The Principal: Three Keys to Maximizing Impact

Loose, William

doi:10.15365/joce.1801152014

Cited by 9 publications

(10 citation statements)

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“…Besides, DeMatthews [3] stated that principals must create an environment that supports collaboration among teachers provides time for teachers' professional development; and recognizes, rewards, and celebrates the concept of the teacher as leader. This is also supported by Fullan [4] who stated that principals are being designed as transformative leaders who "push the boundaries" and "narrow the performance gaps" by motivating teachers to achieving objectives they have never attained before. Within a school, the principal should be the chief "educator."…”

Section: Introductionmentioning

confidence: 88%

Pilot study: Impact of school director-led workplace professional development training for in-service teachers

Sodiya

Hajiyeva

2022

EduLearn

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Teacher’s attitudes and strategies can be influenced by workplace professional learning, which in turn affects student engagement and learning. Although educators are accountable for their professional development, the school must be learning-centered and able to provide resources for all members of the institution to improve their teaching and learning skills for the overall development of the school. The project's goal was to perform a pilot intervention study on the impact of school director-led workplace professional development for in-service teachers to provide evidence and recommendations on the impact of school director-led workplace professional development training for teachers. The intervention study on school director-led workplace professional development training for teachers on formative assessment indicates that there were significant changes in teachers’ understanding and use of formative assessment. The result found that there is statistical difference between the teacher’s pre- and post- intervention survey response on formative assessment workplace professional development training. The evidence stands as a recommendation for school directors, teachers, the ministry of education and other stakeholders for quality teaching and whole school development.

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Section: Introductionmentioning

confidence: 88%

Pilot study: Impact of school director-led workplace professional development training for in-service teachers

Sodiya

Hajiyeva

2022

EduLearn

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“…Human capital merupakan kombinasi dari tiga faktor (Fullan, 2014), yaitu: 1) karakter atau sifat yang dibawa ke pekerjaan, misalnya intelegensi, energi, sikap positif, keandalan, dan komitmen, 2) kemampuan seseorang untuk belajar, yaitu kecerdasan, imajinasi, kreatifitas dan bakat dan 3) motivasi untuk berbagi informasi dan pengetahuan, yaitu semangat tim dan orientasi tujuan. Endri (2010) mendefinisikan human capital merupakan kombinasi dari pengetahuan, keterampilan, inovasi dan kemampuan seseorang untuk menjalankan tugasnya sehingga dapat menciptakan suatu nilai untuk mencapai tujuan.…”

Section: Pembahasan 1 Human Capital Organisasi Kemahasiswaanunclassified

“…Pengukuran kinerja organisasi yang hanya diukur melalui pencapaian finansial, tidak merefleksikan daya saing yang sebenarnya dari organisasi dan belum mampu meramal kinerja organisasi di masa depan. Modal intelektual dan potensi inovasi merupakan kunci jangka panjang bagi "kestabilan" organisasi, dan bahwa manusia atau "human capital" merupakan sumber utama dari kedua asset tersebut (Fullan, 2014;Maisyaroh et al, 2020;Nurjanah, 2014). Peranan modal intelektual sangat berpengaruh terhadap kinerja anggota dan dalam jangka panjang akan mempengaruhi kinerja organisasi, karena modal intelektual dapat digunakan organisasi untuk menciptakan kinerja yang diharapkan, dan sebagai alat evaluasi kinerja anggota organisasi untuk menciptakan anggota yang survive terhadap kebutuhan organisasi ke depan (Kucharčíková et al, 2015).…”

Section: Hubungan Antara Human Capital Dengan Kinerja Organisasi Mahasiswaunclassified

Kinerja Organisasi Kemahasiswaan Hubungannya dengan Terminologi Human Capital

Setyowulan

Lia

Azizah

et al. 2020

JMPI

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This study aims to determine, 1) the level of human capital of student organizations, (2) the level of student organization performance, (3) the relationship of human capital to the performance of student organizations in the Faculty of Education (FIP) Malang State University (UM). This research uses a quantitative approach with a descriptive correlational research design. The research instrument used was a questionnaire with respondent members of student organizations in FIP UM. The analysis technique used in this research is descriptive analysis and correlation. The results of this study indicate: (1) the level of human capital of student organizations in the Faculty of Education UM is quite good; (2) the level of performance of student organizations in the Faculty of Education UM is quite good and (3) there is a positive and significant relationship between human capital on the performance of student organizations in the Faculty of Education, State University of Malang.

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“…An empowered school principal is a person who deserves to be at the forefront of the ranks of staff and stakeholders because of the quality of his competence, especially in making efforts to develop school programs sustainably based on the development of digital products, both social media, and other relevant digital tools. They are people who understand digital stretches, select them well, use them appropriately, integrate them into every coaching program in the context of developing their schools, and proportionally transform digital values to everyone involved in the school [13]- [15]. The school principal eventually became a digital leader by continuing to move wisely according to local context values' needs [5], [9], [16].…”

Section: Introductionmentioning

confidence: 99%

“…Such school principals have adequate capacities to carry out their leadership roles regardless of time and space [9], [13], [17]. The busyness of the school principal's coordination, which increases in frequency, is not the reason for the choke in coordination, synchronization, and monitoring and evaluation of school programs, because leading schools can be done both offline and on-line.…”

Section: Introductionmentioning

confidence: 99%

Leading from Home: Leadership Skills in Developing School Programs in the Digital Age and Covid 19 in Indonesia

Sobri¹,

Juharyanto²,

Sultoni³

et al. 2021

Advances in Social Science, Education and Humanities Research

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This study aimed to describe the principals' skills in leading the school from home (LSFH) based on the digital age and Covid 19 pressure. This study was a qualitative approach, where data was collected naturally by using a google form, distance open-ended interview, and online forum group discussion as a tool for data exploration and verification. The essential data was from 1.037 principals and 47 selected principals around the provinces in Indonesia. This study showed that 1) proper management of social media and digital tools were critical; 2) communication practice by conventional and modern strategy integration; 3) giving useful feedback for professional school understanding; 4) build and develop self-confidence for the growth of various initiatives from teachers, employees, and students' parents.

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The Principal: Three Keys to Maximizing Impact

Cited by 9 publications

References 0 publications

Pilot study: Impact of school director-led workplace professional development training for in-service teachers

Pilot study: Impact of school director-led workplace professional development training for in-service teachers

Kinerja Organisasi Kemahasiswaan Hubungannya dengan Terminologi Human Capital

Leading from Home: Leadership Skills in Developing School Programs in the Digital Age and Covid 19 in Indonesia

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