Vocational schools leadership reinforcement model

Jumintono, Jumintono; Suyatno, Suyatno; Zuharty, Muhammad; Said, Hamdan

doi:10.5958/0976-5506.2018.01669.8

Cited by 6 publications

(6 citation statements)

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“…Springer (2011) revealed that an organizational leader, as a manager, can increase employees' performance by implementing proper management to increase job satisfaction and work commitment. In fact, several studies have found that the strategies of an institution leader in managing the organization influences job satisfaction and work commitment of the subordinates (Celdran, 2020;Jumintono et al, 2018;Mahfouz et al, 2019;Mehrad et al, 2014;Top et al, 2015). Organizational management strategies will be effective if a principal has good managerial competency.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Principals’ Competencies on Teachers’ Job Satisfaction and Work Commitment

Rachmawati¹,

Suyatno²

2021

Participatory Educational Research

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The paper aims to examine the influence of a principal's managerial competence on teachers' job satisfaction and work commitment. The study belongs to a quantitative type with a cross-sectional design. The samples are 77 teachers from private junior high schools in Yogyakarta, all of which were selected using a random sampling technique. The data were collected through a questionnaire, which has been tested for validity and reliability. The data were analyzed using PLS-SEM as the samples used were less than a hundred numberwise. The hypothesis testing using PLS-SEM with path coefficient is accepted if the evaluation of the t-statistic is above 1.96 and p-value less than 0.05. The path coefficient revealed several results. First, work commitment significantly influences teachers' job satisfaction. Second, a principal's conceptual competency does not considerably affect the teachers' work commitment and job satisfaction. Third, the principal's interpersonal competency significantly influences teachers' work commitment and job satisfaction. Fourth, a principal's technical competency significantly affects teachers' work commitment and job satisfaction with respectively. Besides, the hypothesis tested simultaneously to the variables and was evaluated using R-square adjusted value path I resulted in 0.762, which means the conceptual competency, interpersonal competency, and technical competency simultaneously influence job satisfaction up to 76.2%, categorized as substantial (strong). Meanwhile, R-square adjusted path II is 0.363, which means that the three competencies simultaneously influence job satisfaction up to 36.3%, categorized as weak. The findings have important implications for those involved in developing teachers' professionalism in that improving a principal's interpersonal and technical competencies will have a positive influence on teachers' job satisfaction and work commitment.

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Section: Introductionmentioning

confidence: 99%

The Effect of Principals’ Competencies on Teachers’ Job Satisfaction and Work Commitment

Rachmawati¹,

Suyatno²

2021

Participatory Educational Research

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“…The strong collaboration of several elements shows that participative management becomes one key success of a creative school. It is relevant to the research conducted by Ebneroumi and Rishehri (2011) and Jumintono et al, (2018), stating that participative management is one of the determining criteria of creative leadership to develop a creative school. The collaboration is strengthened with the establishment of a comfortable working climate by humanizing the subordinates, by gaining their trust and respecting them (Suyatno et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

Principal's Managerial Competence in Actualizing a Creative School

Rachmawati¹,

Suyatno²,

Santosa³

2020

ujer

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A principal is required to have managerial competence for effective leadership; leading to the achievement of the school's goals. High managerial skills contribute to the management and optimization of human resources in the school. The study aims to review the principal's managerial competence in actualizing a creative school of SMP Muhammadiyah 3 Yogyakarta. The research employs a qualitative approach with a case study method. The samples, including the principal, teachers, educational staff, and students, were taken through a purposive and snowball sampling method. The data were collected using the triangulation technique, which is the combination of observation, documentation, and interview methods. The data were arranged in the form of text and they were analyzed using the interactive inductive technique. The study concluded that the principal's managerial competence in actualizing a creative school consists of three aspects: conceptual, technical, and interpersonal. Conceptual competence manifests in two ways: building the vision and mission and implementing networking-based innovative program. Technical competence takes the form of responsive management to changes, productive culture, as well as human resources development. Interpersonal competence is shown by collaborating with and humanizing the subordinates, trustfully and respectfully. The research implies the relevant parties involved in school development, particularly the educational board. The principal's managerial competence is a significant factor in establishing a creative school.

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“…To support the information obtained through hearing using the ear, a person often observes the person's physical movements whose game he is observing (e.g., hand movements hitting drums, plucking strings, and so on). This usually occurs when the learning person can make visual contact with the person learning noticed (Jumintono et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

transmission of resilience learning in the context of formal education an ethnomusicological review

Irawati

2021

lingcure

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The existence and continuity of musical practice in the world, among others, is strongly influenced by transmission or inheritance. Therefore, local-traditional music in Indonesia that lives and develops in the midst of oral culture becomes important to study transmission. This study aims to determine the transmission process of learning in the Kalimantan Music class and find the right formula for delivering teaching materials. This research is qualitative research with an applied ethnomusicology approach. The method of collection is through observation, interviews and supported by documentation and literature searches. The research was conducted at the Department of Ethnomusicology, Faculty of Performing Arts, Indonesian Institute of the Arts, Yogyakarta. The study results indicate that it is important to incorporate learning models and strategies from the teacher to the Kalimantan Music class. They are practicing analytical-based learning methods in the context of a resilient society. Chunking-based strategies and formulas in memorizing songs or reports that are played are made into two notation systems, namely block notation and pronunciation-based notation, to make it easier for students to play music. Block notation formulas and pronunciation-based notations can be applied as a way of learning music in class.

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Vocational schools leadership reinforcement model

Cited by 6 publications

References 0 publications

The Effect of Principals’ Competencies on Teachers’ Job Satisfaction and Work Commitment

The Effect of Principals’ Competencies on Teachers’ Job Satisfaction and Work Commitment

Principal's Managerial Competence in Actualizing a Creative School

transmission of resilience learning in the context of formal education an ethnomusicological review

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