This study aims to determine the leadership style of the principal of a female elementary school at Public Elementary School 1 Paya Bujok Tunong, Langsa City, Aceh. This research was conducted using ...phenomenological and qualitative methods. The result of this study is that female elementary school principals have the ability to improve the quality of education significantly. Principals of female primary schools usually focus on teacher morale, mastery of technical skills, and high responsibility for the school organization. Women also have a good sense of control because they are detailed. The success of a woman as a leader is influenced by several factors. Dominant factors that influence women`s leadership, namely: mother (mother), seductress (attention sucker), pet (beloved child), and iron maiden (strong woman).
The objective of this research was to determine the role of the principal in developing school culture and to identify factors that support and inhibit the principal's role in developing school ...culture at SMA Negeri 5 Kupang. The qualitative method was implemented in this research, where the principal, teachers, and students from SMA Negeri 5 Kupang become subjects of research through a purposive sampling technique. Furthermore, data collection techniques include observation, interviews, and documentation. After that, the data analysis implements data collection, data reduction, data display, and conclusion. Based on research conducted at SMA Negeri 5 Kupang, there are two roles of the school (1) implementing regulations that can build school culture, such as discipline, tolerance, honesty, responsibility, overcoming problems, and giving firmness fairly to all school members, and (2) build communication in order to establish a good cooperative relationship with all school members. Besides, in the development of school culture, there are both supportive and inhibiting factors. School regulations and school community participation are important factors in developing school culture. While the lack of school community cohesion is an impediment to developing school culture.
The research is aimed at describing and analyzing the social competence of madrasa heads in empowering school committees to improve madrasa facilities and infrastructure. This research uses a ...qualitative research approach with a case study type of research. The data in this research was collected using interview, observation and documentation techniques, while the data analysis technique used was data triangulation techniques. The results of the research show that the social competence that must be possessed by madrasah heads concerns several things, including: a) collaborating with other parties for the benefit of the Madrasah; b) participate in social activities; c) have social sensitivity towards other individuals or groups. By empowering committees to improve madrasa facilities and infrastructure, madrasas can utilize additional resources, gain community support, manage projects more efficiently, and build sustainable capacity.
The purpose of this study was to get deeply information of leadership pattern from the headmaster in MIN Karang Baru in making cooperation and collaboration with the school committee. The approach ...research used qualitative with phenomenology method. The technique of collecting data used interviews and observation. Participants of the study were the headmaster, teacher, and school committee. The technique of data analysis contains three steps, namely reduction of data, data display, and taking conclusion. Meanwhile, the validity of data checking consists of credibility, transferability, dependability, and confirmation. The results showed that the leadership pattern of the MIN Karang Baru headmaster in collaboration with the school committee was very good because it was able to take advantage of the school committee's function. From the leadership orientation, the Yukl concept consists of four that are relevant to the function of the school committee, namely the orientation of the principal's duties relevant to the agent giving consideration from the school committee. Meanwhile, the school committee as an agent of support is shown in the orientation of relationship and change attitudes. Meanwhile, the school committee as a controlling agent is seen in the utilization of external factors.
Academic supervision at TK LKMD Ngambah by the headmaster before the pandemic only completed, the teaching observation step and was carried out directly. With the change in education policy during a ...pandemic, there is a background in this research. For this reason, the purpose of this study is to explore and describe in-depth information about the implementation of school headmaster academic supervision during the pandemic at TK LKMD Ngambah.The present study employed qualitative research with a case study approach. One headmaster and three teachers participated as the research subjects. Interviews, focus groups, and documentation were utilized to collect the research data. The study used source triangulation and member checks to assess the data validity. In analyzing the data, the Spradley model was completed. The results that the implementation of academic supervision at TK LKMD Ngambah during the pandemic was in accordance with the stages of academic supervision and the implementation was still carried out directly even though learning was online. Furthermore, the learning support documents were not thoroughly examined and the filling-out of the assessment instrument was manipulated.
The objectives of this study are to analyze 1) the role of religious teachers, parents, and school principals; 2) the forms of synergy among religious teachers, parents, and school principals. The ...research method employed is descriptive qualitative research. Data were gathered through interviews, field notes, and documentation. Data collection techniques included interviews, observations, and documentation. The research findings present the following 1) the roles of religious teachers include: a) educator; b) administrator; c) supervisor; d) innovator. The roles of parents encompass a) educator and caregiver; b) mentor and supporter; c) facilitator and motivator. The roles of school principals involve a) educator; b) manager; c) supervisor; d) innovator. 2) the applied forms of synergy consist of a) involving parents in program development; b) fostering intensive communication; c) initiating introductions with parents; d) conducting regular meetings with parents.
The role of the principal as a leader is certainly needed in learning activities at school. The role of the principal will lead many teachers to implement learning patterns that are in accordance ...with the vision, mission, and standards set by the school. This study aims to describe the role of the principal's leadership in innovating religious scientific learning with an integrated model which combines scientific learning with Islamic-based religious learning. The research method used in this study is qualitative multi-site study approach, to find similarities in both sites through interviews, observation, and documentation study. The data was analyzed using a constant comparative analysis approach. The results of the research are (1) the form of learning leadership applied in schools in the implementation of religious scientific learning, (2) the principal's innovation in implementing religious scientific-based learning, (3) the community's support for schools in religious scientific learning.
This research is intended to examine the implementation of the supervision of the headmaster of Madrasah Aliyah Negeri Jeneponto, which includes: processes, techniques, as well as supporting and ...inhibiting factors. The type of this research is qualitative and the informants are the head of the madrasah, the deputy head of the madrasah, and two subject teachers. Data were collected using interviews, observation, and documentation. The data analysis technique was carried out by using qualitative descriptive analysis. The results showed that 1) the process of implementing the supervision of the headmaster of Madrasah Aliyah Negeri Jeneponto through three stages, namely preparation, implementation, and meeting back and follow-up. 2) There are two techniques in implementing the supervision of the headmaster, namely individual supervision and group supervision. Individual supervision technique in the form of class visits, inter-class visits, class observations, and individual meetings. Whereas in the group technique, the headmaster uses a meeting between the supervisor (headmaster) and the teachers. 3) The supporting factor for the implementation of the supervision is the readiness of the teacher to receive guidance and assistance from the headmaster; fostering good relations between fellow teachers and madrasah principals; a conducive madrasah climate; completeness of facilities and infrastructure; availability of adequate teachers and staff both in quantity and quality. The inhibiting factor is the limited time due to the many activities/duties of the head of the madrasah both inside and outside the madrasah.
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