School Principal Leadership Research Articles

Development Management Model of Teacher’s Global Competence and Complexity Leadership Based on the Merdeka Curriculum

This study aims to produce: 1) A product of a global competency measurement instrument for senior high school teachers, 2) A product of a measurement instrument for the complexity of leadership of senior high school principals, and 3) A product of a global competency development model based on the complexity of leadership for senior high school teachers in DKI Jakarta, and 4) A product of a training module for developing global competencies for senior high school teachers in DKI Jakarta. The unit of analysis of this study was SMA Penggerak in DKI Jakarta, with respondents of SMA Penggerak Batch I teachers totaling 301 teachers taken by proportional random sampling. Measurement of teacher global competence was carried out by distributing questionnaire instruments compiled based on 3 (three) core elements of teacher global competence, namely: 1) Teacher disposition, 2) Teacher knowledge, and 3) Teacher skills (Tichnor-Wagner, et al, 2019). Meanwhile, measurement of complexity leadership was carried out by distributing questionnaire instruments compiled referring to 3 (three) components of complexity leadership, namely: 1) Administrative leadership, 2) Adaptive leadership, and 3) Enabling leadership (Uhl-Bien et al., 2009). This study uses the SEM model with data processing techniques using Wrap PLS. The results of the design of the complexity leadership and global competent teacher measurement instrument show a high level of validity and a perfect level of reliability, so it is very suitable for use in this study. The results of the complexity leadership hypothesis test on global competent teachers show that there is a significant influence. The results of measuring the complexity leadership dimensions on global competent teachers also show that each dimension has a significant influence, where the empowering leadership dimension has the most significant influence.

The Strategic of School Principal Leadership in Dealing with School Management Problems at The Menara Fitrah Integrated Islamic High School

School management plays a very important position in the implementation of education. However, in implementing school management, it cannot be separated from challenges and challenges. As the highest peak in the school's organizational structure, the principal has a significant role in determining direction and policy in the running of management at the school.This research aims to analyze the principal's leadership strategy in dealing with various school management problems at SMA IT Menara Fitrah and identify supporting and inhibiting factors in implementing the principal's leadership strategy. This research is a qualitative descriptive study. carried out at SMA IT Menara Fitrah, Ogan Ilir Regency. The key informant of this research is the school principal and the supporting informants are teachers and students. Research data was collected by interviews, observations and documentation studies. To obtain credible findings and data validity, triangulation techniques were used. The research results show that the principal of SMA IT Menara Fitrah applies transformational leadership strategies in dealing with school management problems. This strategy includes: building a clear and measurable school vision, mission and goals, maintaining a positive and supportive school culture, encouraging participation and empowering all school officials and stakeholders to achieve school goals, and developing an effective evaluation and accountability system. The factors that support the implementation of the principal's leadership strategy include the principal's commitment to realizing the school's vision, mission and goals. Meanwhile, factors that hinder the implementation of the principal's leadership strategy include the lack of communication and commitment of some school officials in supporting the success of school management.

초등 신규교사의 교직적응 프로파일 분석 및 영향요인 탐색

Objectives The purpose of this study is to analyze the professional adaptation types of novice elementary school teachers and to explore the factors influencing these types. Methods To this end, a latent profile analysis was conducted using data from the Seoul Educational Longitudinal Study collected by the Seoul Metropolitan Office of Education. Results The analysis identified four types among novice elementary school teachers: Satisfaction Type (51%), Successful Type (22%), Dissatisfied Type (10%), and Maladaptive Type (17%). Key findings revealed that significant predictors for being in the Satisfaction Type group included the level of teacher role recognition and self-understanding, with higher levels of these factors greatly increasing the likelihood of being classified as Satisfaction Type rather than Maladaptive Type. Factors significantly influencing the likelihood of being in the Successful Type included experience as a temporary teacher, participation in teaching and learning training, teacher role recognition, self-understanding, school principal leadership, and mastery goal structure. These factors, when higher, increased the probability of belonging to the Successful Type rather than the Maladaptive Type. Lastly, for the Dissatisfied Type, significant predictors were teacher role recognition, self-understanding, and school principal leadership, with higher levels of teacher role recognition specifically increasing the likelihood of being in the Dissatisfied Type over the Maladaptive Type. Conclusions This study provides foundational data for supporting the effective adaptation of novice elementary school teachers and offers important insights for improving teacher training programs and educational policies.

Data-Based Planning Using Educational Reports in Improving Literacy

One of the efforts to improve the quality of education is planning according to the needs of the school. The education unit has an education report card in which there is information about quality indicators based on the National Assessment (AN) which is carried out every year where the results of the AN are described in the education report card which contains the report of the education unit as a whole starting from Numeracy Literacy, Instructional Leadership of school principals, educators and education personnel, and learning environment etc. Education units in Nusa Tenggara Province in general and in Mataram City in particular have implemented data-based planning (PBD), but it is not optimal because the program is relatively new. In the education report card, there are recommendations that are referred to as the preparation of the School Activity Plan and Budget (RKAS) in which there is a priority scale of recommended programs/activities such as improving teacher competence, increasing literacy and numeracy, strengthening character education and structuring the school environment. Through Community Service (PKM), in this case to junior high school education units, socialization programs/activities are needed through workshops with the theme of data-based planning.

Analysis of the relationship between ethical leadership behaviours of secondary school principals and organisational identification levels of teachers

The present study has been conducted to analyze the relationship between organisational identification levels of secondary school teachers and ethical leadership behaviours of school principals. The correlational research model, one of the quantitative research methods, was used in the study. The study population includes secondary school teachers in five districts of Samsun province in the 2021-2022 academic year. Of this population, 417 teachers determined by cluster sampling method were included in the sample. Personal Information Form, Ethical Leadership Scale and Organisational Identification Scale were used as data collection tools. Descriptive statistics, independent groups t-test, one-way analysis of variance, Pearson product-moment correlation coefficient, and multiple linear regression analysis were used in the analysis of the data. Results showed that teachers had high levels of organisational identification and perceptions regarding the ethical leadership of school principals. While a significant difference was found in the dimension of ethical leadership in decision making in terms of gender, no significant difference was found in environmental, communicational and behavioural ethics dimensions in terms of gender. Regarding education level and length of service, teachers’ perceived ethical leadership behaviours of secondary school principals did not show a significant difference. Organisational identification levels of teachers were not significantly different in terms of their gender, education level and length of service. A positive, strong and statistically significant correlation was found between organisational identification levels of teachers and environmental, communicational, behavioural and decision-making ethical leadership behaviours of school principals. With the exception of environmental ethics, the other three dimensions of ethical leadership predicted teachers’ perceptions of organisational identification positively and significantly. All variables together explained 61% of teachers’ organisational identification level. These results show that ethical leadership of school principals is an important aspect of teachers’ identification with the school.

The Interplay between Principal’s Instructional Leadership and Teachers’ Professional Development

This study examines the relationship between instructional leadership of school principals with teachers’ professional development. A quantitative correlational research approach was adopted to collect data from 959 secondary school teachers using a survey technique in four districts of Malakand division, KP. The primary objective was to quantify the relationship between principals’ instructional leadership (PIL) and its three dimensions (defining the school mission (DSM), managing instructional programs (MIP), and developing the school learning climate (DSLC)) and teachers’ professional development (TPD). The data was analyzed using statistical tools, including linear and multiple regression techniques. The findings revealed principals’ instructional leadership’s positive and robust impact on teachers’ professional development. The analysis also unveiled that each sub-construct of principals’ instructional leadership DSM, MIP, and DSLC contributes to teachers’ professional development. The findings suggest that PIL and its dimensions are theoretical constructs and critical factors in shaping TPD. The results have significant implications for educational practices and policy development. By understanding the distinct contributions of DSM, MIP, and DSL, targeted interventions can be designed that leverage these sub-constructs to improve educational outcomes practically and effectively.

School Principal’s Perspective on Continuing Institutional Growth Development of an Education of Private School in Phnom Penh

This study aimed to explore the school principal’s perspective on continuing institutional growth development. The school principal's job is hard in a number of ways. School principals have to balance their jobs as site manager and instructional leader on a regular basis. This study looked into and identified the knowledge and learning opportunities that school leaders, particularly those who head schools with bilingual programs, rely on to lead their schools. School leadership and management are recognized as key determinants for school reforms; however, little is known about the effects of school principals’ leadership as perceived by teachers on teaching and learning outcomes. Education is main key element for develop family value, community, country, and all sectors in the world. So, school leader must be set clear policy, vision, mission, and core value for students ’achievement. School principal need to have strong commitment and long perspective for develop institutions by change their leadership styles, infrastructures, and school development’s plans. According to data collection and analysis of Mean = 3.29; Std. Deviation = 6.19 from 30 school principals and vice school principals from private school located in Phnom Penh show that: Schools or institutional growth development depend on school principal leadership styles and long perspective for development institutions. Another researchers or scholar can be choose leadership behavior, employee ’mindset change, integrated technology for institution for next studies.

The role of principal leadership in developing levels of resilience: a private senior secondary school ethnographic study

This research is motivated by the level of school resilience which is not yet good, so school principals must increase school resilience with their leadership. Therefore, this research aims to analyze and describe the leadership of school principals in setting direction, developing human resources, and redesigning organizations to increase school resilience. The method used in this research is qualitative research with an ethnographic approach, which helps provide an in-depth and detailed picture of the school's daily habits in implementing school resilience. This research uses data collection techniques in the form of observation, interviews and documentation by carrying out data analysis techniques using description, analysis and interpretation. The results of this research explain that in carrying out the three leadership roles of the school principal, namely setting direction, developing people, and redesigning the organization, through school habits (culture), private schools will be able to create a level of resilience in the school environment. Even in unfavorable conditions, school principals can survive by carrying out leadership roles using existing school habits.

School Principal Leadership and Sustainable Governance: A Systematic Review of International Practices

This study examines the role of school principal leadership in sustainable school governance through a comprehensive multi-national literature review. The research analyzes leadership practices, challenges, and success factors across different cultural and economic contexts to identify universal principles and context-specific elements of effective school governance. Using a systematic literature review methodology following PRISMA guidelines, the study reviewed peer-reviewed articles, books, and official reports published between 2014 and 2024 from major academic databases. The findings reveal five key themes: leadership characteristics and competencies, contextual adaptations, sustainable governance practices, challenges and solutions, and the impact of external factors. Results indicate that successful sustainable school governance requires principals to balance universal leadership principles with local contextual adaptations while developing strong digital leadership capabilities and stakeholder engagement skills. The study contributes to educational leadership theory and practice by providing evidence-based insights for leadership development programs and policy formation. Furthermore, it highlights the evolving nature of school leadership challenges in the post-pandemic era and the importance of adaptive leadership approaches.

Creative Leadership: An Implementing Study of Transformative Leadership Models in High School for Sustainable Development Goals

Purpose: The objectives of this study are to: 1). Identify the types of principal leadership applied in high schools, 2). The application of creative leadership of school principals in modern Islamic boarding schools in empowering teacher performance in schools, 3). Fostering the creative leadership of school principals in modern Islamic boarding schools. Theoretical Framework: This study will explore how high school leaders in Muhammadiyah apply creative and transformative leadership principles to face contemporary challenges in education, such as adapting to new technologies, improving the quality of teaching, and promoting sustainable development values among students and staff. Methods: This research uses an interpretative paradigm with a qualitative approach, case study type, and multicase design. Data were collected using observation, interviews, and documentation. Data validity using triangulation of sources, methods, and theories. Next, an interactive model analysis is carried out. Obyek penelitian dilakukan di SMAM SBM Piyungan Yogyakarta dan SMAM Pondok Pesantren Modern Imam Cabang Syuhodo Muhammadiyah Blimbing, Sukoharjo, Jawa Tengah. Results and Conclusion: The results of this study show (1) Types of creative leadership in these two schools include being innovative, engaging in the community, providing opportunities for students to develop, and focusing on social and humanitarian contributions. (2) The application of principals' creative leadership in empowering teacher performance in schools is carried out by encouraging innovation in learning, providing support and training, recognizing and rewarding superior performance, developing joint learning plans, providing emotional support, facilitating teacher collaboration, implementing an equitable evaluation system, and integrating educational technology. Research implications: The implications of creative values applied in cottages, especially in terms of raising cottages, are proactive, advanced, inclusive, do not impose and do not prohibit, and even provide education to the community so that according to the direction of Islamic boarding schools that uphold Islamic teachings, can be implemented and applied. Originality/value: the originality of this research lies in pesantren which includes Islamic educational institutions with creative leadership that is not stagnant, and always runs and develops dynamically.

Leadership capabilities and organizational culture on the agility of low-cost Islamic education organization

Islamic based low-cost private school facing a suffer from a lack of new students due to the incapability to adapt to current condition. They are already “lost in the competition” with other school. This quality also includes the inability of the low-cost private schools to adapt with technology and change. Another finding is that low-cost private schools struggling in managing the funding and management. Low-cost private high school has become a key support in ensuring the fulfilment 12-year compulsory education stated by Indonesian Education Law. With only 40 percent of the total population able to attend public schools, the government as well as the private sector needs to accommodate affordable private schools to meet the need of high schools in Jakarta. Low-cost private schools become essential in providing the gap between the need of schools from the total population of students and the availability of the public school. The previous study highlighted organizational agility with the mediation of Islamic Work Ethic can be achieved through leadership capability and organizational culture, whilst several studies also suggest that Islamic Work Ethics or Istiqamah have no impact in promoting organizational agility. This research conducted in 2022–2023 encompassed 133 low-cost private high school in Jakarta in which all of them are Islamic low-cost private high school. The finding of this study is that school principal leadership capabilities and school culture are positively affect school agility with Istiqamah as mediated variable.

교직 만족도 및 교사 효능감에 영향을 미치는 요인 탐색: 세대 간 비교를 중심으로

[Purpose] The purpose of this study is to compare and analyze the factors affecting teacher satisfaction and efficacy of Generation X and millennial teachers. [Methods] To achieve this goal, the factors affecting teacher satisfaction and efficacy were analyzed using the Ordinary Least Square and Quantile regression for teacher data in the 6th year of the Gyeonggi Education Panel Study(GEPS) Elementary Panel. [Results] First, Factors affecting satisfaction in teaching jobs were found to be the degree of change in classes due to the expansion of open classes, satisfaction in current schools, participation in teaching improvement activities, and effect of training. In the case of millenials, the degree of change in classes due to the expansion of open classes, academic background, the leadership of school principals, and satisfaction in current schools. Second, the factors affecting teacher efficacy of the X-generation were the degree of class change due to the expansion of open classes, the degree of teacher cooperation, the current school climate, the degree of school satisfaction, the effect of training, community relationship, major education policy awareness, and in the case of millenials, gender, teaching career, teacher cooperation degree, principal leadership, participation in teaching improvement activities, and awareness of major education policies. [Conclusion] Through the analysis results, the teacher wage system, support for the principal's leadership, and the necessity of improving the senior teacher system were suggested

Transformative Leadership of School Principals in Improving the Quality of Education from an Islamic Perspective

This research aims to identify the application, components of the transformational leadership style, and analyze how this leadership style is applied in an Islamic perspective. This research is field research, where the type used is multisite using a qualitative approach. This research focuses on the Humanities Vocational School and At-Tayyibah Middle School, Kerinci Regency, Jambi Province. The findings of the discussion in this article, First. Implementation of TL in Humanities Vocational Schools to increase commitment and performance. Where, the role of the school principal is to maintain a harmonious work atmosphere and provide continuous moral support, to increase loyalty and work morale. Then, the principal also increases learning innovation and includes space for participation in decision-making. On the other hand, implementing TL at At-Tayyibah Middle School increases commitment and performance. Where the efforts made by the school principal are to have a strong sense of empathy towards the school community. Apart from that, the principal provides space for all school members to make decisions and can provide maximum performance. Second, the transformational leadership component is proven by the presence of a charismatic, firm, polite, courteous attitude, able to solve various problems, and trying to form superior students who can realize school goals under the desired achievements. Third, transformative leadership in an Islamic perspective includes providing the concept of deliberation in Islam called (shura); providing an attitude of justice and empowering equality among the school community; creating individual development and encouraging innovation under Islamic principles; and Providing moral and spiritual support to all school members.

Kepemimpinan Yang Efektif Berbasis Kearifan Lokal Sumba TImur di SMA Negeri 1 Pandawai

The principal's leadership is an important component in the school, because it sets various policies and rules that will guide the school. One of the determinants of the progress of an educational institution is the leadership of the school principal. Effective school principal leadership must be able to carry out the vision and policies of the government and those that have been determined together. However, in reality in the field, subordinates (teachers and administrative staff) do not easily accept and implement the government's vision and policies or school policies that have been mutually agreed upon. The proof is that there are still many schools that have not been able to implement the vision in the form of action, sometimes the decisions taken do not involve subordinates, communication between leaders and subordinates is not good so that recognizing each member/subordinate will be difficult, so that leadership will not bring influence or change to the community. the institution. Basically, all input, policies and new breakthroughs are more easily accepted if they are conveyed using an approach based on the local customs/wisdom of the East Sumba community. This is caused by the culture or local wisdom of the East Sumba people which is still very influential in all aspects of life. A leader must be able to carry out policies that continue to be determined by the government by paying attention to the local wisdom of the community which has been embedded and become a guideline for social life before there is a government policy. So that culture and local wisdom can be implemented simultaneously, when policies are unable to solve a problem, that's where the leader will take an approach based on the local wisdom of the community. Vice versa, when local wisdom cannot solve a problem, then government policy will be used to solve the problem. This research topic is divided into two, namely, leadership and local wisdom. The aim of this research is to analyze the relationship between leadership and local wisdom of East Sumba, describe the characteristics of leadership based on local wisdom of East Sumba, and analyze the effectiveness of the leadership of school principals based on local wisdom of East Sumba at SMA Negeri 1 Pandawai

KEPEMIMPINAN TRANSFORMASIONAL KEPALA SEKOLAH TERHADAP KUALITAS LAYANAN AKADEMIK

The quality of school academic services is an effort provided by educational institutions in the form of responsive, friendly and accurate service, providing individual attention, providing adequate facilities and administration to meet the expectations and satisfaction of users of educational services in the field of learning. The aim of this research is to describe the influence of transformational leadership on the quality of academic services at A-accredited private MTs in Pamijahan Bogor District. The number of samples taken was 102 teachers, using a probability sampling method with a simple random sampling technique. The research method used is quantitative research with data collection techniques using questionnaires. The data analysis technique used is simple linear regression. Based on the results of the analysis, it was found that transformational leadership has a positive effect on the quality of academic services. This shows that the stronger the transformational leadership, the higher the quality of academic services available at the school. Therefore, to improve the quality of academic services, we hope to pay more attention to the transformational leadership of school principals in order to improve the quality of academic services.

THE EFFECTIVENESS OF SCHOOL PRINCIPAL LEADERSHIP IN ENHANCING TEACHER PROFESSIONAL COMPETENCE AT SMK MIFTAHUL ULUM TUMPENG WONOSARI, BONDOWOSO

Effective leadership of school principals is considered a crucial factor in creating a supportive learning environment. This study aims to investigate the effectiveness of the principal's leadership in enhancing teachers' professional skills at SMK Miftahul Ulum Tumpeng Wonosari, Bondowoso. The method used is a qualitative descriptive approach, utilizing data collection techniques through observation, interviews, and documentation. The researcher observed the effectiveness of the principal's leadership by taking notes and recordings. Additionally, the researcher conducted interviews with the principal, teachers, and administrative staff at SMK Miftahul Ulum. Once the data was collected, the researcher performed data reduction, classification, validation, and coding based on the data types, followed by interpretation. The results showed that there were three aspects observed in the principal's leadership at SMK Miftahul Ulum, namely strategies to improve teachers' professional competence, challenges faced in this process, and the impact of the principal's leadership on enhancing teachers' professional competence. The strategies to enhance teachers' competence include training programs, workshops, performance assessments, and evaluations. Meanwhile, the challenges faced include global competition and changes in the educational curriculum. The positive impact of the principal's leadership is evident in the improvement of teachers' teaching quality, the creation of a conducive work environment, and the enhancement of students' academic achievements. Thus, this study concludes that the principal's leadership at SMK Miftahul Ulum Tumpeng has proven effective in improving teachers' professional competence. These findings provide practical implications for other educational institutions in efforts to improve education quality by focusing on teacher competence development. The suggested recommendations include increasing policy support, allocating adequate resources, and enhancing the frequency and quality of professional development programs.

A Systematic Review Analysis on Instructional Leadership Styles: Exploring Research Foci, Conceptual Models, Methodological Designs, and Geographical Distributions

Aims: This study explored the various literature on Instructional leadership of secondary school principals. This study aimed to answer the following questions based on (1) the geographic distribution of the distributed leadership literature published globally; (2) methodological designs (qualitative, quantitative, mixed methods) have been adopted and data collection tools used; (3) the nature of literature in terms of research foci; and (4) conceptual frameworks/models are predominant in the relevant literature publications between 2012 and 2022. Study Design: Systematic review analysis. Place and Duration of Study: The systematic review of existing literature was carried-out last 2023 and analyzed relevant studies on instructional leadership from 2012-2022. Methodology: This study utilized the systematic review analysis using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) as the functional research design in answering the research questions. The study used the Google scholar and Eric as the main database search platform for seeking relevant literature. These databases have an advanced search method to set the desired operative words, the year of publication, and it provides the data based such as in-full text version, peer-reviewed, written in English, research design, etc. Results: As a result of the systematic analysis, this study exposed notable variations in terms of research design employed, and the locale of the study. Based on the synthesis of the various research studies, it was observed that instructional leadership is currently being studied against students, teachers, and school performances. Moreover, the widely used conceptual framework used was exploratory, and a direct effect model. Conclusion: Finally, the framework provided by this study and the overview of the challenges outlined here may help to improve the delivery of instructional leadership among secondary school principals and will serve as the foundation for future research projects and policy decisions.

Successful School Principals Balancing Ethical, Personal and Collective—A Norwegian Case

Over the past two decades, there has been extensive research into what constitutes successful school principal leadership under the assumption that leaders’ practices are significant and context-dependent on their school organization. By investigating how successful principals balance their personal ethical leadership dispositions and their intention of sharing leadership, this paper aims to contribute to the knowledge of how school principals need to balance the ethical, personal, and collective as the top leader of the school. Findings from the interviews suggested that a central aspect in the Norwegian school principals’ characteristics of their leadership practices is student wellbeing and collaborative effort for school quality and student learning. Norwegian successful school principals seem to be relatively unaware of aspects of power use in their leadership practices. Dilemmas arise in the complexity of ensuring individual and collective effort and responsibility for the school to function in accordance with the societal mandate.

Pengaruh Kepemimpinan Autentik dan Komitmen Afektif terhadap Kinerja Guru pada MAS Berbasis Pondok Pesantren di Kota Tangerang Selatan

This research aims to examine and analyze the problem as the variable studied, according to the hypothesis being tested, namely: (1) There is a direct influence of the principal's authentic leadership on teacher performance, (2) There is a direct influence of teacher affective commitment on teacher performance, and ( 3) There is a direct influence of the principal's authentic leadership on teacher affective commitment. The research method is a quantitative method and was carried out on Islamic boarding school-based MAS teachers in South Tangerang City, a population of 133 teachers with a research sample of 53 teachers selected by random sampling. The results of this research show: First, there is a positive direct influence of the principal's authentic leadership on teacher performance obtained by the regression equation: = 94,050 + 0,899 X1 path coefficient (р31) = 0.636, so it can be concluded that there is a positive and significant direct influence of the principal's authentic leadership on teacher performance of 40,4%. Second, there is a positive direct influence of teacher affective commitment on teacher performance. The regression equation is obtained: = 105,930 +0,798 X2 of 35,0%, Third, there is a positive direct influence of the principal's authentic leadership on teachers' affective commitment with the regression equation: = 79,280 + 0,586 X1 path coefficient value (р21) = 0.504, it can be concluded that there is a positive and significant direct influence of the principal's authentic leadership on teachers' affective commitment of 25,4%. Based on the findings of this research, it can be used as useful information for teachers, in particular, and all related parties. As an effort to improve teacher performance through the authentic leadership of school principals and increasing better teacher affective commitment.

Leadership of Female School Principals in Improving School Quality Culture: Case Study at SMA Negeri 1 Selong, Indonesia

Leadership of Female School Principals in Improving School Quality Culture: Case Study at SMA Negeri 1 Selong, Indonesia