The Effectiveness of School Principals' Leadership Style in Improving Teacher Quality

Putri Sonia br Simarmata, Aida Fitri Harun Pakpahan, Rahman Pratama Hasibuan, Ahmad Rifai Siregar, Arif Rahman, Deny Setiawan

Abstract


This research is based on the importance of the leadership role of school principals in creating a healthy situation to improve teacher quality. This research aims to explore the effectiveness of the principal's leadership model to enhance the quality of teachers in the school, with a focus on identifying the most effective leadership style and analyzing its impact on professional development, motivation and teacher performance. The approach used in this research is a qualitative approach using the case study method. The data in this research was collected through interviews, participant observation, and thematic analysis. The research results obtained are that the principal's transformational leadership style has a significant positive impact on teacher quality, with participative leadership, open communication, and support for teacher professional development as critical factors that contribute to improving teacher quality at MAN 2 Medan.

 


Keywords


Effectiveness of Leadership Style; Headmaster; Teacher Quality

Full Text:

PDF

References


Avolio, B. J., & Bass, B. M. (2004). Multifactor leadership questionnaire: Manual and sampler set (3rd ed.). Mind Garden.

Bass, B. M., & Riggio, R. E. (2006). Transformational leadership. Psychology Press.

Blase, J., & Blase, J. (1999). Effective instructional leadership: Teachers' perspectives on how principals promote teaching and learning in schools. Journal of Educational Administration, 38(2), 130-141.

_______(2002). The micropolitics of instructional supervision: A call

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.

Bush, T., & Glover, D. (2003). School Leadership: Concepts and Evidence. National College for School Leadership.

Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1), 1-44.

Fullan, M. (2001). Leading in a culture of change. Jossey-Bass.

Hallinger, P. (2003). Leading educational change: Reflections on the practice of instructional and transformational leadership. Cambridge Journal of Education, 3(33), 329-352.

______(2005). Instructional leadership and the school principal: A passing fancy that refuses to fade away. Leadership and Policy in Schools, 4(3), 221-239.

Hallinger, P., & Heck, R. H. (1998). Exploring the principal's contribution to school effectiveness: 1980-1995. School Effectiveness and School Improvement, 9(2), 157-191.

Hallinger, P., & Murphy, J. (1985). Assessing the instructional management behavior of principals. The Elementary School Journal, 86(2), 217-247.

Jenkins, B. (2009). What it takes to be an instructional leader. Principal, 88(3), 34-37.

Kemendikbud. (2005). Undang-Undang Republik Indonesia Nomor 14 Tahun 2005 tentang Guru dan Dosen. Kementerian Pendidikan dan Kebudayaan Republik Indonesia.

Kemendiknas. (2007). Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 13 Tahun 2007 tentang Standar Kepala Sekolah/Madrasah. Kementerian Pendidikan Nasional Republik Indonesia.

Leithwood, K., & Jantz, D. (2006). Transformational school leadership for large-scale reform: Effects on students, teachers, and their classroom practices. School Effectiveness and School Improvement, 17(2), 201-227.

Leithwood, K., & Mascall, B. (2008). Collective leadership effects on student achievement. Educational Administration Quarterly, 44(4), 529-561.

Leithwood, K., & Riehl, C. (2003). What We Know About Successful School Leadership. Laboratory for Student Success, Temple University.

Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning. Wallace Foundation.

Marks, H. M., & Printy, S. M. (2003). Principal leadership and school performance: An integration of transformational and instructional leadership. , 39(3), . Educational Administration Quarterly, 39(3), 370-397.

Marzano, R. J. (2005). School leadership that works: From research to results. ASCD.

Northouse, P. G. (2018). Leadership: Theory and practice (8th ed.). SAGE Publications.

Rivkin, S., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 2(73), 417-458.

Robinson, V. M., Lioyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635-674.

Somech, A. (2005). Directive versus participative leadership: Two complementary approaches to managing school effectiveness. Educational Administration Quarterly, 41(5), 777-800.

Sergiovanni, T. J. (2001). The principalship: A reflective practice perspective (4th ed.). Allyn and Bacon.

Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE Publications.




DOI: http://dx.doi.org/10.30734/jpe.v11i2.4619

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Jurnal Pendidikan Edutama

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Creative Commons License
JURNAL PENDIDIKAN EDUTAMA(JPE) by http://ejurnal.ikippgribojonegoro.ac.id/index.php/JPE/ is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

 

View My Stats