Indonesian public school principals' enactment of agency within the boundaries set by social systems

Asikin-Garmager, Asih

doi:10.17077/etd.tm4q9j4j

Cited by 5 publications

(12 citation statements)

References 47 publications

(176 reference statements)

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“…However, principals seem ill-prepared to do this. Asikin-Garmager’s (2017) findings on Indonesian public-school principals’ enactment of agency have suggested the need for more support and training for school principals in Indonesia and urged their involvement in policy-making and implementation.…”

Section: Introductionmentioning

confidence: 99%

Estimating the Effect of Principal Instructional and Distributed Leadership on Professional Development of Teachers in Jakarta, Indonesia

2022

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This quantitative study investigates the effect of instructional and distributed leadership practiced by school principals on teacher professional development in schools in Jakarta. The study also explores the causal-relation between instructional and distributed leadership. Stratified sampling was used by dividing schools in Jakarta into strata (west, north, east, and south) to gain 430 participants to answer a survey that covered instructional and distributed leadership and teacher professional development. Instrument developed by Alma was used distributed leadership, Hallinger for instructional leadership and The Teaching and Learning International Survey (TALIS) developed by OCD was used for teacher professional development. Data were analyzed using Structural Equation Model (SEM) through SmartPLS statistical software. The findings of PLS-SEM revealed the direct effect of both instructional and distributed leadership on teacher professional development. The findings also reported the direct effect of instructional leadership on distributed leadership. The findings provide empirical support for implementing instructional and distributed leadership practices in Jakarta schools, as they lead to teacher professional development. It also advocates for leadership training in these practices for school principals. Keyword: school leadership, instructional leadership, distributed leadership, Jakarta, Indonesia, SmartPLS.

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Section: Introductionmentioning

confidence: 99%

Estimating the Effect of Principal Instructional and Distributed Leadership on Professional Development of Teachers in Jakarta, Indonesia

2022

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“…In 2009 batik enjoyed its greatest day. President Susilo Bambang Yudhoyon, the 6th president of Indonesia, declared 2 October as National Batik Day (Iskandar & Kustiyah, 2016-2017. As a result, news about batik was written and celebrated in almost all mass media, print and electronic.…”

Section: Teachers and Agencymentioning

confidence: 99%

“…Similarly, pronouncing names in Javanese, which is a foreign language to the people in eastern Indonesia, must sound strange to their ears. In response to this, the government has tried to make the curriculum more culturally relevant by introducing a new curriculum in 2013. This curriculum brings about dramatic changes in teaching practices, moving from a traditional teachercentred approach to student-centred approach (Asikin-Garmager, 2017).…”

Section: Teachers and Agencymentioning

confidence: 99%

Sketching Nationalism in Indonesia

Hayati¹,

Christomy²

2022

incontext

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Batik has long been well-known in Java. Its reputation increased significantly during President Susilo Bambang Yudhoyono’s (SBY) administration who declared national batik day. This encouraged provinces with no batik tradition before to create batik with its unique local identity. This article aims to map the roles of different agencies from educational institutions in the emergence of the local identity symbol of Nusa Tenggara Barat (NTB) province represented by Sasambo batik. This research shows that cultural policies in Indonesia must consider locality. Local cultural expressions in Indonesia, especially in Eastern Indonesia, are often ‘forced’ to follow what is suggested and brought by actor from different traditions. The situation became more complex when the cultural expression introduced was packaged through the ideology of nationalism, Batik, which was originally part of Javanese culture, has been elevated to become a National culture. Adopting batik as part of national identity is an important cultural strategy considering that the use of batik has spread throughout Indonesia whether we like it or not. The problem is, the presence of batik technology has had an effect on local cloth crafts that use a different concept from batik, such as NTB Ikat weaving. Ikat woven crafts are made through a long process and are more expensive than making batik, where the preparation and materials are easier to obtain and cheaper. In this case, the woven craftsmen cannot compete economically with those who make batik. Batik is faster and more can be produced. Batik was introduced systematically through the education system, while woven cloth was left as it was. This research is part of an ethnographic research and the data were collected through observation and in-depth interviews. It was found that teachers play important roles in establishing a good reputation and even competing with the local woven cloth of NTB province. At the same time, there was a struggle over meanings between national and local batik. The ideology of nationalism used by the teachers in the end benefits not only individuals, but also groups, even government.

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“…When the parliament passed a new law about national education in 2003, the role of the Indonesia Ministry of Education and Culture (MoEC) adjusted to the new realities of educational decentralization. It became an institution that established educational standards and guidelines (Asikin-Garmager, 2017). One of the main objectives was to ease wide regional disparities between urban districts (municipalities) and rural districts (regents), and also between districts that have abundant natural resources and districts that have few, which can be a potential threat to national unity.…”

Section: A View From the District Levelmentioning

confidence: 99%

The role of districts in supporting school leaders’ instructional leadership: a view and experience from a developing country

Sumintono

Hariri

Nugroho

et al. 2019

JEA

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The role of districts in supporting school leaders' instructional leadership: a view and experience from a developing country Introduction The downfall of Suharto's New Order regime in 1998 brought a fundamental change in the way Indonesia, the biggest country in South-East Asia spanning three time zones, was ruled. The Reform era started after the fall of the Suharto government in May 1998 and continued up until approximately a decade ago (Lindsey, 2018a, b). Nevertheless, the reforms are still underway.In fact, some of the most significant reforms in Indonesia's education system occurred in the last 17 years. Such reforms include the decentralization of education sector functions to the district level, an increased allocation of 20 percent of the national budget on education, implementation of the 2005 Teacher Law, and increased aid to schools with the School Operational Assistance Grant (Bantuan Operasional Sekolah) program (The World Bank, 2018). This Reform era ended the prior governance model of centralization, which actually began in the Dutch colonial era in the nineteenth century. This great change in terms of size, speed and scope of governance, referred to as the "big bang" decentralization model (Bennet, 2010), served as the beginning of democracy in Indonesia. This new policy was initiated through two laws made effective on January 1, 2001, called the Laws on Local Government, and the Laws on Fiscal Balance. These developments were described as "one of the most radical decentralization programs attempted anywhere in the world" (Aspinal and Fealy, 2003, p. 3). As a result, education, and other public sectors in Indonesia, became the responsibility of district governments.At that time, we were working as young teachers in public schools, and young lecturers in public universities. Like many other Indonesian educators, we felt that the idea of educational decentralization, where the main argument for decentralization was that it brings the governments closer to the people with a promise to serve the public more efficiently and effectively, seemed appropriate to the realities of our situation. Our initial response to the new laws was one of excitement. As educators, we were interested in the changes that were proposed. In particular, we were interested in the shift of power from central government to district level jurisdictions, bypassing the province level. Yet, we strove to understand: what was actually proposed? What was the rationale? What were the envisaged implications for districts? To what extent were districts and schools clear about the reform and their implications? These and many more questions were asked by educators, including ourselves. Our questions represented the considerable interest of educators in Indonesia to help a country that was badly impacted by the Asian financial crisis before the Reform era. In relevance to the reform the educational decentralization seemed to offer certain promises and possibilities for educators, including that of improving educational quality.Fast forw...

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Indonesian public school principals' enactment of agency within the boundaries set by social systems

Abstract: Last, but not least, I want to acknowledge the support and encouragement I received from my Indonesian friends in Iowa City and surrounding areas. Their friendship (and Indonesian cooking) helped fuel me through years of graduate school. They are truly my family away from home.

Cited by 5 publications

References 47 publications

Estimating the Effect of Principal Instructional and Distributed Leadership on Professional Development of Teachers in Jakarta, Indonesia

Estimating the Effect of Principal Instructional and Distributed Leadership on Professional Development of Teachers in Jakarta, Indonesia

Sketching Nationalism in Indonesia

The role of districts in supporting school leaders’ instructional leadership: a view and experience from a developing country

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