This study aims to describe: (1) the principal's tips on managing Satap schools in distantly areas; and (2) the results achieved by Satap schools in efforts to improve the quality of single schools in distantly areas carried out by principals. This study uses a qualitative research approach with a multi-site study approach conducted at Satap schools in Polewali Mandar and Mamuju Regencies, West Sulawesi and Bondowoso District, East Java. Data were obtained through interviews with school principals, teachers, and representatives of surrounding communities to obtain in-depth information about the Satap school understudy. Data were collected from two sites in the form of structured and unstructured interviews, participatory observation, and documentation studies. The results of this study are: (1) the form of tips for principals in managing Satap schools in distantly areas; and (2) the results achieved by Satap schools in efforts to improve the quality of single schools in distantly areas carried out by principals.
This article is the result of the second year research (2018), with the aim of the research is to compile, test experts, conduct empirical tests, and finalize a self-reflection based mentoring module that is effective in improving personal, social, and professional competency of beginner school heads as leaders learning. The research method is carried out with a research and development approach. The research target is a number of beginner primary school principals in East Java Indonesia. The instrument research is questionnaires. The analysis data quantitative is descriptive statistics of central tendency. While qualitative data analysis uses content analysis. An effective selfreflection based mentoring module is divided into two modules. The first module is a visionary leadership module, which contains: (1) the competence to formulate a school vision; (2) staff formulate school missions; (3) staff formulate school objectives; (4) competency in formulating target schools; and (5) excellent programs compile superior schools. The second module is a strategic leadership module, which contains: (1) the success of analyzing the school environment; (2) strategies for formulating competencies; (3) competence in implementing superior programs; and (4) strategy pay competence.
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