Teacher Perception on Leaderships
Survey on Public High Schools in Bandung Regency
DOI:
https://doi.org/10.55208/bk3afh74Keywords:
Leadership, Principal, Teacher, Secondary SchoolAbstract
The leadership role of the principal is one aspect in improving the quality of education. Principal leadership consists of various components, namely leadership styles, educators, managers, administrators, supervisors, leaders, innovators and motivators. This study aims to validate the components proposed in this study whether they are the forming factors of the principal's leadership variable. To answer the research questions, the researchers used a quantitative approach with factor analysis techniques to validate the predetermined components perceived by the teacher. Respondents are high school teachers at one of the secondary schools in Bandung Regency as many as 75 teachers. The results indicate that it is evident that the principal's leadership consists of 8 components, namely leadership style, educator, manager, administrator, supervisor, leader, innovator and motivator. The results of the study indicate that the principal's measurement can use the 8 factors that make up the principal's leadership variable.
References
Abubakar, A. (2018). The role of educational supervisors towards improving teachers performance. Bauchi State University, February, 0–14.
Brewer, P. D., & Brewer, K. L. (2010). Knowledge management, human resource management, and higher education: A theoretical model. Journal of Education for Business, 85(6), 330-335.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
Goddard, R. D., Skrla, L., & Salloum, S. J. (2017). The role of collective efficacy in closing student achievement gaps: A mixed methods study of school leadership for excellence and equity. Journal of education for students placed at risk (JESPAR), 22(4), 220-236.
Ingersoll, R. M., Sirinides, P., & Dougherty, P. (2018). Leadership Matters: Teachers' Roles in School Decision Making and School Performance. American Educator, 42(1), 13.
Jabbour, C. J. C., & Santos, F. C. A. (2008). The central role of human resource management in the search for sustainable organizations. The International Journal of Human Resource Management, 19(12), 2133-2154.
Maguire, M. (2014). Reforming teacher education in England:‘an economy of discourses of truth’. Journal of Education Policy, 29(6), 774-784.
Neumerski, C. M., Grissom, J. A., Goldring, E., Rubin, M., Cannata, M., Schuermann, P., & Drake, T. A. (2018). Restructuring instructional leadership: How multiple-measure teacher evaluation systems are redefining the role of the school principal. The Elementary School Journal, 119(2), 270-297.
Powell, C. G., & Bodur, Y. (2019). Teachers’ perceptions of an online professional development experience: Implications for a design and implementation framework. Teaching and Teacher Education, 77, 19-30.
Stankevičiūtė, Ž., & Savanevičienė, A. (2018). Designing sustainable HRM: The core characteristics of emerging field. Sustainability, 10(12), 4798. https://doi.org/10.3390/su10124798
Downloads
Published
Issue
Section
License
Copyright (c) 2021 Vicky Achmad Zulfikar, Robbi Saepul Rahman, Nita Yura Roslina (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
