDEMI COVID19 DI SDN BENER 01 TAHUN PELAJARAN 2020/2021

<p class="E-JOURNALAbstractBodyEnglish">The Covid19 pandemic has brought significant changes to the education. The implementation of the school management function has changed in the methods and focus of activities. The implementation of the principal's leadership function includes Plan, Do, Check, Action activities in various aspects of school management. The role of school principals was very dominant in assessing the academic and health processes of schools during the Covid-19 pandemic. An alternative way that must be done to ensure quality is education supervision. Supervision is carried out by the principal, aims to record and evaluate teacher performance. The supervision that will be used in SDN Bener 01 is constructive supervision. This supervision technique provides input and direction to the teacher. This research was conducted in January-March 2021. The research site was SDN Bener 01, Saradan District, Madiun Regency with the target of 8 teachers. The result of academic supervision is that in general there has been an increase in teachers' academics in learning during the Covid19 pandemic. The percentage of teachers with the minimum criteria is good as much as 100%. Several aspects, the teacher got very good results. The results showed that the facilities and infrastructure as well as the implementation of health protocols at SDN Bener 01 were categorized as Very Good.</p>

The Role of Principal Leadership in Improving the Work Ethic of Islamic Religious Education Teachers (Pai) at SD Muhammadiyah 2 Sidoarjo

The teacher is the transformational media of all the knowledge needed by students. In addition, the role of teachers is very much needed especially in Islamic-based schools that always pay attention and prioritize students to continue their studies in college. To get closer and to build with high enthusiasm for the achievement of the priorities above, the researcher conducted research at second grade of Elementary School in Sidoarjo by knowing more about the leadership style of the principal in improving the work ethic of Islamic Education teachers. This study is entitled "The leadership role of school principals in improving the work ethic of Islamic Religious Education teachers at second grade of Elementary School in Sidoarjo". This research is a qualitative study, through a phenomenological approach that is a qualitative research approach rooted in philosophical and psychological and focuses on human life experiences (sociology) that produce descriptive data in the form of written or oral data from observable people's behavior. The form of research is descriptive qualitative research, namely research that describes an object relating to the problem conducted without Role, leadership, principals, teachers’ work ethicasking research variables.The results of research on the role of principals in improving the work ethic of teachers of Islamic Education are as follows: (1) as educators: principals must have the right strategy to improve the work ethic of teachers and professional educators. (2) as a manager at school: the task of the manager is to plan something that can improve the work ethic of the teachers of Islamic Education and the quality of education, in addition the manager also organizes educational resources that have not been organized in order to unite in implementing education and control the implementation of educational outcomes . (3) as a motivator: the principal has a very close relationship with various activities in the school, such as providing motivation and encouragement, so the teacher is more disciplined and has a work spirit.

PERAN KEPALA SEKOLAH DALAM PENERAPAN KURIKULUM KMA NOMOR 183 DAN NOMOR 184 TAHUN 2019 DI MADRASAH ALIYAH AL-ANWAR PACULGOWANG DIWEK JOMBANG

The importance of the role of the principal in implementing the KMA curriculum Number 183 and Number 184 of 2019, so that teaching and learning activities in schools are activities that must be endeavored as much as possible. The purpose of this study was to find out about the role of school principals in implementing the KMA curriculum Number 183 and Number 184 of 2019 at Madrasah Aliyah Al-Anwar Paculgowang Diwek Jombang as well as supporting and inhibiting factors in implementing the KMA curriculum Number 183 and Number 184 2019. This research is a field research, meaning that this research takes data objectively, using qualitative methods. The results of this study, principals act as mentors, managers, supervisors, and facilitators. The supporting factors are internal and internal factors. Internal factors include that the school has adequate human resources, this curriculum is in accordance with the needs of the community, the principal is assisted by the deputy head of the curriculum. The external factor is that this curriculum has the support of parents and guardians of students, the school is in a supportive area, meaning that it is in the area of ​​a boarding school, on the other hand students have received religious subjects outside of school, the principal is helped by the presence of qualified teachers. the inhibiting factors are that there are some children who are slow in understanding the subject, the learning media is not evenly distributed in the classroom.

The Influence of Managerial Ability of School Principals and The Climate of School Organizations on Teacher Performance During The Covid-19 Pandemic

The role of school principals is very important in optimizing teacher performance during the Covid-19 pandemic. In addition, a conducive school organizational climate is able to provide solutions to teacher performance problems that arise during the Covid-19 pandemic. This study aims to analyze the effect of Principal Managerial Ability and School Organizational Climate on Teacher Performance During the Covid-19 Pandemic. This type of research is quantitative research. The research method used is a quantitative method. The population in this study amounted to 184. The sample in this study was 126 teachers. The technique used to collect data is interview and observation. The instrument used to collect data is a questionnaire. The results showed that the principal's managerial ability had an effect on teacher performance as indicated by the Fcount 92,102 (p <0.05) and had a strong tightness based on the correlation coefficient value of 0.653. Furthermore, the school organizational climate affects teacher performance as indicated by the Fcount 126,784 (p <0.05) and has a strong tightness based on the correlation coefficient of 0.711. In addition, the principal's managerial ability and school organizational climate simultaneously affect teacher performance based on the Fcount 75.497 (p <0.05) and has a strong tightness based on the R value of 0.742. It can be concluded that the principal's managerial ability and the school's organizational climate simultaneously affect teacher performance during the Covid-19 pandemic.

KEPEMIMPINAN KEPALA SEKOLAH DALAM MENINGKATKAN MUTU PADA MASA PANDEMI COVID-19

The principal is the leader as well as the manager in the school. In any situation, the role of the principal is an important step to serve as a reference in developing competency and quality of education. This research was conducted with the aim of knowing the role of school principals in improving the quality of education during the Covid-19 pandemic. The method used is qualitative with a case study approach. This research setting was in MIS Babussalam, Nowa. Participants in this study were teachers who teach at MIS Babussalam, Nowa. Data collection techniques using structured interviews by arranging questions into interview guidelines. The research procedure used the Creswell case study approach. Data analysis was carried out with the assistance of the Atlas.ti software version 8. The results of this study indicate that the role of school principals in improving the quality of education during Covid-19 has the findings indicators are having a manner, being a manager, and being able to prioritize teachers and education personnel with HR development. The findings of this study can be recommended to all school principals as part of efforts to become school principals to optimize roles.

Israeli principals’ considerations regarding the actions they take to prevent student absenteeism

ABSTRACT Despite the high prevalenceof student absenteeism and its wide range of negative consequences, the existing research on the role of school principals in combating student absenteeism is scant. The current study sought to understand the considerations of principals regarding the actions they take to prevent student absenteeism. Study participants were 22 Israeli school principals. Data were collected through semi-structured interviews. Data analysis revealed thatIsraeli principals rarely took actions whose direct aim was to combat student absenteeism. They viewed their impact on student absenteeism as indirect and focused on combating severe student absenteeism. Implications and further research are discussed.

The influence of school principals’ leadership behaviour and act of fairness on innovative work behaviours amongst teachers

Background: Although innovative work behaviours (IWBs) of teachers are important for individual school’s effectiveness and national economic sustainability, only fewer studies on leader-related behaviours drive IWBs of teachers in public schools in Lesotho.Research purpose: Drawing from the theories of leadership, affective commitment, social exchange and justice, the study examined the influence of school principals’ leadership styles and fairness on achieving IWBs amongst teachers.Motivation for the study: The teachers’ IWB amongst schools plays a key role in endorsing and producing innovative and adaptable future-oriented human capital. However, only scant research is available on the role of school leadership behaviour on teachers’ IWB in public schools. This happens despite the agreement amongst scholars and practitioners that critical thinking imparted by innovative teachers is a valuable source of creative labour force, a critical component for sustained national economic growth.Research approach/design and method: Data collected from 210 teachers in Lesotho (response rate = 71%) were analysed by means of correlation and multiple regression analyses to examine the hypothesised relationships.Research findings: The results indicated that the general supervisor-support factor (consisting of the perception of leadership and fairness of a principal) had a positive and significant effect on IWBs of teachers. Contrary to expectations, the affective commitment of teachers to their schools did not relate significantly to their IWBs.Practical/managerial implications: The article discusses these findings, suggests their theoretical and practical implications and outlines the prospects for future research on factors that may influence IWBs of teachers in schools. In order to improve teachers’ IWBs, this paper recommends that school principals be provided with training on how to articulate a compelling vision; coach, mentor and develop their subordinates; challenge them to think creatively; treat them with honesty and respect; and follow school policies, procedures and regulations all the time.Contribution/value add: This study adds to the scant literature regarding the role of school principals in nurturing IWBs of teachers in public schools.

Leading curriculum changes in schools: The role of school principals as perceived by teachers

The purpose of this article is to report on research in schools to determine the views of teachers regarding points of which principals should take into consideration during periods of change in their schools. The research, based on a post-positivist worldview, was quantitative in nature, with one qualitative section. Eight hundred and eighty four teachers from 67 schools formed the sample. Teachers are concerned that the change will render them incompetent in future due to the fact that important aspects are not taken into account when change is led by principals. Change always has an element of resistance to it which should be taken into account by principals when change is being effected. Taken into account the views of teachers, the effect of resistance could be minimised for effective schools. Principals could be in a better position to steer the changes in schools in the right direction. In the light of the findings of the research, principals will be in a better position to lead the change in schools. The latter will enable teachers to do their work in a proper way to the benefit of the learners and eventually, to the benefit of society.

Principals’ views on policies and practices for the educational inclusion of Roma people

The role of school principals is recognized as crucial for the daily operation of schools in general and specifically for the management of the challenges posed by the increasing diversity of the current era. In this article, kindergarten principals’ views regarding policies and practices for the management of diversity with reference to one of the most marginalized group, the Roma people, are examined. For this purpose, ten semi-structured interviews with kindergarten principals in areas in which Roma people live either in settlements or inside the residential areas were conducted. Data analysis indicates that principals are aware of the inadequacies of the policies regarding the Roma people and they propose a series of measures at local and central level for the improvement of the school inclusion of Roma children. However, principals are also trapped to a deficit discourse that transfers to the Roma people the major responsibility for their social and educational exclusion.

Peran Kepala Sekolah dalam Peningkatan Motivasi Kerja Guru di SMP Negeri I Bungku Timur Sulawesi Tengah

The purpose of this study was to determine teacher work motivation and the role of school principals in increasing teacher work motivation at SMPN I Bungku Timur. This research method uses a qualitative descriptive method with a phenomenological approach. The subjects in this study were the principal and teachers. Data collection was carried out by participant and non-participant observation, unstructured interviews and documentation. This research data analysis using qualitative descriptive analysis. The results of this study indicate that the work motivation of teachers at SMPN I Bungku Timur is quite high. This is evidenced by the commitment and loyalty of teachers who work well. This condition can be seen from their activities in carrying out their responsibilities in doing work, the achievements they have achieved, self-development and independence in acting. As for the role of the principal in increasing teacher work motivation, namely: as a work partner, participant, supporter, giving a mandate, making a fun workplace and a role model for teachers of SMPN I Bungku Timur.

The Principal at Risk: Stress and Organizing Mindfulness in the School Context.

Background: In recent years the role of school principals is becoming increasingly complex and responsible. Methods: This study was voluntarily attended by 419 Italian school principals who were administered the Psychological Stress Measurement (MSP), Mindfulness Organizing Scale (MOS), Polychronic-Monochronic Tendency Scale (PMTS), and the Scale of Emotions at Work (SEW). Results: The study has produced a path analysis model in which the relationships between the main predictors of principals’ work discomfort were explained. The effect of depressive anxiety on perceived discomfort (ß = 0.517) found a protective mediator in the mindfulness component that recognizes the sharing as a fundamental operational tool (ß = −0.206), while an increasing sense of effort and confusion could significantly amplify the experience of psychological discomfort associated with the exercise of school leadership (ß = 0.254). Conclusions: The model developed in this study suggests that focusing on organizing mindfulness can be a valuable guideline for interventions.

Peran Kepemimpinan Kepala Sekolah Dalammeningkatkan Etos Kerja Guru Pendidikan Agama Islam (Pai) Di Sd Muhammadiyah 2 Sidoarjo

The teacher is the transformational media of all the knowledge needed by students. In addition, the role of teachers is very much needed especially in Islamic-based schools that always pay attention and prioritize students to continue their studies in college. To get closer and to build with high enthusiasm for the achievement of the priorities above, the researcher conducted research at second grade of Elementary School in Sidoarjo by knowing more about the leadership style of the principal in improving the work ethic of Islamic Education teachers. This study is entitled "The leadership role of school principals in improving the work ethic of Islamic Religious Education teachers at second grade of Elementary School in Sidoarjo". This research is a qualitative study, through a phenomenological approach that is a qualitative research approach rooted in philosophical and psychological and focuses on human life experiences (sociology) that produce descriptive data in the form of written or oral data from observable people's behavior. The form of research is descriptive qualitative research, namely research that describes an object relating to the problem conducted without asking research variables.The results of research on the role of principals in improving the work ethic of teachers of Islamic Education are as follows: (1) as educators: principals must have the right strategy to improve the work ethic of teachers and professional educators. (2) as a manager at school: the task of the manager is to plan something that can improve the work ethic of the teachers of Islamic Education and the quality of education, in addition the manager also organizes educational resources that have not been organized in order to unite in implementing education and control the implementation of educational outcomes . (3) as a motivator: the principal has a very close relationship with various activities in the school, such as providing motivation and encouragement, so the teacher is more disciplined and has a work spirit.

The role of school principals in caring for gifted students

The current study aimed to identify the role of school principals in caring for gifted students in Ajloun governorate. The study sample consisted of (56) principals of public and private schools who were chosen by the survey method. A scale consisted of (27) items were distributed on three areas The role of the principal in providing the physical environment for gifted students consisted of (7) paragraphs.The role of the principal in discovering gifted students consisted of (6) paragraphs. The role of the principal in caring for gifted students and professional development for supervisors of gifted students consisted of (14) paragraphs. After verifying the indications of validity and reliability of the scale, the researchers applied the scale to the study members during the first semester of the academic year (2019/2020), and the results showed: The role of school principals in Ajloun Governorate in caring for gifted students was moderate, "and the absence of statistically significant differences due to the gender variable, the experience variable, the school stage variable, and the educational qualification variable.

Creating conditions for professional learning communities (PLCs) in schools in China: the role of school principals

ABSTRACT School principals play a key role in the creation and nurture of school conditions conducive to Professional Learning Communities (PLCs). In China, whereas the term PLC itself is an imported concept and rarely used by school practitioners, the precept of PLCs, collaborative teacher learning activities, are firmly embedded in teachers’ daily work. However, little research has examined the relationships between principalship and PLCs in the country. This article uses data collected from over 100 primary school principals across six regions in China to explore the role principals play in building and sustaining PLCs in Chinese schools. The article specifically asks what Chinese school principals do to create the structural, cultural and relational conditions needed to foster PLCs. The study identifies some common leadership strategies adopted by Chinese principals and related insights into embedding ongoing professional learning in schools.

PENGARUH PERAN KEPALA SEKOLAH DAN BUDAYA KERJA TERHADAP MOTIVASI BERPRESTASI GURU SEKOLAH DASAR DI KABUPATEN SEMARANG

THE EFFECT OF THE ROLE OF THE SCHOOL HEAD AND WORK CULTURE ON THE ACHIEVEMENT OF BASIC SCHOOL TEACHERS MOTIVATION IN SEMARANG DISTRICTThis study to determine (1) the effect of the principal's role on teacher achievement motivation. (2) the influence of work culture on teacher achievement motivation (3) the effect of the principal's role and work culture together on teacher achievement motivation. The population in this study was 269 elementary school teachers in Susukan subdistrict, Semarang regency, a sample of 161 teachers using proportional sampling sampling. The collection method uses a questionnaire. Data analysis using descriptive analysis, hypothesis testing consisting of simple and multiple regression using the SPSS for Window Release 21 program The research findings show that the role of the principal has a significant effect on teacher achievement motivation by 34.8%. Work culture has a significant effect on teacher achievement motivation by 34.1%, the role of school principals and work culture has a significant effect on teacher achievement motivation in SDN Susukan Semarang regency by 44.8%, with a regression equation Ŷ = 12.075 + 0.399X1 + 0.484X2. so the better the role of the principal and work culture, the teacher achievement motivation will also increase