Analysis of School Principal Planning in Improving Teacher Competence at SMPN 5 Penukal Utara

Naila Putri Imani; Iqbal Ramdhani; Leny Marlina; Arsi Karolina

doi:10.36232/jurnalpendidikanbahasa.v11i2.7142

Naila Putri Imani Universitas Islam Negeri Raden Fatah Palembang
Iqbal Ramdhani Universitas Islam Negeri Raden Fatah Palembang
Leny Marlina Universitas Islam Negeri Raden Fatah Palembang
Arsi Karolina Universitas Islam Negeri Raden Fatah Palembang

DOI: https://doi.org/10.36232/jurnalpendidikanbahasa.v11i2.7142

Abstract

The enhancement of teacher competence is essential to improving the quality of education. This study specifically examines the planning strategies implemented by the principal of SMPN 5 Penukal Utara to achieve this goal. Through a qualitative approach, the research explores the professional development programs undertaken, the principal's role in facilitating these activities, and teachers' perceptions of program effectiveness. The findings indicate that while the planning is generally well-structured, challenges remain in its implementation. These results underscore the importance of designing more effective teacher professional development programs in the future. This research aims to analyze the role of the principal's planning in improving teacher competence at SMPN 5 Penukal Utara. Teacher competence is a crucial factor in enhancing the quality of teaching and student learning outcomes. The study employs a descriptive qualitative method, collecting data through interviews, observations, and documentation. The findings reveal that the principal’s planning includes key aspects such as identifying teachers' training needs, developing continuous training programs, and conducting regular monitoring and evaluation. The principal plays a pivotal role in fostering pedagogical, professional, social, and personal competence among teachers through various activities, such as workshops, training sessions, and group discussions. The implementation of these plans has improved teachers' teaching skills and motivation. However, several challenges persist, including budget constraints and suboptimal teacher participation. Overall, effective planning by the principal can significantly enhance teacher competence, ultimately contributing to better educational outcomes at the school.

Downloads

Download data is not yet available.

References

Amrullah, A. (2018). Peningkatan mutu pendidikan. In Media, 10(2), 1–14.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Palo Alto, CA: Learning Policy Institute.
Faujiah, A., Tafsir, A., & Sumadi, S. (2018). Pengembangan karakter anak di Indonesia Heritage Foundation (IHF) Depok. Jurnal Penelitian Pendidikan Islam, 6(2), 163. https://doi.org/10.36667/jppi.v6i2.294
Fullan, M. (2016). The new meaning of educational change (5th ed.). New York: Teachers College Press.
Grissom, J. A., Kalogrides, D., & Loeb, S. (2021). How principals affect students and schools: A systematic synthesis of the evidence. Educational Policy, 45(1), 1-23. https://doi.org/10.3102/00346543211002033
Guskey, T. R. (2002). Does it make a difference? Evaluating professional development. Educational Leadership, 59(6), 45–51.
Harris, A., Jones, M., & Huffman, J. (2021). Leading sustainable change in education: A framework for leadership and development. Educational Management Administration & Leadership, 49(1), 5-23. https://doi.org/10.1177/1741143220914010
Handayani, P., Astaivada, T., Aisyah, N., Anshori, M. I., Telang, J. R., Perumahan Telang Indah, Kamal, & Bangkalan, J. T. (2023). Kepemimpinan transformasional. Jurnal Manajemen Kreatif Dan Inovasi, 1(3), 84–101. https://doi.org/10.59581/jmki-widyakarya.v1i3.695
Hanum, L. (2017). Perencanaan pembelajaran. Perencanaan Pembelajaran, 5(1), 119–126. https://doi.org/10.52574/syiahkualauniversitypress.270
Hughes, D., & Hitchcock, G. (2008). Arikunto, Suharsimi, Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: PT. Rineka Cipta.
Jonassen, D. H., Tessmer, M., & Hannum, W. H. (1998). Task analysis methods for instructional design. https://doi.org/10.4324/9781410602657
Kimmons, R. (2020). Teacher technology integration: Research and practice. International Journal of Technology in Education and Science, 4(1), 36-48. https://doi.org/10.46328/ijtes.v4i1.91
Leithwood, K., Seashore Louis, K., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning. The Wallace Foundation.
Leithwood, K., Sun, J., & Polonia, L. (2020). How school leadership influences student learning: The role of policy and practice. Educational Administration Quarterly, 56(3), 441-478. https://doi.org/10.3102/0034654320910046
Marihot, M., Nasution, A. P., Siregar, Z. M. E., & Siregar, N. A. (2023). Does job satisfaction affect organizational citizenship behavior? Evidence from the public sector. Journal of Economics, Finance and Management Studies, 6(3), 1294–1298. https://doi.org/10.47191/jefms/v6-i3-31
Metz, D., Ilies, L., & Metz, M. (2019). The role of management practices in ensuring organizational performance. In Proceedings of the 13th International Management Conference 'Management Strategies for High Performance' (pp. 666–674).
OECD. (2019). Teachers' professional development: Improving teaching and learning in schools. OECD Publishing. https://doi.org/10.1787/5kmbj1rjjwv6-en
Opfer, D. M., & Pedder, D. (2014). The influence of leadership on teacher learning and student outcomes: A review of the evidence. Leadership and Policy in Schools, 13(2), 1-19. https://doi.org/10.1080/15700763.2014.887557
Purwanti, K., AR, M., & Yusrizal, Y. (2014). Kepemimpinan kepala sekolah dalam meningkatkan kompetensi guru pada SMP Negeri 2 Simeulue Timur. Jurnal Ilmiah Didaktika, 14(2), 390–400. https://doi.org/10.22373/jid.v14i2.510
Rosni, R. (2021). Kompetensi guru dalam meningkatkan mutu pembelajaran di sekolah dasar. Jurnal EDUCATIO: Jurnal Pendidikan Indonesia, 7(2), 113. https://doi.org/10.29210/1202121176
Rondius, B. &. (2012). Analisis profesionalisme guru berdasarkan Undang-Undang RI No. 14 Tahun 2005 tentang Guru dan Dosen. Экономика Региона, 1(1), 52-66.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. https://doi.org/10.1037/0003-066X.55.1.68
Susita, D., Sudiarditha, I. R. K., Purwana, D., Wolor, C. W., & Merdyantie, R. (2020). Does organizational commitment mediate the impact of organizational culture and interpersonal communication on organizational citizenship behavior? Management Science Letters, 10(11), 2455–2462. https://doi.org/10.5267/j.msl.2020.4.004
Syakir, H. (2022). Peran kepala sekolah sebagai administrator (Studi multisitus) di MIN 1 dan MIN 2 Flores Timur. Jurnal Visionary, 1(1), 43–52. https://e-journal.undikma.ac.id/index.php/visionary/article/view/638
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1
Tondeur, J., van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2020). Examining the relationship between teachers' educational beliefs and technology use in education: A review of the literature. Educational Research Review, 27, 83-106. https://doi.org/10.1016/j.edurev.2019.08.004
UNESCO. (2020). Global education monitoring report 2020: Inclusion and education: All means all. Paris: UNESCO. https://doi.org/10.15220/978-92-3-100318-1
Yusuf, R., Hendawati, H., & Wibowo, L. A. (2020). Pengaruh konten pemasaran Shoppe terhadap pembelian pelanggan. Jurnal Manajemen Pendidikan Dan Ilmu Sosial, 1(2), 506–515. https://doi.org/10.38035/JMPIS
Zwart, R. C., Korthagen, F. A. J., & Attema-Noordewier, S. (2015). The impact of teacher professional development on the improvement of teaching practice: The role of peer observation. Teaching and Teacher Education, 51, 40-49. https://doi.org/10.1016/j.tate.2015.06.002