Supervisi akademik merupakan salah satu tugas dan tanggung jawab utama kepala sekolah. Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan supervisi kepala sekolah menengah pertama negeri (SMPN) menurut persepsi guru. Penelitian dilaksanakan di Kecamatan Jatinom, Klaten, Jawa Tengah dengan menyebarkan angket ke 109 orang guru di tiga sekolah yang dipilih. Angket penelitian yang digunakan telah divalidasi menggunakan teknik expert judgement. Data dari angket diolah secara kuantitatif dengan teknik persentase. Hasil penelitian menunjukkan bahwa kepala SMPN yang diteliti telah melaksanakan tugas-tugas supervisi akademik. Dari keseluruhan tugas, tugas memotivasi guru untuk memanfaatkan teknologi informasi dalam pembelajaran di setiap mata pelajaran merupakan tugas yang paling tinggi keterlaksanaannya. Sebaliknya, tugas yang paling rendah keterlaksanaannya adalah membimbing guru menyusun silabus tiap mata pelajaran sesuai dengan kurikulum yang berlaku. Dengan demikian, pelaksanaan supervisi akademik kepala sekolah di beberapa area masih perlu ditingkatkan.

The study aims to identify and develop Novice Teacher Induction Program Model in SlemanRegency,Indonesia.ThisstudyusedthemethodofResearchandDevelopment BorgandGall.Inthisstudy,ResearchandDevelopmentwassimplifiedintofourstages from ten steps, namely: (1) the preliminary stage which is the initial research stage and gathering information about the implementation of Primary School Novice Teacher Induction Program (PIGP), (2) planning of Primary School Novice Teacher Induction Program (PIGP) as the development of initial product forms, (3) testing, evaluation and revision stages through assessment of model and product feasibility and limited testing, and (4) implementation phase of Novice Teacher Induction Program (PIGP) for Primary school. The data collection techniques used include: (1) Focus Group Discussion (FGD), (2) observation, (3) interviews, and (4) documentation studies. Next, quantitative and qualitative data analysis were used as data analysis techniques in this research. The study revealed that the development of Novice Teacher Induction Program (PIGP) was carried out in four stages: 1) the stage of designing the model and design, 2) expert validation, 3) testing, and 4) program implementation. At the design stage, the model is designed based on the results of the study and needs analysis of the PIPG model. Based on the results of the needs analysis, the school has a variety of mentoring techniques for novice teachers. However, in general the guidance of the learning process or counseling is carried out by the principal and senior teacher.

Abstract-Quality learning is the important thing to the school advance. In fact, learning activities cannot be separated from the behavior of teacher leadership. To give more explanation about the kind of teacher leadership behaviors, the author conducted a study that aimed to explore the teacher leadership behaviours based on appear phenomena. This paper presents one of the main results of the research related to teacher leadership behaviors, which are divided into teacher leadership within and beyond classroom. Teacher leadership behaviours in class room consisted of: the use of professional expertise; designing curriculum; pair and partner collaboration through team teaching and role across collaboration. Teacher leadership behavior beyond the class room consisted of: teacher professional development activities, role-alike team collaboration, sharing professional responsibility with the school principal, collaboration with the student's family, establishing partnerships, and establishing the success culture to the students. This study conducted in sport class, so that gave the new nuance to teacher leadership. On sport class, the students have to join a sport training program besides participating in learning activities as well as regular classes. This situation encourages the emergence of various phenomena in the sport class, which encourage the emergence of teacher leadership behavior. In other words, this paper presents the contextual research results, which offer several alternatives of teacher leadership behavior, especially in schools that have the same character as that in this research.

This study aimed to explore principal leadership at the beginning of the Covid-19 pandemic crisis. This study employed a qualitative approach that was exploratory and naturalistic with the purpose of gaining an understanding of a phenomenon in its natural setting. Data collection was carried out by semi-structured in-depth interviews with six elementary school principals who were selected purposefully using certain criteria. The collected data were then analyzed qualitatively using grounded theory methods. The member check technique was applied to assure data credibility. The results showed that principal leadership at the beginning of Covid-19 pandemic crisis was more concerned with achieving health for the school community than academic achievement. Therefore, they provided flexibility to teachers in managing instructions, created safe communication channels among all the school members, directly monitored and evaluated online learning, empowered competent teachers to develop the ICT skills of their colleagues, and fostered collaboration with stakeholders.

Education is process that aims to produce competent graduates. A learning plan which is famous as curriculum is needed to produce competent graduates. Curriculum described as all materials and all experiences that provided to students during doing education process in school. The process to serve all the materials and also experiences to the students called curriculum implementation. The better quality of curriculum implementation, the better quality of school graduates. Therefore, the factors that influence curriculum implementation need to identified. For getting data about the factors that influence curriculum implementation, the author was conducted a qualitative study at sport class in The Public Senior High School I of Sewon, Bantul. This paper present the result of the study that the inhibiting factors of curriculum implementation include: the low of teacher commitment and the uniqueness of sport class student's characteristics. Meanwhile, the supporting factors of curriculum implementation includes: the teacher's competence, the teacher's commitment, the courage of sport class students, and the collaboration between teacher and students.