Leadership Style and Principal Supervision in Improving Teacher Performance at State High Schools in Kutai Kartanegara Regency, East Kalimantan Province, Indonesia

Kompetensi guru merupakan salah satu substansi penting dalam kemajuan dan keberhasilan penyelenggaraan pendidikan. Hal ini berimplikasi pada kinerja guru untuk mengukur kompetensi profesional guru di sekolah. Oleh karena itu, penelitian ini bertujuan untuk mengetahui pengaruh kompetensi profesional guru dan disiplin kerja terhadap kinerja guru. Penelitian ini menggunakan pendekatan kuantitatif. Pengumpulan data menggunakan metode survei dengan menggunakan kuesioner yang dibagikan kepada 22 guru. Hasil penelitian menunjukkan bahwa koefisien korelasi antara kompetensi profesional dengan disiplin kerja adalah 0,636, sehingga dapat dikatakan ada hubungan positif antara kompetensi profesional dengan disiplin kerja guru. Sedangkan untuk koefisien determinasi sebesar 0,636 artinya kompetensi profesional berpengaruh terhadap disiplin kerja sebesar 63,6%. Berdasarkan ini, diketahui kompetensi profesional guru dalam kategori tinggi sebesar 58%, kategori sedang sebesar 42%, dan tidak ada kompetensi profesional guru dalam kategori rendah. Sehingga dapat disimpulkan bahwa terdapat pengaruh yang positif dan signifikan antara profesionalisme terhadap kinerja guru, profesionalisme guru, dan disiplin kerja secara bersama-sama terhadap kinerja guru.

Section: Pendahuluan *unclassified

The Influence of Teacher Professional Competence and Work Discipline on Teacher Performance in Madrasah Ibtidaiyah Sentra Cendekia Muslim Balikpapan

Istikomah

2022

“…Pemanfaatan teknologi dalam kegiatan belajar mengajar (KBM) melalui penggunaan zoom, google meet, WhatsApp dan lain sebagainya, yang secara umum digunakan selama pandemi covid-19, mewajibkan setiap guru untuk melek teknologi yang ditunjukkan dengan keaktifan dalam mencari sumber pendukung materi ajar, berkomunikasi dengan siswa dan orangtua atau wali siswa secara efektif (Warman, Poernomo, et al, 2021). Kompetensi guru yang demikian berdampak terhadap hasil belajar siswa, dalam hal ini hasil secara komprehensif (kognitif, afektif dan psikomotorik).…”

Section: Pendahuluan *unclassified

Management of Educator Recruitment in Improving the Quality of Education at Samarinda Catholic Elementary School

Ping¹,

Warman

Komariyah

2022

This study aims to describe the implementation of the recruitment of educators to improve the quality of education in the Samarinda City Catholic Elementary School. A qualitative approach with a description method is used in this study. The data collection involved five key informants, namely the head of the foundation, staffing staff, school principals, and vice principals in the field of curriculum, and one supporting informant. Collecting research data using the method of observation, documentation, and interviews. The process of data analysis is carried out through the stages of reduction, presentation, and drawing conclusions. The results of this study indicate that the implementation of recruitment is based on data analysis of teacher needs and standard operating procedures consisting of the delivery of recruitment information through teachers or employees and alumni, acceptance of applications, file selection, summoning applicants for interview tests, and announcements made transparently. The findings in this study have managerial implications. The implications of the management of the recruitment of educators on improving the quality of education are planning, implementation, and supervision activities that support each other in an effort to achieve goals. The mutually supportive relationship of the management function that has contributed to the achievement of goals is shown by the existence of step-by-step stages that become a common reference in an effort to get educators as expected

“…School internal quality assurance is a stage of continuous quality improvement to achieve NES of the schools. The education quality assurance system is carried out based on the principles of 1) sustainability, 2) systematic plan, 3) respect of the autonomy of formal and non-formal education units, 4) facilitation for informal community learning sustainability with minimal state regulations, and 5) a continuous quality improvement (Barnawi & Arifin, 2016;Warman et al, 2022).…”

Section: Introduction *mentioning

confidence: 99%

Leadership of the Principal in Planning the Internal Quality Assurance System at Islamic Elementary School

Hanim

Kaolan

Juit³

et al. 2022

The purpose of this research is to describe the principal’s leadership in planning the internal quality assurance system (IQAS) of Al Azhar School in terms of content, process, and assessment standards. This research used a qualitative approach with a case method. The subjects of the research were principal, teachers, students, and parents of students. Data were collected by using in-depth interviews, observation, and documentation. The validity of the research data was done through triangulation. The data analysis model used was an interactive data analysis developed by Miles and Huberman through several stages, starting from data collection, data reduction, data presentation, and data verification or conclusion. The research findings showed that the principal's leadership in planning the internal quality assurance system was indicated by his School Income and Expenditure Budget Plan (SIEBP) carried out through school meetings by involving different school development teams such as curricular, exclassical, religious, and support teams as well as school committee. He carried out quality improvement through comparative studies and collaboration with other institutions stated in the memorandum of understanding. He also made a special team to carry out internal quality improvements related to content standards, educational processes, performance assessments, giving certificate of award and salary increase for teachers who achieve work performance. In addition, he also ran academic and non-academic activities as a continuous internal quality improvement for achieving National Education Standards (NES).