Peran Kepemimpinan Kepala Sekolah Dalam Penentuan Guru Kelas di Sekolah Dasar: Studi Kasus di Kota Surabaya
DOI:
10.29303/jpap.v8i2.665Published:
2024-07-31Issue:
Vol. 8 No. 2 (2024): JulyKeywords:
Kepemimpinan Kepala Sekolah, Manajemen Sumber Daya Manusia, Pendidikan Dasar, Penentuan Guru KelasArticles
Downloads
How to Cite
Abstract
Penelitian ini bertujuan untuk menggali dan menganalisis bagaimana kepala sekolah di lima SD di Surabaya menentukan guru untuk kelas tertentu, faktor-faktor yang mempengaruhinya, serta dampaknya terhadap kualitas pendidikan. Metode kualitatif digunakan dalam penelitian ini, dengan teknik pengumpulan data melalui wawancara mendalam dan observasi terstruktur terhadap kepala sekolah. Hasil penelitian menunjukkan variasi signifikan dalam pendekatan yang diambil oleh kepala sekolah, dengan beberapa diantaranya lebih mengutamakan kompetensi pedagogik dan pengalaman, sementara yang lain menekankan pada feedback dan evaluasi kinerja sebelumnya. Implikasinya adalah bahwa tidak ada satu metode yang bisa dianggap paling efektif secara universal; namun, sebuah pendekatan adaptif yang responsif terhadap kebutuhan spesifik sekolah dan siswa cenderung lebih berhasil. Penelitian ini menegaskan pentingnya kepemimpinan pedagogis dalam praktek pengelolaan guru yang efektif, dan menyarankan perlunya pelatihan kepemimpinan lebih lanjut bagi kepala sekolah untuk memperkuat kapasitas mereka dalam membuat keputusan yang berdampak langsung pada hasil pembelajaran siswa.
References
Al-husban, N. (2019). EFL teachers’ practices while teaching reading comprehension in Jordan: Teacher development implications. Journal on English as a Foreign Language, 9(2), 127–145. https://doi.org/10.23971/jefl.v9i2.1288
Bush, T. (2007). Educational leadership and management: theory, policy, and practice. In South African Journal of Education Copyright © 2007 EASA (Vol. 27, Issue 3).
February, P. J. (2020). Grade 1 teachers’ knowledge and perceptions regarding reading instruction in Windhoek, Namibia. JULACE: Journal of the University of Namibia Language Centre, 4(1), 15–28. https://doi.org/10.32642/julace.v4i1.1422
Maurice Ayuketang Nso. (2022). An assessment of the challenges and opportunities in financing rural women entrepreneurship in the micro, small and medium enterprises sector in cameroon. Journal of Management and Science, 12(4), 33–38. https://doi.org/10.26524/jms.12.60
Mpofu, N., & Mavambe, T. (2023). Teachers’ self-reported instructional practices for reading comprehension instruction to non-readers. ELT Worldwide: Journal of English Language Teaching, 10(2), 340. https://doi.org/10.26858/eltww.v10i2.51319
Nurhadi, T., Imron, A., & Triwiyanto, T. (2023). Enhancing Teacher Professionalism through Academic Supervision: An Investigation in Remote and Peripheral Regions. Tarbawi: Jurnal Keilmuan Manajemen Pendidikan, 9(02), 305–316. https://doi.org/10.32678/tarbawi.v9i02.9437
Park, J.-H., Cooc, N., & Lee, K.-H. (2023). Relationships between teacher influence in managerial and instruction-related decision-making, job satisfaction, and professional commitment: A multivariate multilevel model. Educational Management Administration & Leadership, 51(1), 116–137. https://doi.org/10.1177/1741143220971287
Rosairo, R. (2023). Narrative Approach in Qualitative Research. Journal of Agricultural Sciences – Sri Lanka, 18(1). https://doi.org/10.4038/jas.v18i1.10094
Ross, J. A., & Gray, P. (2006). School Leadership and Student Achievement: The Mediating Effects of Teacher Beliefs. Canadian Journal of Education / Revue Canadienne de l’éducation, 29(3), 798. https://doi.org/10.2307/20054196
Al-husban, N. (2019). EFL teachers’ practices while teaching reading comprehension in Jordan: Teacher development implications. Journal on English as a Foreign Language, 9(2), 127–145. https://doi.org/10.23971/jefl.v9i2.1288
Bush, T. (2007). Educational leadership and management: theory, policy, and practice. In South African Journal of Education Copyright © 2007 EASA (Vol. 27, Issue 3).
February, P. J. (2020). Grade 1 teachers’ knowledge and perceptions regarding reading instruction in Windhoek, Namibia. JULACE: Journal of the University of Namibia Language Centre, 4(1), 15–28. https://doi.org/10.32642/julace.v4i1.1422
Maurice Ayuketang Nso. (2022). An assessment of the challenges and opportunities in financing rural women entrepreneurship in the micro, small and medium enterprises sector in cameroon. Journal of Management and Science, 12(4), 33–38. https://doi.org/10.26524/jms.12.60
Mpofu, N., & Mavambe, T. (2023). Teachers’ self-reported instructional practices for reading comprehension instruction to non-readers. ELT Worldwide: Journal of English Language Teaching, 10(2), 340. https://doi.org/10.26858/eltww.v10i2.51319
Nurhadi, T., Imron, A., & Triwiyanto, T. (2023). Enhancing Teacher Professionalism through Academic Supervision: An Investigation in Remote and Peripheral Regions. Tarbawi: Jurnal Keilmuan Manajemen Pendidikan, 9(02), 305–316. https://doi.org/10.32678/tarbawi.v9i02.9437
Park, J.-H., Cooc, N., & Lee, K.-H. (2023). Relationships between teacher influence in managerial and instruction-related decision-making, job satisfaction, and professional commitment: A multivariate multilevel model. Educational Management Administration & Leadership, 51(1), 116–137. https://doi.org/10.1177/1741143220971287
Rosairo, R. (2023). Narrative Approach in Qualitative Research. Journal of Agricultural Sciences – Sri Lanka, 18(1). https://doi.org/10.4038/jas.v18i1.10094
Ross, J. A., & Gray, P. (2006). School Leadership and Student Achievement: The Mediating Effects of Teacher Beliefs. Canadian Journal of Education / Revue Canadienne de l’éducation, 29(3), 798. https://doi.org/10.2307/20054196
Sarafidou, J., & Chatziioannidis, G. (2013). Teacher participation in decision making and its impact on school and teachers. International Journal of Educational Management, 27(2), 170–183. https://doi.org/10.1108/09513541311297586
Sibisi, N., & Makka, A. (2022). Financial challenges experienced by South African non-profit organisations regarding CSR implementation. Social Responsibility Journal, 18(6), 1089–1105. https://doi.org/10.1108/SRJ-12-2019-0397
Sururi, Hartini, N., & Munipah. (2021). Performance of Principal in Elementary School for Realizing “Freedom to Learn.” https://doi.org/10.2991/assehr.k.210212.102
Tessaro, D., Landertinger, L., & Restoule, J.-P. (2021). Strategies for Teacher Education Programs to Support Indigenous Teacher Employment and Retention in Schools. Canadian Journal of Education/Revue Canadienne de l’éducation, 44(3), 600–623. https://doi.org/10.53967/cje-rce.v44i3.4461
Author Biographies
Romi Siswanto, Program Studi Pendidikan Ekonomi, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Terbuka, Semarang, Indonesia
Sudarno, Program Studi Pendidikan Ekonomi, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sebelas Maret, Jawa Tengah, Indonesia.
Syukri Fathudin Achmad Widodo, Program Studi Pendidikan Teknik Mesin, Fakultas Teknik Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
Fredrik Abia Kande, Program Studi Manajemen Pendidikan, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Ttribuana Kalabahi, Nusa Tenggara Timur, Indonesia.
License
Copyright (c) 2024 Romi Siswanto1*, Sudarno2, Syukri Fathudin Achmad Widodo2, Fredrik Abia Kande
This work is licensed under a Creative Commons Attribution 4.0 International License.
