The Importance of Emotional, Spiritual Intelligence, and Self Efficacy on The Principal’s Performance in Sekolah Penggerak Program Based on Merdeka Curriculum

Andriansyah, Eka Hendi; Rafsanjani, Mohamad Arief; Priastuti, Dyah Nugraheny

doi:10.33394/jk.v8i4.5910

Cited by 3 publications

(2 citation statements)

References 20 publications

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“…TL need self-efficacy and emotional support from their environment, superiors, and colleagues to fulfill their roles effectively (Andriansyah et al, 2022). As role models in education and learning leaders, TL can sometimes face many obstacles and pressures.…”

Section: Strengthening the Competence Of Tl For The Implementation Of...mentioning

confidence: 99%

Mentor, Observe, Support, Take Action (MOST): a model for continuing professional development of teacher leaders

Suryawati,

Syafrinal,

Harfal

et al. 2024

Front. Educ.

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This study aims to identify literacy competencies, self-efficacy, and Technological Pedagogical Knowledge (TPK) among teacher leaders (TL) as the foundation for developing a model of sustained professional development. The survey involved 153 respondents, TL at the junior high school level in Riau and Riau Islands. Instruments were used to measure literacy skills (environmental, numerical, digital) and TPK employed multiple-choice tests. The questions underwent item analysis, piloted with 30 respondents. A questionnaire measured self-efficacy, the role of TL, and the implementation of the Emancipated Curriculum. Descriptive data analysis determined demographic characteristics and the average competence of TL. Inferential analysis to identify relationships between variables used Structural Equation Modeling (SEM) with Lisrel 8.80 software. Research results reveal that the competence level of TL (literacy, TPK, and self-efficacy) ranges from moderate (60.60) to high (91.20). Based on SEM analysis, the developed model meets the criteria as a well-fitting model. Validation results show that all loading factors are > 0.5, t statistics > 1.96. This study recommends the development of a TL Professional Development model with the acronym MOST (mentor, observe, support, take action) as stages for their professional development to fulfill the mission of moving, acting, and driving the implementation of the Emancipated Curriculum in Indonesia.

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Section: Strengthening the Competence Of Tl For The Implementation Of...mentioning

confidence: 99%

Mentor, Observe, Support, Take Action (MOST): a model for continuing professional development of teacher leaders

Suryawati,

Syafrinal,

Harfal

et al. 2024

Front. Educ.

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“…One of the Merdeka Belajar programs is the Sekolah penggerak program, which focuses on developing holistic student learning outcomes that include competency (literacy and numeracy) and character, starting with superior human resources, namely school principals and teachers, to improve the quality of learning in schools (Andriansyah et al, 2022;Novita et al, 2022). This independent learning policy consists of several episodes of educational transformation, and up to June 2023, there will be 24 independent learning episodes.…”

Section: Introductionmentioning

confidence: 99%

Sekolah Penggerak Program: An Analysis of Implementation in Junior High Schools

Sururi,

Afifah,

Kurniatun

et al. 2023

indonesian j. educ. res. rev.

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This research is based on the Merdeka Belajar policy regarding the Sekolah penggerak Program. This study aims to analyze the implementation of this policy in Junior High Schools through Edward III's theory of public policy implementation, which consists of four aspects, namely communication, resources, disposition, and bureaucratic structures that play a role in the implementation of the policy. The research method used in this research uses a descriptive-qualitative approach and uses data collection techniques, namely interviews and documentation studies. Researchers use software to help facilitate data and information processing, thus helping facilitate data and information management. The results of this research indicate that the implementation of the Sekolah Penggerak program policy at Junior High Schools has met the aspects of communication, resources, disposition, and bureaucratic structure well, even though in the first year the Sekolah penggerak Program experienced many obstacles in its implementation. In the second and third years, The implementation of the three Sekolah Penggerak programs is running more smoothly. The aspect that needs to be improved is the resource aspect, especially budget resources.

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Predicting the performance of school principals in empowering teachers and school staff based on spiritual intelligence and spirituality at workplace with the mediation of organizational intelligence

Moghaddam Hosseini

2024

MEO

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The Importance of Emotional, Spiritual Intelligence, and Self Efficacy on The Principal’s Performance in Sekolah Penggerak Program Based on Merdeka Curriculum

Cited by 3 publications

References 20 publications

Mentor, Observe, Support, Take Action (MOST): a model for continuing professional development of teacher leaders

Mentor, Observe, Support, Take Action (MOST): a model for continuing professional development of teacher leaders

Sekolah Penggerak Program: An Analysis of Implementation in Junior High Schools

Predicting the performance of school principals in empowering teachers and school staff based on spiritual intelligence and spirituality at workplace with the mediation of organizational intelligence

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