Charismatic Leadership Effects of Teachers in Fostering Graduate Quality of Senior High School

Abstract

Introduction/Main Objectives: The purpose of the study is to explore the effects of charismatic leadership teachers in fostering the quality of graduates. Background Problems: Not all teachers establish a close relationship and have an appeal that can affect the learners in the form of thoughts, feelings and behavior in the form of new characters and have the competencies required for entrenched in daily life. Novelty: The importance of developing a closeness teachers and learners emotionally so that the effect on the formation of character and competence of the learners can be achieved. Research Methods: The method used is literature study by analyzing the various articles related to the focus of the research. Data collection use documentation study with the analysis of the data through the data collection, data reduction, and conclusion making. Finding/Results: The results of the study (1) the effect of charismatic leadership can develop a sense of trust and a strong bond between students and teachers without terms for shaping the character of the new positive to be better, (2) learners with a vengeance because of his loyalty dare to do the formation of behavior and increase the competence for the needs of his life in the present and future, (3) motivate learners to have the ideals that are higher and greater ability to achieve these ideals. Conclusion: Teachers who have integrity, hard work, respect and accountability will be emulated by the students as the effect of charismatic leadership.

Servant Leadership: Implementing the Principal's Role in Creating a Humanistic Education

“…Thus, Figure 1 provides descriptive clarity of the differences in service actions and principals' leadership in the educational environment, namely, character orientation that is formed from fostering and processing religious spirituality so that they care and respect the circumstances of other people and organizations/institutions (Wong & Page, 2003;Waddock (2016); Widiantari et al (2022). In character orientation, school principals display service characteristics, such as humility, caring, serving, and emotional healing (Greenleaf, 1970;van Dierendonck, 2011;Widiantari et al, 2022). According to van Dierendonck (2011), this behavior is a personal picture of a leader with spiritual power and mature moral behavior.…”

Pembelajaran Kewirausahaan Di Perguruan Tinggi (Studi Analisis Kuanitatif Deskriptif Terhadap Profil Karakter Kinerja Mahasiswa)

“…Hal tersebut menunjukkan bahwa karakter diperlukan dalam kinerja, tidak sebatas secara knowing saja namun juga harus mancapai action sebagaimana teori Lickona dalam buku Pendidikan karakternya (Faiz 2019;Purwati, Darisman, and Faiz 2022). Artinya secara action Konsepsi pendidikan karakter yang diperluas sebagai meningkatkan hasil kerja terbaik serta perilaku etis terbaik membutuhkan konsepsi karakter yang lebih luas yaitu karakter memiliki dua bagian penting dan saling berhubungan: karakter performa dan karakter moral (Karim, Bakhtiar, et al 2022;Kulkarni and Karim 2022;Widiantari, Bin Samadi, and Karim 2022). Lebih lanjut, Davidson, Lickona, and Khmelkov (2014); Ismira et al (2019) menggambarkan karakter performa sebagai orientasi penguasaan.…”

Character Education: Creators of the Nation

“…These examples of deviant behavior when associated with one of the values in character education, namely religious values, are certainly very contradictory, especially for adherents of the Islamic religion. The character can also be shaped by the role of culture and leadership in islamic institution (Bimantara et al, 2021;Widiantari et al, 2022). Religious value itself can be interpreted as behavior that must be obeyed by someone when carrying out the teachings of the religion he adheres to, being able to tolerate the implementation of worship of other religions, and living in harmony with followers of other religions.…”