Dominant Leadership of School Principals in the Implementation of Curriculum 2013 in Religious Based School Indonesia

Juharyanto, Juharyanto; Arifin, Imron; Bafadal, Ibrahim; Sobri, Ahmad Yusuf; Nurabadi, Ahmad

doi:10.31580/apss.v2i4.280

Cited by 6 publications

(6 citation statements)

References 7 publications

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“…The data analysis showed that there is a significant influence of superior leadership (X1) on school quality (Y). There are four principal leadership behaviors that are considered to support school achievement, especially in remote areas, including spiritual leadership, transformational leadership, entrepreneurial leadership, and instructional leadership (Juharyanto et al, 2018). Various theoretical and practical studies conclude that the principal’s leadership is the critical key to school success (Marks & Printy, 2003; Mulford, 2003).…”

Section: Discussionmentioning

confidence: 99%

“…Besides, the existence of an effective principal is needed to ensure that the school can provide quality work for all school members through the effective and efficient utilization of all resources (Brinia et al, 2014; Malakolunthu et al, 2014). There is a significant positive correlation between school principal leadership effectiveness and school-based management performance (Bafadal, 2016; Juharyanto et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Antecedents of Primary School Quality: The Case of Remote Areas Schools in Indonesia

et al. 2023

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The policy of developing remote area schools’ quality in Indonesia is getting stronger. The government has set minimum service standards as a reference for schools’ development quality while remaining based on local, national, global, and 21st-century values. This study revealed efforts to improve the 21st-century school’s quality through the contribution of superior leadership, school climate, total quality management implementation, and the school principal’s performance approached quantitatively and analyzed descriptively using Structural Equation Modeling. Participants involved in the study were 147 remote area principals and teachers in two provinces in Indonesia. Results show that (1) school climate had the most dominant contribution to school quality and (2) there was a significant simultaneous effect among superior leadership, school climate, total quality management implementation, and the school principal’s performance on the school quality. Implications of the study’s findings from a theoretical and practical lens as well as recommendations for future studies are also discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Antecedents of Primary School Quality: The Case of Remote Areas Schools in Indonesia

et al. 2023

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“…Kavakli and Arslan (2019) concluded that the influence of a leader on the people that he or she mentors highlight the importance of morality, particularly in a self-governing community where leaders must embody and express the common ideals of those they lead. Students, team members, and the institution all profit from school leaders ( are responsible for ensuring the instructional policies that promote effective learning for all students are in operation (Juharyanto et al, 2018;Shen et al, 2020). Via their facilitation, direction, and encouragement of appropriate instructional methods, school principals play an important role in enhancing student achievement (Grissom et al, 2021).…”

Section: Teachers' Implicit Beliefs Have a Positive Effect On Student...mentioning

confidence: 99%

Students’ Morality Development in Primary Public Schools of Sindh Province: An Application of Moral Foundation Theory

Unar

Hussain

2021

IRJEI

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The paper investigated the effectiveness of the implemented curriculum in emphasizing the moral values of students in primary public sector schools in Sindh. Also it analyzes the role played by the school principals/head teachers in promoting moral values among students. The paper also explored how teachers at primary schools contribute to developing the moral values of students. The study has collected 177 responses from the teachers of primary public level schools of five districts of Sindh province using purposive sampling technique while PLS-SEM has been employed for data analysis using SmartPLS v3.2.9. The results have shown that effectiveness of curriculum, teachers’ implicit beliefs, and role of principals have positive effect on students’ moral development while teachers’ implicit beliefs and role of principals have positive effect on role of teachers; whereas, teachers’ implicit beliefs and role of principals have positive effect on effectiveness of curriculum. The mediation analysis showed that effectiveness of curriculum has positive mediation between teachers’ implicit beliefs and role of principals towards students’ moral development. However, socioeconomic support has no significant moderating effect on the role of curriculum effectiveness, teachers’ and principals’ role towards students’ moral development. In this regards, it has been recommended that schools can best promote students' moral growth by assisting instructors in coping with the difficulties of their jobs and developing teachers' capacity for introspection and empathy. Students undoubtedly benefit from community service, being reminded of essential qualities, and developing good habits.

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“…The sustainability of SATAP encountered complexities, namely (a) most of the teachers have insufficient capabilities to engage with schools and environmental problems, (b) most of the SATAP teachers are elementary school teachers who have low skills and constraint experiences in teaching the junior high schools, (c) the school principals congregate many difficulties in managing and leading the two different schools due to different characteristics, (d) low moral and financial supports from the students, and (e) low learning awareness, and so on (Juharyanto, 2017;Juharyanto et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

“Gethok Tular” as the Leadership Strategy of School Principals to Strengthen Multi-Stakeholder Forum Role in Improving the Quality of One-Roof Schools in Remote Areas in Indonesia

et al. 2020

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This study aimed at finding an effective leadership strategy carried out by one-roof school principals in remote areas. This study was conducted qualitatively with a multi-site approach. The data were obtained from the school principals as key informants and focus group discussion (FGD) involving all school principals, Indonesian Institute of Education Innovation Training and Consultant (LPKIPI), education staff, school supervisors, and stakeholders as the participants and resource persons. Findings suggested that (a) the problems encountered by one-roof school principals in the remote areas were significantly related to culture, economy, demography, geography, and historical aspects, (b) the characteristics of success of school principals in remote areas include a clear vision, high-spirit performance, andhab asor (low profile), active involvement in various social activities, strong motivation for continuous learning, open to feedback, having commitment to cooperate with various parties, having a high awareness that school is an educational system and the essential part from the social system in general, persistent, high confidence that they are not alone in carrying out school policies, creative, able to see the context in various perspectives, patient, polite, warm, and smart or attractive, (c) “Gethok Tular1” is the most effective leadership strategy to strengthen the role of multi-stakeholder forum (MSF), and (d) the involvement of MSF members needs to be done selectively and effectively through the identification of TKU, intensive communication with TKU, identification of other figures, discussions, and sharing roles and strengthening MSF on an ongoing basis.

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Dominant Leadership of School Principals in the Implementation of Curriculum 2013 in Religious Based School Indonesia

Cited by 6 publications

References 7 publications

Antecedents of Primary School Quality: The Case of Remote Areas Schools in Indonesia

Antecedents of Primary School Quality: The Case of Remote Areas Schools in Indonesia

Students’ Morality Development in Primary Public Schools of Sindh Province: An Application of Moral Foundation Theory

“Gethok Tular” as the Leadership Strategy of School Principals to Strengthen Multi-Stakeholder Forum Role in Improving the Quality of One-Roof Schools in Remote Areas in Indonesia

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