Leadership Participation Models for Implementing Student Character at Primary Education

Abstract

To changing the education paradigm should be adapted and practiced with the context of education systems, restructuring that regulates the boundaries of duties and authority between educational management agencies, operational school management practices, and changes in school culture. In connecting, the changing of the education paradigm within the framework of improving the quality of the processes and outcomes of education in schools has at least three aspects. There was: a changing in the paradigm of education is not enough to translate only as improvements and changes in the curriculum sector and community-based school management, but the students themselves should be given direction on learning. Educators and education personnel should be obtained competencies agreed upon by the school principal, teachers, parents and users of the education itself; the teacher should be change the philosophy of working as a teacher, because the teacher's assignment is not finished when he has fulfilled the task and the hours are required to enter the class, but changes the way of learning, learning responsibilities and student learning outcomes. In addition, teachers in the context of education reform carry out new tasks, namely their involvement in restructuring and even the formulation of operational curriculum. For principals, teachers, and stakeholders were responsible for the formation of students' character, especially for Basic Education.