The existence of the covid 19 pandemic forced the government to issue an online learning policy. This will certainly have a significant impact on the utilization and allocation of education costs that have been budgeted and outlined in the School Work Plan both on RKAS sourced from BOS funds and Education Development Contribution funds sourced from parents of students. This study aims to see firsthand the utilization of education funds during the Covid 19 period whether it has been effective and efficient. This study uses descriptive qualitative methods. Data obtained from 24 principals bendaraha at high school in Mandailing Natal district in 2021 by spreading the questionnaire through Google format and interviews. It found that schools were not fully prepared to utilize funds effectively and efficiently. It is also inseparable from the uncertainty until when online learning ends because of the changing information (depending on the status of each region based on the level of emergency) about limited face-to-face learning schedules and new life adaptations. But allocating the cost of education in each school meets the 8 National Standards of Education even though the allocation of each SNP is uneven because of differentneeds. The transfer of financing from RKAS that has been prepared at the beginning of the year due to changes in the learning system and changes in BOS juknis. The transfer of extracurricular activities, the doubling of exam questions is eliminated and diverted to maintenance and replacement activities, the purchase of medical devices and materials such as thermoguns, handsanitizers, masks and disinfectants. Financing during the Covid-19 pandemic in general experienced significant changes in allocating rather than in the amount of funds spent.  In normal times there are scouting, extracurricular sports and student council activities diverted into maintenance and reimbursement funds. The cost of subscriptions and services such as electricity has decreased but new costs such as data plans for teachers and education personnel have fallen. The cost of developing educators and education personnel has also increased due to the development of competencies followed by teachers online.

The purpose of this study is to describe: 1) the effect of self-efficacy on the performance of the driving teacher, 2) the effect of work motivation on the performance of the driving teacher, and 3) the effect of self-efficacy and work motivation on the performance of the driving teacher. This research design is in the form of an explanation. The subjects of this study were all teachers in Mandailing Natal Regency, totaling 60 people. The instrument of data collection was through a questionnaire. Data analysis used inferential statistical analysis with multiple linear regression analysis. Based on the results of data analysis, the coefficient of Freg = 0.809; sig. 0.450. the higher the self-efficacy and the higher the work motivation, the higher the performance. On the other hand, the lower the self-efficacy and the lower the work motivation, the lower the performance of the driving teacher. Based on the results of this study, it can be stated that the hypothesis proposed in this study is accepted. The results of this study also prove that self-efficacy and work motivation contribute 36.186% to performance. This means that the two variables (self-efficacy and work motivation) contribute 36.186% to the high and low performance.

Guru Penggerak dalam proses pendidikannya dilatih untuk mengembangkan keterampilan memimpin yang dikenal dengan Instructional Leadership dan menerapkannya hingga setalah masa Pendidikan selesai. Penelitian deskriptif kuantitatif ini bertujuan untuk mengetahui gambaran kepemimpinan pembelajaran dari para lulusan program pendidikan guru penggerak. Populasi penelitian ini guru penggerak angkatan 1 mengampu mata pelajaran Pendidikan Jasmani dan Bimbingan dan Konseling sebanyak 117 orang dan sampel sejumlah 36 orang menggunakan teknik sampling purposive. Kuesioner Kepemimpinan Pembelajaran disebar secara online menggunakan bantuan Google Form. Data diolah dengan menggunakan SPSS versi 21 untuk melihat deskripsi data dan juga perbandingan rerata di masing-masing dimensi kepemimpinan pembelajaran. Skala penelitian terdiri dari 7 dimensi kepemimpinan pembelajaran yaitu Instructional resource Provider, Maintain Visibe Presence, Professional Development, Maximize Instructional Time, Monitoring Students’ Progress, Feedback on Teaching Learning dan Curriculum Implementation. Hasil penelitian menunjukkan bahwa 36 orang guru penggerak angkatan 1 mata pelajaran PJOK dan BK 5 Orang atau 13,88 % memiliki Kepemimpinan Pembelajaran Tinggi, 28 orang atau 77, 77 % memiliki Kepemimpinan Pembelajaran Sedang dan hanya 3 orang atau 8,33 % yang memiliki Kepemimpinan pembelajaran rendah.

The existence of the covid 19 pandemic forced the government to issue an online learning policy. This will certainly have a significant impact on the utilization and allocation of education costs that have been budgeted and outlined in the School Work Plan both on RKAS sourced from BOS funds and Education Development Contribution funds sourced from parents of students. This study aims to see firsthand the utilization of education funds during the Covid 19 period whether it has been effective and efficient. This study uses descriptive qualitative methods. Data obtained from 24 principals bendaraha at high school in Mandailing Natal district in 2021 by spreading the questionnaire through Google format and interviews. It found that schools were not fully prepared to utilize funds effectively and efficiently. It is also inseparable from the uncertainty until when online learning ends because of the changing information (depending on the status of each region based on the level of emergency) about limited face-to-face learning schedules and new life adaptations. But allocating the cost of education in each school meets the 8 National Standards of Education even though the allocation of each SNP is uneven because of differentneeds. The transfer of financing from RKAS that has been prepared at the beginning of the year due to changes in the learning system and changes in BOS juknis. The transfer of extracurricular activities, the doubling of exam questions is eliminated and diverted to maintenance and replacement activities, the purchase of medical devices and materials such as thermoguns, handsanitizers, masks and disinfectants. Financing during the Covid-19 pandemic in general experienced significant changes in allocating rather than in the amount of funds spent.  In normal times there are scouting, extracurricular sports and student council activities diverted into maintenance and reimbursement funds. The cost of subscriptions and services such as electricity has decreased but new costs such as data plans for teachers and education personnel have fallen. The cost of developing educators and education personnel has also increased due to the development of competencies followed by teachers online.

The purpose of this study is to describe: 1) the effect of self-efficacy on the performance of the driving teacher, 2) the effect of work motivation on the performance of the driving teacher, and 3) the effect of self-efficacy and work motivation on the performance of the driving teacher. This research design is in the form of an explanation. The subjects of this study were all teachers in Mandailing Natal Regency, totaling 60 people. The instrument of data collection was through a questionnaire. Data analysis used inferential statistical analysis with multiple linear regression analysis. Based on the results of data analysis, the coefficient of Freg = 0.809; sig. 0.450. the higher the self-efficacy and the higher the work motivation, the higher the performance. On the other hand, the lower the self-efficacy and the lower the work motivation, the lower the performance of the driving teacher. Based on the results of this study, it can be stated that the hypothesis proposed in this study is accepted. The results of this study also prove that self-efficacy and work motivation contribute 36.186% to performance. This means that the two variables (self-efficacy and work motivation) contribute 36.186% to the high and low performance.