Identifying School Principal Candidates’ Perception on Teacher’s Appointment as School Principal

Penulis

  • Nunuk Hariyati UNIVERSITAS NEGERI SURABAYA
  • Tarma Tarma Home Economics Education Department Universitas Negeri Jakarta
  • Dian Fajarwati Lembaga Pengembangan dan Pemberdayaan Kepala Sekolah - LPPKS
  • Aditya Chandra Setiawan Educational Management Department Universitas Negeri Surabaya

DOI:

https://doi.org/10.23887/jpp.v54i2.33186

Kata Kunci:

Perception, School Principal Candidate, Regulation

Abstrak

In order to establish a successful school, prospective school principals' perceptions are crucial. Perception has an effect on school quality because it impacts reaction and decision-making. The aim of this study was to understand prospective school principals' perceptions of the Ministry of Education and Culture Regulation Number 6 of 2018 concerning the Appointment of Teachers as School Principals, which was conducted using a quantitative approach through a survey of 77 prospective school principals from Central and East Java Provinces. The findings revealed that: the age of the prospective school principal does not have a significant effect on policy perceptions;  the length of work as a prospective school principal teacher has no significant effect on policy perceptions; there is a significant difference between the principal candidates for primary school, junior high school and senior high school/vocational high school in perceiving policies; there is no significant difference between male and female principal candidates in their perception of the policy; there is no significant difference between prospective school principals based on tank (from III b to IV b) in perceiving policies; there is a significant difference between prospective school principals with bachelor's and master's degrees in perceiving policies; there is no significant difference between prospective school principals who have not and have read Ministry of Education and Culture Regulation No. 6 of 2018 in perceiving the policy; and that there is no significant difference between prospective school principals who have not and have specifically reviewed Ministry of Education and Culture Regulation No. 6 of 2018 in perceiving the policy.

Biografi Penulis

Nunuk Hariyati, UNIVERSITAS NEGERI SURABAYA

Pascasarjana Universitas Negeri Surabaya-Ketua Program Studi S3 Manajemen Pendidikan

Tarma Tarma, Home Economics Education Department Universitas Negeri Jakarta

Tarma S.Pd., M.Pd is a lecturer at the Home Economics Education Department, Universitas Negeri Jakarta.  He has several manuscripts, one of which is, “Determinant Factors of Student Procrastination Behavior of Technical and Vocational Teacher Educationâ€.

Dian Fajarwati, Lembaga Pengembangan dan Pemberdayaan Kepala Sekolah - LPPKS

Dr. Dian Fajarwati, S.Pd., M.Pd is a teacher of principal at the LPPKS (Lembaga Pengembangan dan Pemberdayaan Kepala Sekolah). She has several manuscripts, one of which is, “Implementation of school management inclusive education institutionsâ€.

Aditya Chandra Setiawan, Educational Management Department Universitas Negeri Surabaya

Aditya Chandra Setiawan, S.Pd., M.Pd  is a Lecturer at the Education Management Department, Faculty of Education, Universitas Negeri Surabaya. He is pursuing educational management by taking a Bachelor's degree in Educational Administration and a Masters in Educational Management. He is teaches Public Relation and student management

Referensi

Ali, S. B., & Patnaik, S. (2018). Thermal comfort in urban open spaces: Objective assessment and subjective perception study in tropical city of Bhopal, India. Urban Climate, 24, 954–967. https://doi.org/https://doi.org/10.1016/j.uclim.2017.11.006.

Andersen, J. A. (2018). Managers’ Motivation Profiles: Measurement and Application. SAGE Open, 8(2). https://doi.org/10.1177/2158244018771732.

Arhipova, O., Kokina, I., & Rauckiene-Michaelsson, A. (2018). School Principal’s Management Competences For Successful School Development. Tiltai, 78. https://doi.org/10.15181/tbb.v78i1.1757.

Arismunandar, P., H, N., & Ardiansyah, M. (2019). Try Out of Online-Based School Principal Recruitment in South Sulawesi, Indonesia. https://doi.org/10.2991/icamr-18.2019.11.

Ayala Calvo, J. C., & Manzano García, G. (2021). The influence of psychological capital on graduates’ perception of employability: the mediating role of employability skills. Higher Education Research & Development, 40(2), 293–308. https://doi.org/10.1080/07294360.2020.1738350.

Baquedano, M., Elawar, M., & Lizárraga, M. (2007). Factors that affect decision making: Gender and age differences. International Journal of Psychology and Psychological Therapy, 7, 381–391.

Berkovich, I. (2018). When the going gets tough: Schools in challenging circumstances and the effectiveness of principals’ leadership styles. Journal of Community & Applied Social Psychology, 28(5), 348–364. https://doi.org/https://doi.org/10.1002/casp.2372

Boyatzis, R. (2008). Competencies in the 21st century. Journal of Management Development, 27. https://doi.org/10.1108/02621710810840730.

Brown, B. (2021). ‘Steering at a distance’, Australian school principals’ understandings of digital technologies policies during the Digital Education Revolution. Journal of Educational Administration and History, 53(1), 50–66. https://doi.org/10.1080/00220620.2020.1856796.

Burhanuddin, B., Supriyanto, A., & Pramono Adi, E. (2018). Leadership Orientation as Mediator of Organizational Culture Effects on School Leadership. 269(CoEMA), 230–236. https://doi.org/10.2991/coema-18.2018.52.

Da’as, R., & Zibenberg, A. (2021). Conflict, control and culture: implications for implicit followership and leadership theories. Educational Review, 73(2), 194–208. https://doi.org/10.1080/00131911.2019.1601614.

Demir, F., Kim, S. M., Current, N., & Jahnke, I. (2019). Strategic improvement planning in schools: A sociotechnical approach for understanding current practices and design recommendations. Management in Education. https://doi.org/10.1177/0892020619847681.

Diem, S., Young, M. D., & Sampson, C. (2019). Where Critical Policy Meets the Politics of Education: An Introduction. Educational Policy, 33(1), 3–15. https://doi.org/10.1177/0895904818807317.

Elnaga, A. (2012). The Impact of perception on Work behavior. Kuwait Chapter of Arabian Journal of Business and Management Review, 2(22), 56–71.

Gençer, H. (2019). Group dynamics and behaviour. Universal Journal of Educational Research, 7(1), 223–229. https://doi.org/10.13189/ujer.2019.070128.

Glickman, C. D., Gordon, S. P., & Gordon, J. M. R. (2013). The Basic Guide to Supervision and Instructional Leadership. New York: Pearson Education Inc.

Hallinger, P., Hosseingholizadeh, R., Hashemi, N., & Kouhsari, M. (2018). Do beliefs make a difference? Exploring how principal self-efficacy and instructional leadership impact teacher efficacy and commitment in Iran. Educational Management Administration and Leadership, 46(5), 800–819. https://doi.org/10.1177/1741143217700283.

Hamilton, G., Forde, C., & McMahon, M. (2018). Developing a coherent strategy to build leadership capacity in Scottish education. Management in Education, 32(2), 72–78. https://doi.org/https://doi.org/10.1177/0892020618762715.

Harris, A., Jones, M., Adams, D., & Cheah, K. (2019). Instructional leadership in Malaysia: a review of the contemporary literature*. School Leadership and Management, 39(1), 76–95. https://doi.org/10.1080/13632434.2018.1453794.

Heikonen, L., Pietarinen, J., Toom, A., Soini, T., Pyhältö, K., & Heikonen, L. (2020). The development of student teachers ’ sense of professional agency in the classroom during teacher education agency in the classroom during teacher education. Learning: Research and Practice, 00(00), 1–23. https://doi.org/10.1080/23735082.2020.1725603.

Kim, J. (2018). International Journal of Educational Development School accountability and standard-based education reform : The recall of social e ffi ciency movement and scienti fi c management. International Journal of Education Development, 60, 80–87. https://doi.org/10.1016/j.ijedudev.2017.11.003.

Lavigne, A. L. (2018). Examining individual- and school-level predictors of principal adaptation to teacher evaluation reform in the United States: A two-year perspective. Educational Management Administration and Leadership. https://doi.org/10.1177/1741143218807491.

McGarr, O., & Johnston, K. (2019). Exploring the Evolution of Educational Technology Policy in Ireland: From Catching-Up to Pedagogical Maturity. Educational Policy, 1–25. https://doi.org/https://doi.org/10.1177/0895904819843597.

Nevo, E., & Vaknin-Nusbaum, V. (2020). Enhancing motivation to read and reading abilities in first grade. Educational Psychology, 40(1), 22–41. https://doi.org/10.1080/01443410.2019.1635680.

Puspitaningtyas, I., Imron, A., & Maisyaroh, M. (2020). Upaya Kepala Sekolah dalam Meningkatan Pembelajaran Guru di Era Revolusi Industri 4.0. Jurnal Manajemen Dan Supervisi Pendidikan, 4(3), 165–172. https://doi.org/10.17977/um025v4i32020p165.

Saura, J. R. (2020). Knowledge management, decision-making style and organizational performance. Journal of Innovation Performance Metrics, 4(1), 104–114. https://doi.org/10.1016/j.jik.2020.08.001.

Succi, C., & Canovi, M. (2020). Soft skills to enhance graduate employability: comparing students and employers’ perceptions. Studies in Higher Education, 45(9), 1834–1847. https://doi.org/10.1080/03075079.2019.1585420.

Ting, H., Lim, T.-Y., de Run, E. C., Koh, H., & Sahdan, M. (2018). Are we Baby Boomers, Gen X and Gen Y? A qualitative inquiry into generation cohorts in Malaysia. Kasetsart Journal of Social Sciences, 39(1), 109–115. https://doi.org/https://doi.org/10.1016/j.kjss.2017.06.004.

Watkins, S., Anthony, A. B., & Beard, K. S. (2020). Principals’ Sensemaking of Leading Under Accountability And Innovation Policies. Leadership and Policy in Schools, 1–21. https://doi.org/10.1080/15700763.2020.1734207.

Welcome, S. E., & Meza, R. A. (2019). Dimensions of the Adult Reading History Questionnaire and their relationships with reading ability. Reading and Writing, 32(5), 1295–1317. https://doi.org/10.1007/s11145-018-9912-z.

Worthy, D. A., Gorlick, M. A., Pacheco, J. L., Schnyer, D. M., & Maddox, W. T. (2011). With age comes wisdom: Decision making in younger and older adults. Psychological Science, 22(11), 1375–1380. https://doi.org/10.1177/0956797611420301.

Wulandari, N. (2019). The Madrasah Principal’s Role in Increasing Educational Competency. International Conference of Moslem Society, 3, 259–269. https://doi.org/https://doi.org/10.24090/icms.2019.2430.

Unduhan

Diterbitkan

2021-07-17

Cara Mengutip

Hariyati, N., Tarma, T., Fajarwati, D., & Setiawan, A. C. (2021). Identifying School Principal Candidates’ Perception on Teacher’s Appointment as School Principal. Jurnal Pendidikan Dan Pengajaran, 54(2), 220–229. https://doi.org/10.23887/jpp.v54i2.33186

Terbitan

Vol 54 No 2 (2021): July

Bagian

Articles

Lisensi

Authors who publish with Jurnal Pendidikan dan Pengajaran agree to the following terms:
  1. Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)