Corresponding Author:
Nasruddin Zainuddin
E-mail: [email protected] �
INTRODUCTION
The quality of education is closely related to the
achievement and effectiveness of teacher performance in providing education in
schools. In this regard, efforts to improve the quality of education continue
to be carried out. One of the factors that measure school success is teacher
performance (Wahyuni & Satiman,
2021). The teacher's performance in question is "the
ability of a teacher to carry out learning tasks in schools/madrasas and be
responsible for students under his guidance by increasing student learning
achievements." Based on this understanding, teacher performance is the
work achieved by a teacher in carrying out learning tasks in schools/madrasas as
educators in an effort to achieve educational goals. (Puspitasari et al.,
2020) .
Classroom management, discipline is one of the things
that must be done by the teacher, but it turns out that it often becomes an
obstacle. The task of the teacher as an educator is certainly not easy to do,
if the teacher does not have good performance and good coordination from the
principal (Juniarti et al., 2020)
. From this it can also be said that the relationship
between the leadership role of the principal is very closely related to teacher
performance.
Efforts to improve the ability of teachers in carrying
out the teaching and learning process need to continuously get the attention of
the person in charge of the education system. This improvement will be more
successful if it is carried out by teachers with their own abilities and
efforts. However, teachers often still need help from other people, because
they do not know or understand the types, procedures, and mechanisms for
obtaining various resources that are needed in an effort to improve their
abilities.
One of the elements that determine the performance of
good and quality teachers is the leadership of the principal. Leadership in
question is "the ability to influence, encourage, invite and mobilize
others to achieve certain goals". Based on this understanding, the task of
leadership is to influence, encourage, invite and mobilize others for the
progress of the school, especially for the development of teacher performance.
Principal leadership provides assistance to teachers
in improving teacher performance, in accordance with the principal's own function.
Thus, teacher performance activities in carrying out their duties are still
influenced by the leadership role of the principal. Therefore, the principal's
leadership role is very important in encouraging and maintaining high teacher
performance.
Madrasah Tsanawiyah Negeri 1
Kutai Kartanegara Regency
as an educational institution in which there are teacher personnel whose
performance needs to be improved (Faisal, 2017) . This can be seen from the lack of teacher discipline
in starting the teaching and learning process, and there are still some
teachers who come late. Of course, this is very unfortunate, as we know that
the teacher's obligation is not only to provide knowledge but also to be able
to provide examples to their students. One of these problems certainly needs
attention from the school, here the principal as an educational leader has a
big role in encouraging the creation of teachers who have a high sense of
responsibility, quality in order to achieve school goals.
Based on the results of interviews with teachers at
Madrasah Tsanawiyah Negeri 1 Kutai
Kartanegara Regency, information was obtained that
there were several teachers who had not carried out their duties as
professional teachers including several teachers who:
1.
Less creative in using teaching methods that can
develop the creativity of students.
2.
Lack of teacher discipline in the teaching and
learning process.
Based on the problems above, the writer
can explain that the performance of some teachers in Madrasah Tsanawiyah Negeri 1 Kutai Kartanegara Regency, has not been as expected due to the
lack of care and discipline of teachers in carrying out their duties. Based on
this, the authors are interested in conducting a study entitled "The Role
of Principal Leadership in Improving Teacher Performance at Madrasah Tsanawiyah Negeri 1 Kutai Kartanegara Regency".
METHOD
In this study, the writer uses qualitative
research, namely what is meant
by qualitative research according to Bogdan and Taylor, namely "research procedures that produce descriptive data in the form of
written or spoken words from
people and observed behavior".
This research
is carried out by collecting
data in a reasonable condition,
using a systematic, directed and accountable
way of working,
so that it
does not lose its scientific nature or a series of
activities or processes to collect
data/information that is reasonable.
Data is the result
of the author's
recording, either in the form of
facts or figures. "The main data sources
in qualitative research are
words and actions, the rest
are additional data such as
documents and others". The sources that the author
uses in compiling this proposal are grouped into two namely
primary sources and secondary sources.
RESULTS AND
DISCUSSION
1.
RESULTS
Madrasah Tsanawiyah Negeri 1
Kutai Kartanegara is a middle-level
madrasa equivalent to junior high school under the
auspices of the Ministry of
Religion (YULIA, 2022) . This madrasa
has been designated as one of several
leading MTsN in Indonesia
as evidenced by the election of
MTCN 1 as a State Madrasah Tsanawiyah and Accredited A by the BAN-SM of
East Kalimantan Province in
2018.
Madrasah Tsanawiyah Negeri 1
Kutai Kartanegara continuously strives
to improve the quality of
services and implementation of education, so that
it has now become one of
the favorite Madrasas in Kutai Kartanegara Regency, East
Kalimantan Province. This can be seen
through the various achievements that have been
achieved by MTsN 1 Kutai Kartanegara both in the academic and
non-academic fields.
Madrasah Tsanawiyah Negeri 1
Kutai Kartanegara is a junior high
school with Islamic characteristics equivalent to a junior high school under the
auspices of the Ministry of
Religion of the Republic of Indonesia, and refers to
the same curriculum as junior high school plus religious subjects, namely, Qur'an Hadith, Aqidah Akhlak, Fiqh , History
of Islamic Culture and Arabic.
MTs Negeri 1 Kutai Kartanegara was
established on January 5, 1978 on a land area of 4,961 m2 belonging to the
Regional Government of
Kutai Kartanegara Regency, but the
building itself is located at
Jalan Danau Murung No.1 Kelurahan Melayu, Tenggarong District. This madrasa is quite
strategic because it is located
in the middle of Kota Raja so it is easily
accessible, but because the land
is not too wide and is
in the middle of a densely populated
residential area, this madrasa feels cramped
and the arrangement
is not optimal.
In recent years,
public interest in sending their children to MTs Negeri 1 Kutai Kartanegara
has continued to increase, as evidenced by the number
of new student
registrants who were not accommodated this year, reaching 155.45% of all registrants.
In the 2020/2021 Academic Year MTs
Negeri 1 Kutai Kartanegara has 698 students with 20 groups consisting of 7 class VII groups, 8 class VIII groups, 5 class IX students, and even then
the number of class IX students
in each class is an average
of 45 students / class exceeding the provisions SNP. In addition, MTs.Negeri 1 Kutai
Kartanegara has one room that is designated
as a computer laboratory.
The existing facilities and infrastructure as well as supporting teaching and learning activities
are still very limited if it
is associated with the minimum need for the
implementation of educational services that is still
being and continues to be
pursued (Indrawan, 2015) several new rooms and
buildings such as RKB room, lab. Language, BP/BK room, prayer room,
and multi-purpose building. Furthermore, in the form of
greening the environment, installing Having Blocks in the front yard of the Madrasah, complete with supporting infrastructure for extracurricular activities and so on.
Student learning activities
run in an orderly and smooth
manner even though the instruments
that can be used to
support learning activities and educational media such as space and Lab Equipment.
Science and the prayer room
are inadequate, but in this case, with
the student's willingness to learn and the
strong enthusiasm of the educators,
teaching and learning activities can be carried
out properly.
The condition of teachers and
Madrasah administrative staff
is quite good in quality and quantity. Likewise,
the spirit and commitment to carrying
out the task
is very high,
full of dedication
and responsibility.
The reform process
is rolling; it also has an
impact on secondary education levels, especially Madrasah Tsanawiyah. The government provides wider competition to Madrasah Tsanawiyah to prepare
a generation of Muslims who are responsive to the
development of science and technology
based on faith and piety. (Azis, 2019) . This policy is
the beginning of madrasas that
are capable and ready in the global era to support the
understanding and contextual application of Islam in society.
The success of
MTs Negeri 1 Kutai Kartanegara is
not only determined by the quality
of its students,
but the success
of MTs Negeri 1 Kutai
Kartanegara is obtained through a learning process that cannot
be separated from the role
of educators who have educated,
taught, and trained and evaluated.
MTs Negeri 1 Kutai Kartanegara has succeeded in proving its existence and
achievements both at the Kutai Kartanegara Regency,
East Kalimantan Province, and at the
national level.
MTs Negeri 1 Kutai Kartanegara is an educational institution at the junior high school level, organized by the Ministry
of Religion which has advantages in the field of
understanding the religion of Islam. Physically, the image displayed is Islamic, so that it seems
authoritative, cool, neat and beautiful.
The main reflection displayed
by MTs Negeri 1 Kutai
Kartanegara is Islamic, populist
and quality and is inhabited
by people who are close to
Allah SWT. Friendly to others,
polite, always smiling, and cares
about the environment.
In terms of
institutions, MTsN 1 Kutai
Kartanegara has academic staff
who are reliable in thought, have management
that is able
to mobilize all potentials to develop the
creativity of the academic community
of MTCN 1 Kutai Kartanegara, and
have the ability to anticipate
the future and be proactive.
In addition, MTCN 1 Kutai Kartanegara has a leader who is
able to accommodate
all of its
potential into a driving force for
the institution as a whole Vision and mission
"The Realization of Islamic, Quality, Competitive Human Resources, Mastering
Science and Technology, and Environmentally Cultured".
The missions of Madrasah Tsanawiyah Negeri 1 Kutai Kartanegara are:
1.
Building religious madrasas by instilling faith,
piety and the formation of
noble character through religious activities
2.
Improving the attitude of honesty, discipline,
caring, polite, confident,
in interacting with the social and
natural environment
3.
Build quality madrasas through curriculum development which includes 8 National Education Standards
4.
Implement programs that are clear, detailed, systematic, transparent and managed professionally
and can be
accounted for
5.
Realizing the implementation of Active, Innovative,
Creative, Effective and Fun learning with a SCIENTIFIC approach and based on
science and technology
6.
Improving academic and non-academic achievements at national and
international levels
7.
Realizing Character through Literacy and Numeration
Movement
8.
Organizing self-development, so that students can
develop according to their respective
talents and interests.
9.
Realizing learning and self-development that is integrated with
Environmental Education and P3N (Prevention, Eradication, and Drug Abuse)
10. Building conducive cooperation
with related parties in the implementation of education
11. Creating Safe, Healthy, Neat and Beautiful
Madrasas (ASRI)
2. DISCUSSION
The discussion
in the study is in the form of a description of the results of research in the
field about the role of principals' leadership in improving the performance of
Madrasah Teachers and the supporting and inhibiting factors of the role of
principals' leadership in improving teacher performance.
a.
Principal's Leadership Role in
Improving Teacher Performance
The principal as a manager as well as an educator, has
the task of developing the performance of his personnel, especially improving
the professional competence of teachers.
Principals play an important role in improving teacher
performance, this is inseparable from the principal's responsibility as a
leader of educational institutions. The success of the school is the success of
the principal. The main key for the principal as an effective leader is to be
able to influence and move teachers to participate in every school activity in
order to realize the school's vision and mission. (Nasution, 2016) . However, in Madrasah Tsanawiyah
Negeri 1 the teacher councils still need to be continuously encouraged so that
their performance is better.
-
Directing Teachers to Formulate
Learning Objectives
The formulation of learning objectives must be able to
provide a clear description of the forms of behavior
and knowledge that students are expected to possess after the learning process
is complete. The formulation of learning objectives can be used as a reference
for teachers in delivering students to learn, as a guide in choosing subject
matter (Noor, 2018) , determining learning strategies and choosing
learning tools to be used, as well as a basis for compiling learning outcomes
assessment tools.
The researcher
conducted an interview with W.03/F/G.2, as quoted in the following quote:
Usually principals send teachers to upgrading forums, or government-run
education and training. Actually, teachers are used to making lesson plans and
syllabi, but because there is a change in the curriculum, it is necessary to
give directions back to the teacher.
The researcher
also conducted an interview with W.02/F/G.1, who provided the following
information: Usually, the principal asked the teacher about the syllabus and
lesson plans towards the beginning of the semester, but not in detail about the
learning objectives. Maybe because it is already covered in the syllabus and
lesson plans. In addition, the learning objectives of each subject are
different, so that the direction is more general.
W.04/F/G.3, gave
almost the same information: There are programs from schools to improve teacher
skills, including in formulating learning objectives. Program forms such as
sending teachers to KKG, seminars, and training.
Understanding the results of the interviews above, it
can be stated that the principal's efforts in helping teachers formulate
learning objectives are carried out by increasing teacher knowledge by sending
teachers to KKG, upgrading, or training forums held by the government. By participating
in KKG activities, classroom teachers can improve their knowledge and teaching
skills (Mulyana, 2014) . The materials and practices provided in the KKG can
increase the knowledge and experience of teachers, in developing learning
programs, managing learning and evaluating learning outcomes.
-
Giving Instructions or
Information Regarding Teacher Assignments
As for the instructions or information on the problems
of the tasks that must be carried out by the teacher, the researcher conducted
interviews with W.02/F/G.1, as quoted in the following quote:
Regarding the distribution of instructions and
information about the duties of a teacher, it is the responsibility of the
principal, if there is new information, the principal is not bored to collect
the teacher council even though the meeting schedule is held once a month.
However, if there is information or things that need to be discussed at any
time, a meeting can be held to inform all educators. After being collected and
socialized, the principal gives instructions and each task that must be carried
out by each teacher.
The researcher also conducted interviews with
W.03/F/G.2, with the following quote: The principal in giving us the workload
according to the existing technical instructions and we just have to carry it
out according to the technical instructions through meetings. After the program
was assigned to us, the principal helped and accompanied the work we were doing
and at the same time provided input that the principal said there were
shortcomings.
To strengthen the results of the interview above, the
researcher conducted an interview with W.04/F/G.3, with the following quote:
Regarding information on teacher assignments, the principal always holds a
meeting. Usually, the meeting is held at break time by gathering all the
teachers in the office, then the principal conveys the tasks that must be
carried out by the teachers. It didn't stop there, the school principal helped
and supervised the work assigned to us. For example, regarding the division of
classes using the K-13 curriculum and KTSP, the principal delivered classes I
and IV using K-13. In practice, the principal accompanies the teachers.
Based on the results of the interview, it can be
revealed that the efforts made by the principal are very attentive to their
duties and responsibilities in providing direction and guidance on how to do
the work assigned to the teachers (Syukri et al., 2019) , and even the principal is always at the forefront .
in starting every activity as a leader. In addition, the principal provides an
explanation in accordance with the existing technical instructions on the
workload to be carried out.
-
Teacher Professionalism
Improvement
The principal as a leader must be able to provide
guidance, direction, supervision and be able to improve the ability of
education personnel to improve teacher professionalism (Kurnianingsih, 2018) . Leadership is an effort made by someone with all the
abilities he has to influence, encourage, direct and move the people he leads
so that they want to work to achieve organizational goals.
Regarding the principal's efforts to improve teacher
professionalism as a supporter of the formation of good teacher performance,
the researcher has conducted interviews with W.02/F/G.1, as explained in the
interview excerpt as follows: Efforts made include providing direction and supervision,
and improve teacher discipline in teaching. Briefing is done when interacting
together in the office, or when there is a teacher meeting. Meanwhile,
supervision is carried out by recording teacher attendance and conducting class
visits.
To strengthen the results of the interview above, the
researcher conducted an interview with W.03/F/G.2, with the following quote:
The principal often gives directions to the teacher when sitting together, if
from the side of the teacher friends, I think they already know the task and
obligations. So the principal only reminds the teachers. Unless there is a
semester evaluation meeting or grade promotion, there is indeed a kind of
reprimand to teachers who are less disciplined in teaching or less active in
teaching, judging from the teacher's attendance book.
The researcher also conducted interviews with
W.04/F.4/G.3, as in the interview excerpt as follows: Teachers are now recorded
with a list of attendance at school, at the end of each semester each teacher
is given a copy of the teacher's attendance list for one semester as material
for evaluating the teacher concerned. .
Indeed, there is no electronic absence, but the
teacher's presence can be seen. If there is supervision and direction from the
principal, it is more indirect (Ahyadi, 2017) . Only things that need to be improved are learning
facilities and facilities, such as media and learning aids.
Based on the results of the interviews above, it can
be stated that the efforts made by school principals in improving teacher
professionalism are by providing direction and supervision, as well as
increasing teacher discipline in teaching. Supervision and direction are the principal
duties of the principal to realize a good school management order, direction is
a guiding activity by giving orders, instructions, encouraging work morale,
enforcing discipline, and providing various other efforts so that they do their
work following the directions set out in the instructions. established rules or
guidelines.
-
Supervise the Smoothness of
Activities
As for the role of the principal's leadership in
supervising or supervising education in improving teacher performance, the
researcher conducted interviews with W.04/F/G.3, as quoted as follows:
Regarding supervision of teachers in the learning process in the classroom,
supervision is what the principal does is by occasionally entering the
classroom to see the learning process directly, but what is often done is by
going around the class observing the teachers who are carrying out teaching and
learning activities, in this way the teacher does not feel awkward and the
principal can find out the strengths and weaknesses of the teacher they. From
the observations of the teaching and learning process, the principal knows more
or less the strengths and weaknesses of the teacher. During recess the
principal calls the teacher to the office with congratulations and thanks for
teaching well, maintain and continue to improve to teachers who are masters in
the learning process, and the principal communicates are invited to work
together to fix deficiencies while offering solutions regarding methods
teaching and classroom management to teachers who lack mastery in the teaching
and learning process.
Based on the results of these interviews, we can
clearly see that to find out the performance of teachers in the class, the
principal always supervises or directs supervision by going around the class to
see the teacher, and even the principal enters the class to see firsthand what the teacher has done in his class. -each.
Thus the role of the principal, one of which is as a supervisor of learning,
has been implemented by the principal of Madrasah Tsanawiyah
Negeri 1 well, this will have implications for improving teacher performance in
the school.
In line with the principal's statement above, it
turned out to be about supervision, corroborating the results of the interview
above, the researcher conducted an interview with W.02/F/G.1, with the
following quote: Regarding the supervision that the principal's mother did, the
principal made a class visit. By walking around or visiting classes where the
teacher is doing the learning process, the principal sees the teacher's
activities in the classroom. There the principal assesses the performance of
the teacher, if there are things that are not good the principal provides
assistance to the teacher.
To strengthen the results of the interview above, the
researcher conducted an interview with W.03/F/G.2, with the following quote:
Supervision that the principal does every day, the principal in carrying out
supervision does not have a class visit schedule. The principal only goes
around the classes to see and observe the state of the teaching and learning
process from outside the classroom. If there are teachers who, according to the
principal, are not as expected, the principal will give a warning after the
learning process is complete. Then the break time is used by the principal to
give a warning in the form of family guidance and the principal always provides
a good solution, so the principal does not just reprimand but also provides
solutions to the teacher. The teachers here are happy with what the principal
is doing, the principal's supervision will provide assistance to the teachers
in this school. So that if there are errors or problems in the teaching and
learning process, teachers can find solutions with the principal to improve
teacher performance in this school.
Based on the results of the narrative, it turns out
that in the process of supervising learning, the principal also takes direct
action. In the sense that if a teacher is found who is still not correct in
carrying out the learning process in class, the principal immediately gives a
warning and a solution at break time arrives.
-
Directing the Implementation of
Activities
Principals with experience in the field of education
can help teachers overcome various learning management problems they face.
Regarding the role of the principal in directing teachers to manage learning,
the researchers conducted interviews with W.02/F/G.1, as in the interview
excerpt as follows: The principal gives direction, and provides motivation so
that teachers can do their work effectively, and are guided by in the school
work program. The form of direction does not have to be in the capacity of
superiors and subordinates, but can also be in the form of exchanging
experiences and sharing, in managing learning.
To strengthen the information above, the researcher
conducted interviews with other information, W.03/F/G.2 with the following
excerpts from the interview: Yes, there is direction from the principal, such
as the use of K-13 in the teaching and learning process. Usually the principal
discusses with the teacher how to deal with classes where students often skip
classes, or those teachers complain a lot about because they are often noisy
and difficult to manage.
W.04/F/G.3 gave a similar explanation as follows: If
there is direction from the principal, of course there is. But it's more like
sharing or exchanging opinions with teachers, because school principals also
teach, so they know exactly how the conditions are experienced by teachers in
teaching and encourage teachers' enthusiasm to continue teaching well.
Based on the results of the interviews above, it is
known that the principal provides direction, and provides motivation so that
teachers can do their work effectively, and are guided by the school work
program. Forms of direction such as the use of K-13 in the teaching and
learning process and controlling noisy classes.
-
Assessing Activity Implementation
Regarding the role of the principal in directing and
assisting teachers in terms of assessing learning outcomes, the researchers
conducted interviews with W.02/F/G.1, as explained in the interview excerpts as
follows: Teachers are accustomed to assessing learning outcomes both in the
form of daily tests, midterm exams and after the semester exams. The role of
the principal is more to coordinate with the teacher about the minimum
completeness criteria that need to be set by the teacher. In addition, it also
coordinates related to policies for implementing mid-semester exams,
distribution of report cards and year-end evaluation meetings.
The researcher also conducted interviews with
W.03/F/G.2, who gave the following statement: Each teacher at the beginning of
the school year was given a teacher report activity book in one semester. The
book reports on teacher activities when taking daily test scores and
assignments given to students after they have finished delivering material on
certain basic competencies. Teachers who do daily tests will be seen from the
activity reports as evidenced by student score data.
To strengthen the results of the interview above, the
researcher conducted an interview with W.04/F/G.3 which stated that: Ahead of
the midterm and semester exams an examination committee was formed consisting
of teachers appointed by the principal. The committee includes a chairperson,
secretary and treasurer. The task of the exam committee is to prepare the needs
for exam questions, administer semester exams and provide reports to the
principal.
Based on the results of the research above, it is
known that the principal's role in directing teachers to assess learning
outcomes is carried out through coordination related to policies for
implementing mid-semester exams, distributing report cards and end-of-semester
evaluation meetings. The school principal also forms an examination committee
that is responsible for the implementation of school exams.
b.
Teacher Performance
The teacher's performance in this presentation is the
result of research in the field from the results of interviews with school
principals and teachers. The description of teacher performance at Madrasah Tsanawiyah Negeri 1 is explained based on the following
aspects:
-
Learning Program Planning
Planning of learning programs is one aspect that must
be done by teachers before carrying out learning activities in the classroom.
Through planning, the teacher designs learning objectives, materials, media,
methods and learning resources that will be used.
According to W.01/F.6/KS in the aspect of learning
planning, the general condition of the teacher, with the following quote: The
teacher has paid attention to the learning program plan (RPP) and syllabus,
this is proven by the teacher's awareness of the good and bad performance of
the teacher depends on the administration. So that in teaching and learning activities,
teachers teach according to competency standards and basic competencies.
Teachers also generally have prepared by completing the lesson plans and
syllabus. At the beginning of the lesson objectives, the teacher is reminded to
immediately prepare the lesson plans and syllabus which are then submitted to
the Curriculum Waka and signed by the principal.
W.03/F.6/G.2 provides almost the same information,
with the following quote: Every teacher is required to prepare lesson plans
based on the latest curriculum, namely K-13. The preparation of lesson plans is
based on the direction of the principal, and usually towards the beginning of
the school year, there is training and guidance for teachers in preparing
lesson plans according to government curriculum policies.
To corroborate the results of the above interview, the
researcher also conducted an interview proposed by W.04/F.6/G.3, with the
following quote: Preparation of lesson plans is mandatory for every teacher,
the principal always reminds teachers to make lesson plans. However, there are
teachers who have not compiled the lesson plans, not because the teacher can't
prepare them. Actually, I have compiled the RPP but it hasn't been printed yet
because the printer at school is broken, especially since the K-13 RPP is very
thick. If the principal always reminds to prepare RPP, it may be because of the
lack of facilities and infrastructure, so there are still teachers who have not
prepared RPP.
Understanding the results of the interview above, the
teacher's performance in the aspect of learning planning is quite good. The
only thing that needs to be improved is the ability of teachers to prepare
lesson plans in accordance with changes in the K-13 curriculum, with changes in
core competencies, basic competencies, preparation of indicators and learning
objectives.
Learning planning predicts actions or activities that
will be carried out during learning, considering planning as a projection of
activities, then its position in the learning system becomes strategic (Primaningtyas, 2017) . The planning of the learning process includes the
syllabus and the Learning Implementation Plan (RPP) which contains at least the
learning objectives, teaching materials, teaching methods, learning resources
and assessment of learning outcomes. The role of a teacher is very important in
the learning process.
In planning learning, the teacher must determine the
steps of learning well so as to create a pleasant learning atmosphere for
students. In order for the implementation of the learning process to run
effectively and efficiently, a systematic plan is needed. Planning lessons will
help determine the efficient use of learning material resources and learning
time in class.
-
Use of Learning Methods, Media
and Resources
Methods, media and learning resources are an integral
part of the learning process. The method used should be in accordance with the
material and learning objectives. Likewise, the media used should attract
students to learn and be able to clarify the material being taught.
Regarding the use of methods, media, and learning
resources by Madrasah teachers, the researchers conducted interviews with
W.01/F.7/KS, with the following quote: In terms of the use of methods, learning
media, teacher performance is still lacking. This is due to the teacher's lack
of creativity in choosing interactive and interesting methods and media. In
addition, due to the lack of information about the development of new learning
methods, teachers still often use traditional methods in delivering material,
such as lectures and assignments. In addition, the availability of media and
learning resources is still lacking, this causes teacher difficulties in using
interesting learning media and learning resources that are still lacking to
support the process of teaching and learning activities.
W.02/F.7/G.1 said the same information, with the
following quote: The availability of media and learning resources is still
lacking, and this causes teacher difficulties in using interesting learning
media. There is no LCD projector at this school. So that teachers often use the
lecture method and assign assignments.
Strengthening the results of the interviews above,
related to methods, media, and learning resources. The researcher also conducted
an interview proposed by W.04/F.7/G.3, with the following quote: Regarding
learning resources, there are still teachers who complain about available
learning resources. There are still very few books for teachers, especially
teachers who teach using K-13. The teacher only uses a photocopy of the book,
usually the book is obtained from one of the photocopying places there. Then
the teacher prints, for teacher guidelines in the learning process.
Understanding the results of the interviews above, it
is known that several aspects indicate the lack of teacher performance in using
methods, media and learning resources. These aspects are the teacher's lack of
creativity in choosing varied and interactive methods and media that attract
students to be actively involved in the learning process. Learning resources
owned by educators are still lacking, especially teachers who use K-13 still
use photocopied books. The use of varied and interactive methods and media is
needed to maintain students' enthusiasm in learning and so that students'
motivation remains high in learning.
Teachers also cannot impose less-than-ideal strategies
or lesson plans to be set. Teachers must be willing to change learning methods
that are not desired by students, such as teachers want lectures, while
students prefer discussion. Likewise, teachers may not impose daily tests, if
on the same day students have done daily tests on other subjects. Student
refusal can cause a less conducive classroom atmosphere, so that learning
messages are difficult for students to accept.
-
Class management
The ability of teachers to manage the classroom is one
indicator of teacher performance. Classroom management is a teacher's skill to
create and maintain optimal learning conditions and restore them if there are
disturbances in the teaching and learning process. Classroom management refers
to activities to create and maintain optimal conditions for the teaching and
learning process.
According to the explanation W.01/F.8/KS, with the
following quote: In classroom management, each teacher has their own style and
strategy. So far the classroom management carried out by the teacher is quite
good, the approach taken by the teacher is also quite good although sometimes
it needs to be improved by understanding the character of the students, so that
they can be invited to study well. Indeed, there are still some students who
are noisy, playing and not paying attention to the teacher's explanations
during learning activities. Here a teacher must be good at mastering students,
giving more attention to their students.
W.02/F.8/G.1 gave almost the same information, with
the following quote: Learning in the classroom is conducive and orderly, there
are indeed some classes that are sometimes noisy. But in general it is still
under control, if there is a class that is difficult to control, the teacher
will consult with the principal to advise the students concerned.
To strengthen the results of the interviews above, the
researchers conducted interviews with W.03/F.8/G.2, with the following quote:
Classroom management with an approach that emphasizes an enthusiastic and
friendly attitude in relationships with students, teachers use words, actions ,
ways of working or challenges that increase students' enthusiasm for learning
so as to reduce the possibility of deviant behavior.
Based on the interview above, the teacher has shown a
conducive classroom management with a friendly and enthusiastic approach in the
teaching and learning process. Classroom management is an effort made by the
teacher in order to realize effective teaching and learning activities in the
classroom and the handling carried out in controlling various disorders of the
teaching and learning process.
Classroom management is part of an effort to create
effective learning, which is related to the arrangement of classrooms,
interactions between teachers and students in the classroom, the application of
learning methods and media, and other steps needed to control the classroom
atmosphere so that it remains conducive.
Teachers who are warm and familiar with students
always show enthusiasm for their duties or activities will be successful in
managing the class. The attitude and attention shown by the teacher will
facilitate communication between teachers and students, so that the learning
messages conveyed by the teacher will be easily accepted by students
c.
Inhibiting Factors and Supporting
Factors The Role of Principal Leadership in Improving Teacher Performance
-
Obstacle factor
The efforts of principals in carrying out their
duties, managing the educational process in schools are often hampered by
several factors, such as the skills of teachers, facilities and infrastructure
in schools. These inhibiting factors are obstacles in the principal's efforts
to carry out his duties as leaders and implementers of the education process in
schools.
Regarding the factors that hinder the role of the
principal's leadership in improving teacher performance at Madrasah Tsanawiyah Negeri 1, the researchers conducted interviews
with W.01/F.9/KS as follows: very far from optimal, less appropriate for
learning tools and cannot even be used in the learning process. This of course
hinders the improvement of the quality of education. Not to mention the
increasing number of educational institutions in the neighborhood,
which makes it increasingly difficult to get students. This is evidenced by the
last three years the number of student acquisitions has decreased compared to
previous years.
The researcher also conducted an interview with W.02/F.9/G.1,
with the following quote: Actually, the program planned by the principal has
been good, but we are constrained by the lack of facilities and infrastructure.
For example, regarding learning by using a lap top tool, again, there are no
LCD projector facilities yet. In addition, learning resources are still
lacking, especially when using K-13 teacher manuals are still lacking.
The researcher also obtained information from
W.03/F.9/G.2, who gave the following statement: Indeed, the culture of quality
education is not fully attached to teachers, financial factors are often the
reason teachers teach. There is an assumption that teachers' honorariums are
still lacking, especially those of teachers who are still honorary. This can be
seen from some of the teachers who finished teaching, if there were no more
hours, they went straight home.27
To strengthen the results of the interview above, an
interview was conducted with W.04/F.9/G.3 with the following quote: It is
undeniable that one of the motivations for teaching teachers is to receive
honoraria, this makes teachers pay less attention to
performance in carrying out their duties and obligations. .
Based on the results of the interviews above, it is
known that the factors that hinder the role of the principal's leadership in
improving teacher performance at Madrasah Tsanawiyah
Negeri 1 Kutai Kartanegara
Regency are the condition of school facilities and facilities that are still
lacking, a culture of quality education that is still not inherent in teachers,
and motivation teaching teachers based on rewards in the form of honorariums
received by teachers.
Lack of educational facilities and infrastructure such
as libraries, learning resources. The lack of facilities and infrastructure is
an inhibiting factor, because the demands of education are growing with an
emphasis on complete learning facilities and facilities. Educational
institutions are now increasingly required to adopt various technological and
information developments as learning support tools. In learning, teacher
performance will be supported by internet facilities in schools, electronic and
audio-visual-based media and other media that facilitate the teacher's task in
teaching. Therefore, the lack of learning facilities and facilities is a
limiting factor for teacher tasks that can have an impact on teacher
performance.
-
Supporting factors
Schools are educational institutions, the creation of
educational goals in schools requires a synergistic relationship between
principals and teachers. Both are the main components in schools that play an
important role in all educational activities in schools. Regarding the factors
supporting the leadership role of the principal in improving teacher
performance at Madrasah Tsanawiyah Negeri 1 Kutai Kartanegara Regency, the
researcher conducted interviews with W.01/F.10/KS, as follows: The fate of
teachers now is actually much better than in the past. Now there is government
concern about teacher welfare through certification policies, and incentives
for honorary teachers. In addition, training programs for teachers are also
often carried out so that teachers can improve their teaching abilities.
The researcher also obtained information from
W.02/F.10/G.1, with the following quote: In improving their performance, teachers
can participate in KKG activities, attend training, training, seminars and
workshops, both held in school and outside of school .
Usually every year there is training in schools, and sometimes there are also
invitations, for teacher improvement programs.
Other information was presented by W.03/F.10/G.2, with
excerpts from the interview as follows: There is now a lot of support for
improving teacher performance, in addition to participating in the KKG
activities, incentives from the government are also very helpful for the growth
of good teacher performance, especially for students. certified teacher. In
addition, the attitude of kinship in social relations between teachers, who are
generally honorary teachers, is the capital of fostering a conducive work
environment.
From the results of the interviews above, it can be
understood that the supporting factors for the role of the principal's
leadership in improving teacher performance at Madrasah Tsanawiyah
Negeri 1 Kutai Kartanegara
Regency are the existence of various training programs for teachers, forums for
teacher associations, such as the KKG and government policies on teacher
certification.
Teachers participating in training programs, both at
school and outside of school, can obtain information and experience that will
equip teachers to teach in schools. Likewise, through activities at the KKG as
a forum for subject teacher associations, teachers can share knowledge and
experience. Teachers can share experiences about various problems encountered
in teaching, and the possibility of finding solutions that can be applied.
The knowledge and experience gained by teachers from
KKG training and activities, is a provision for teachers in improving their
performance. KKG is an association of subject teachers that serves as a means
to communicate with each other, learn, exchange ideas and experiences in order
to improve teacher performance. Teachers can also discuss with their colleagues
to overcome the problems faced in their schools, and take examples from the
success of teachers who overcome the same problems (Sanjaya, 2016) . Teacher working groups can add insight for teachers,
because in groups, there will be an exchange of ideas and inputs from other
teacher friends.
CONCLUSION
Based on the results of the research and
discussion that have been described, it can be concluded as follows: 1.) The
role of principal leadership in improving teacher performance at Madrasah Tsanawiyah Negeri 1 Kutai Kartanegara Regency is as follows: Directing teachers to
formulate learning objectives, carried out by increasing teacher knowledge by
sending teacher to the KKG forum, upgrading, or training held by the
government. Provide instructions or information on the problems of the tasks
that must be carried out by the teacher, the efforts made by the principal by
collecting the teacher council and then socializing the respective tasks that
must be carried out by the teacher. By increasing the professionalism of
teachers, it is done by providing direction and supervision by recording
teacher attendance and conducting class visits. Supervise the smooth running of
activities, conduct direct supervision or supervision by visiting each class to
see the teacher in the learning process. Directing the implementation of
activities, by providing direction, providing motivation to teachers. Assessing
the implementation of activities, in terms of learning assessment, the
principal forms a learning outcomes evaluation committee consisting of teachers
and school staff. 2.) Teacher performance at Madrasah Tsanawiyah
Negeri 1 Kutai Kartanegara
Regency is as follows: In the aspect of learning planning, the principal always
requires teachers to be guided by the lesson plans and syllabus. Likewise, in
the aspect of classroom management, the teacher has shown a conducive class
with a friendly and enthusiastic approach in the teaching and learning process.
Meanwhile, in the aspect of using methods, media, and learning resources,
teacher performance in this case is still lacking, because it emphasizes the
use of conventional methods and media, and is less creative in using learning
methods and media that encourage students to learn actively. 3.) Inhibiting
factors and supporting factors for the role of the principal's leadership in
improving teacher performance in Madrasah Tsanawiyah
Negeri 1. Inhibiting Factors: The condition of school facilities and facilities
is still lacking, a culture of quality education that is still not inherent in
teachers, teacher teaching motivation based on on
rewards in the form of honorariums received by teachers. Supporting Factors:
The existence of various training programs for teachers, the existence of a
forum for teacher associations, such as the KKG.
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Received: 02-09-2022 �������������������������������� Accepted:
10-09-2022 �������������������� ����������� Published: 23-09-2022������ 
