The Principal's Role as Manager and Teacher Pedagogic Competence in Online Learning

Abstract

The Covid-19 pandemic requires people to learn online, one of which is at the elementary school level. Principals must be able to play a role as managers in managing learning during the Covid-19 Pandemic. This study aims to analyze the role of the principal as a manager and the pedagogical competence of teachers in online learning during the Covid-19 period. This type of research is descriptive quantitative research, namely by interpreting the data obtained from the field. Data collection was carried out on 4 principals and 49 teachers using a questionnaire distributed via google forms. Data analysis used descriptive quantitative with percentages. The results showed that the principal's role as a manager in online learning was not optimal in the indicators of the school determining the curriculum used in online learning (44%) and the principal facilitating support for online learning (50%). At the same time, the pedagogic competence also showed less than optimal in Playing their competencies is shown by the 5 lowest percentage indicators, including understanding the cognitive development of students (59%), designing learning methods (52%), designing learning models (56%), carrying out assessments of learning outcomes (54.5%), and conducting material assessments. (56%). With a strong commitment from teachers and principals, various efforts and programs carried out during online learning will optimally achieve learning objectives.

Resistance to Curriculum Changes among Teachers of Madrasah Ibtidaiyah in Indonesia

“…Furthermore, teachers also encountered difficulties in creating authentic assessments. This situation aligns with the conclusions of Ngaziah et al, (2021), who emphasized that teachers exhibited unsatisfactory pedagogical competence in the field of online learning, particularly in the areas of conducting learning outcome assessments and evaluating instructional materials. Kurnia et al, (2021) discovered various challenges encountered by primary school teachers in developing assessment tools are due to difficulties in (1) aligning basic competencies, indicators, and materials, (2) matching questions with basic competencies, indicators, and materials, (3) creating multiple-choice questions, essay questions, true-false questions, matching questions, and fill-in-the-blank questions, and (4) designing attitude assessments and skill assessments.…”

“…These findings align with the research findings of Nurtanto et al, (2021), who discovered that traditional teaching practices were still dominated by teacher-centered lecture-based approaches, with well-designed lesson plans rarely being implemented. Furthermore, Ngaziah et al, (2021) also indicated that teachers' pedagogical competencies still needed improvement in the context of learning, including the design of teaching methods and learning models.…”

Recruitment of Honorary Teachers in Public Elementary Schools

“…Principals need to make decisions so that the quality of education is maintained (Annisya & Ramadan, 2021;Arifa & Prayitno, 2019;Marmoah & Poerwanti, Suharno, 2022;Mayer, 2022). Principals need to carry out functions to achieve a goal (Ngaziah et al, 2021;Riani & Ain, 2022). Recruitment of honorary teachers is a decision taken by the school principal.…”