Transformational Leadership: Principal Intellectual Stimulation In Improving Teacher Competences

Makherus Sholeh

Abstract


Various efforts have been made to improve teacher competence, but there are still many institutions that have not optimized teacher capacity development. This study examines the intellectual stimulation of principals in improving teacher competence in two favorite institutions in the East Java region of SDI Qurrota A'yun Tulungagung and MI Perwanida Blitar. This study uses a qualitative descriptive method with a multi-case study design. Data were collected through 16 teachers and one school committee, one student guardian, one community leader, and one employee determined by random purposive sampling. Information was obtained through interviews, documentation, and observation. The results of this study indicate the role of leaders in forming various teacher competency improvement programs; (a) Program in-service education. The leader delegates teachers to improve professional and pedagogical competencies, which consist of advanced study programs, equivalency studies, Teacher Professional Education (PPG), (b) Program in-service training. Leaders delegate teachers to improve pedagogical and professional competencies through training activities, seminars, workshops, and webinars. (c) Leaders conducted program on-service training as a facility to improve teacher competence, (1) Supervision Activities and Teacher Working Groups (KKG), (2) teachers are actively competing, (3) actively writing papers, (4) collaboration activity, (5) social service activities, (6) religious activity (7) Job rotation, (8) Curriculum integration according to the institution's development distinction, (9) Technology-based learning.

Keywords


Intellectual stimulation; competency improvement; teacher.

10.15548/jt.v28i2.708 Abstract view : 2275 times PDF : 1470 times

Full Text:

PDF

References


Al-husseini, S., & Elbeltagi, I. (2018). Evaluating the effect of transformational leadership on knowledge sharing using structural equation modelling: The case of Iraqi higher education. International Journal of Leadership in Education, 21(4), 506–517. https://doi.org/10.1080/13603124.2016.1142119

Arifin, M., Sholeh, M., Hafiz, A., Agustin, R., & Wardana, M. (2021). Developing Interactive Mobile Mathematics Inquiry to Enhance Students’ Mathematics Problem-solving Skil. International Journal of Interactive Mobile Technologies, 15(1), 24–38. https://doi.org/10.3991/IJIM.V15I01.20067

Avolio, Bass, B. M., & Jung. (1999). Re-Examining the Components of Transformational and Transactional Leadership Using the Multifactor Leadership Questionnaire. Journal of Occupational and Organizational Psychology, 72(441), 462.

Aziz, Abd., Sari, N. R., Sibilana, A. R., Muniri, & Surahmat. (2020). Improving Student Achievement Using Flipchart Based Cooperative Learning in Tulungagung. Universal Journal of Educational Research, 8(10), 4628–4633. https://doi.org/10.13189/ujer.2020.081031.

Bass, B. M. (1985). Leadership and Performance Beyond Expectations. The Free Press.

---. Theory of Transformational Leadership Redux. The Leadership Quarterly, 6(4), 453–471. https://doi.org/10.1177/ 002246699202500404

---. (1999). Two Decades of Research and Development in Transformational Leadership. European Journal of Work and Organizational Psychology, 8(1), 9–32. https://doi.org/10.1080/135943299398410

Bass, B. M., & Riggio, R. E. (2006). Transformational Leadership (second). Lawrence Erlbaum Associates Publishers.

Beck, S. W., Llosa, L., Black, K., & Anderson, A. T. G. (2018). From assessing to teaching writing: What teachers prioritize. Assessing Writing, 37(March), 68–77. https://doi.org/10.1016/j.asw.2018.03.003

Bolkan, S., Goodboy, A. K., & Griffin, D. J. (2011). Teacher leadership and intellectual stimulation: Improving students’ approaches to studying through intrinsic motivation. Communication Research Reports, 28(4), 337–346. https://doi.org/10.1080/08824096.2011.615958

Calavia, M. B., Blanco, T., & Casas, R. (2021). Fostering creativity as a problem-solving competence through design: Think-Create-Learn, a tool for teachers. Thinking Skills and Creativity, 39(November 2020). https://doi.org/10.1016/j.tsc.2020.100761

Cherubini, G., Zambelli, F., & Boscolo, P. (2002). Student motivation: An experience of inservice education as a context for professional development of teachers. Teaching and Teacher Education, 18(3), 273–288. https://doi.org/10.1016/S0742-051X(01)00069-5

Cirocki, A., & Farrell, T. S. C. (2019). Professional development of secondary school EFL teachers: Voices from Indonesia. System, 85, 102111. https://doi.org/10.1016/j.system.2019.102111

Creswell, J. W. (2009). Research Design: Qualitative, Quantitative and Mixe Methods Approaches. (Third). SAGE Publication.

Darling-Hammond, L., Chung Wei, R., & Andree, A. (2010). How High-Achieving Countries Develop Great Teachers. Stanford Centre for Opportunity Policy in Education- Research Brief, 1–8.

Diaz, G., & Maggioli. (2004). Teacher Centered Professional Development. In Healthcare Executive (Vol. 21, Issue 3). Association for Supervision and Curriculum Development (ASCD).

Dolev, N., & Leshem, S. (2017). Developing emotional intelligence competence among teachers. Teacher Development, 21(1), 21–39. https://doi.org/10.1080/13664530.2016.1207093

Eble, A., Frost, C., Camara, A., Bouy, B., Bah, M., Sivaraman, M., Hsieh, P. T. J., Jayanty, C., Brady, T., Gawron, P., Vansteelandt, S., Boone, P., & Elbourne, D. (2021). How much can we remedy very low learning levels in rural parts of low-income countries? Impact and generalizability of a multi-pronged para-teacher intervention from a cluster-randomized trial in the Gambia. Journal of Development Economics, 148, 102539. https://doi.org/10.1016/j.jdeveco.2020.102539

Fauth, B., Decristan, J., Decker, A. T., Büttner, G., Hardy, I., Klieme, E., & Kunter, M. (2019). The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality. Teaching and Teacher Education, 86, 102882. https://doi.org/10.1016/j.tate.2019.102882

Ford, T. G., Van Sickle, M. E., Clark, L. V., Fazio-Brunson, M., & Schween, D. C. (2017). Teacher Self-Efficacy, Professional Commitment, and High-Stakes Teacher Evaluation Policy in Louisiana. Educational Policy, 31(2), 202–248. https://doi.org/10.1177/0895904815586855

Garet, M. S., Porter, A. C., Desimone, L., & Birman, B. F. (2001). What Makes Professional Development Effective? Results From a National Sampleof Teachers. American Educational Research Journal, 38(4), 915–945. https://doi.org/10.3102/00028312038004915

Ghorbani, M., & Yekta, S. (2012). A Study of Relationship Between Transformational Leadership and Personnel Creativity in Higher Education Centers. World Applied Sciences Journal, 17(6).

Guo, Y., Connor, C. M., Yang, Y., Roehrig, A. D., & Frederick, J. (2007). The effects of teacher qualification, teacher self-efficacy, and classroom practices on fifth graders’ literacy outcomes. The Elementary School Journal, 107(5), 499–503. https://doi.org/10.1086/518627

Hallinger, P., & Heck, R. H. (2010). Collaborative leadership and school improvement: Understanding the impact on school capacity and student learning. School Leadership and Management, 30(2), 95–110. https://doi.org/10.1080/13632431003663214

Hargreaves, A., & Fullan, M. (2012). Professional Capital: Transforming Teaching In Every School. Teachers College Press.

Hidayat, N., & Wulandari, F. (2020). The impact of leadership behavior on school performance. Cakrawala Pendidikan, 39(3), 493–506. https://doi.org/10.21831/cp.v39i3.31005

Huber, M. T. (2010). Caring for students: Pedagogy and professionalism in an age of anxiety. Emotion, Space and Society, 3(2), 71–79. https://doi.org/10.1016/j.emospa.2009.06.002

Inkson, K., & Z, K. (2011). Contested Terrain in Careers: A Psychological Contract Model. Human Relations, 64(1), 37–57. https://doi.org/:10.1177/0018726710384289.

J.Caldwell, B. (2001). Leadership in the Creation of World Class Schools: Beyond the Self-Managing School. In Leadership for Quality Schooling International Perspectives (Vol. 1, pp. 145–163). Routledge.

KONAPSI. (2016). Konvensi Nasional Pendidikan Indonesia (KONAPSI) VIII.

Kusumawardhani, P. N. (2017). Does teacher certification program lead to better quality teachers? Evidence from Indonesia. Education Economics, 25(6), 590–618. https://doi.org/10.1080/09645292.2017.1329405

Li, L., & Liu, Y. (2020). An integrated model of principal transformational leadership and teacher leadership that is related to teacher self-efficacy and student academic performance. Asia Pacific Journal of Education, 00(00), 1–18. https://doi.org/10.1080/02188791.2020.1806036

Liu, I. F. (2020). The impact of extrinsic motivation, intrinsic motivation, and social self-efficacy on English competition participation intentions of pre-college learners: Differences between high school and vocational students in Taiwan. Learning and Motivation, 72(February), 101675. https://doi.org/10.1016/j.lmot.2020.101675

Lockhart, J. C. R. and C. (2000). Reflective Teaching in Second Language Classrooms, (London). Cambridge University Press.

Long, C., & Wendt, H. (2019). Trends in Qualification of South African Mathematics Teachers: Findings from TIMSS 2003, 2011, 2015. African Journal of Research in Mathematics, Science and Technology Education, 23(3), 344–353. https://doi.org/10.1080/18117295.2019.1692475

Lui, A. M., & Bonner, S. M. (2016). Preservice and inservice teachers’ knowledge, beliefs, and instructional planning in primary school mathematics. Teaching and Teacher Education, 56, 1–13. https://doi.org/10.1016/j.tate.2016.01.015

Maunah, B. (2019). The Contribution of Family and Community Education in Realizing the Goals of School Education. American Journal of Education and Learning, 4(2), 292–301. https://doi.org/10.20448/804.4.2.292.301

Mina, L. W. (2019). Analyzing and Theorizing Writing Teachers’ Approaches to Using New Media Technologies. Computers and Composition, 52, 1–16. https://doi.org/10.1016/j.compcom.2019.01.002

Mufti, A. Y. A.-. (2017). Kompetensi Profesional Guru Mismatch PAI Di Madrasah Ibtidaiyah Pecangaan Jepara. Elementary, 5(1).

Mutohar, P. M., & Trisnantari, H. E. (2014). The Effectiveness of Madrasah: Analysis of Managerial Skills, Learning Supervision, School Culture, and Teachers’ Performance. Malaysian Online Journal of Education, 2(1), 48–61.

Nata, A. (2019). Pengembangan Profesi Keguruan dalam Prespektif Islam. Raja Grafindo Persada.

Niculescu, R. M., & Norel, M. (2013). Religious Education an Important Dimension of Human’s Education. Procedia - Social and Behavioral Sciences, 93, 338–342. https://doi.org/10.1016/j.sbspro.2013.09.200

Nishimura, T. (2014). Effective Professional Development of Teachers: A Guide to Actualizing Inclusive Schooling. International Journal of Whole Schooling, 10(1).

Nurabadi, A., Irianto, J., Bafadal, I., Juharyanto, Gunawan, I., & Adha, M. A. (2021). The effect of instructional, transformational and spiritual leadership on elementary school teachers’ performance and students’ achievements. Cakrawala Pendidikan, 40(1), 17–31. https://doi.org/10.21831/cp.v40i1.35641

Printy, S. M., Marks, H. M., & Bowers, A. J. (2009). Integrated Leadership: How Principals and Teachers Share Transformational and Instructional Influence. Journal of School Leadership, 19(5), 504–532. https://doi.org/10.1177/105268460901900501

Quin, J., Deris, A., Bischoff, G., & Johnson, J. (2015). Comparison of Transformational Leadership Practices: Implications for School Districts and Principal Preparation. Journal of Leadership Education, 14(3), 71–86. https://doi.org/10.12806/v14/i3/r5

Rahmi, E., Patoni, A., & Sulistyorini, S. (2020). The Management of Human Resources Development in Increasing the Quality of Islamic Education Institutions. Al-Ta Lim Journal, 27(2), 166–178. https://doi.org/10.15548/jt.v27i2.624

RI, K. A. (2016). Statistik Pendidikan Tahun 2015/2016. Dirjenpendis Bagian Perencanaan dan Sistem Informasi.

Robinson, V. M. J. (2018). Embedding Leadership in Task Performance. In Leadership for Quality Schooling International Perspectives (Vol. 1, pp. 90–102). Routledge.

Santos, J. M., & Castro, R. D. R. (2021). Technological Pedagogical content knowledge (TPACK) in action: Application of learning in the classroom by pre-service teachers (PST). Social Sciences & Humanities Open, 3(1), 100–110. https://doi.org/10.1016/j.ssaho.2021.100110

Shatzer, R. H., Caldarella, P., Hallam, P. R., & Brown, B. L. (2014). Comparing the effects of instructional and transformational leadership on student achievement: Implications for practice. Educational Management Administration and Leadership, 42(4), 445–459. https://doi.org/10.1177/1741143213502192

Shea, D., Alemu, D. S., & Visser, M. J. (2020). A social network study of transformational teacher influence. Teacher Development, 00(00), 1–23. https://doi.org/10.1080/13664530.2020.1818614

Sholeh, M. (2016). Pendidikan Karakter Melalui Implementasi Budaya Religius di Sekolah (Studi di SD LPI Zumrotus Salamah Tulungagung). Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah, 6(1), 129–150. https://doi.org/10.18592/aladzkapgmi.v6i1.1648

---. (2018). Implementation of Prophetic in Primary Education Institutions. EDUKASI: Jurnal Pendidikan Islam, 6(2), 54–73. https://doi.org/10.5281/edukasi.v6i2.339

Sholeh, M., Jannah, R., Mahmudah, M., & Khairunnisa, K. (2015). Pengembangan Model Pembelajaran Efektif dan Bermakna di MI Perwanida Blitar. Muallimuna : Jurnal Madrasah Ibtidaiyah, 3(2), 116–127. http://dx.doi.org/10.31602/muallimuna.v6i2.4301

Sholeh, M., Patoni, A., & Aziz, A. (2021). Transformational Leadership: Principal’s Idealized Influence in Improving Teacher Competence. International Journal of Science Arts and Commerce, 6(5), 209–219.

Shuck, B., McDonald, K., Rocco, T. S., Byrd, M., & Dawes, E. (2018). Human Resources Development and Career Development: Where are We, and Where Do We Need to Go. New Horizons in Adult Education and Human Resource Development, 30(1), 3–18. https://doi.org/10.1002/nha3.2018.30.issue-1

Snoek, M. (2021). Educating quality teachers: How teacher quality is understood in the Netherlands and its implications for teacher education. European Journal of Teacher Education. https://doi.org/10.1080/02619768.2021.1931111

Ulfatin, N., & Triwiyanto, T. (2018). Manajemen Sumber Daya Manusia Bidang Pendidikan. Raja Grafindo Persada.

Vansteelandt, I., Mol, S. E., Vanderlinde, R., Lerkkanen, M. K., & Van Keer, H. (2020). In pursuit of beginning teachers’ competence in promoting reading motivation: A mixed-methods study into the impact of a continuing professional development program. Teaching and Teacher Education, 96, 103154. https://doi.org/10.1016/j.tate.2020.103154

Veenman, S., Tulder, M. Van, & Voeten, M. (1994). The Impact of Inservice training on Teacher Behaviour. Teacher and Teacher Education, 20(3), 303–317. https://doi.org/10.1016/0742-051X(93)E0001-8

Williams, R. (2011). The contribution of gaining an academic qualification to teachers’ professional learning. Journal of Education for Teaching, 37(1), 37–49. https://doi.org/10.1080/02607476.2011.538270

Yulk, G. (2010). Leadership in Organization. Pearson.

Zulfatmi, Z. (2017). Kompetensi Spiritual Pendidik (Suatu Kajian pada Unsur Kalbu). Jurnal MUDARRISUNA: Media Kajian Pendidikan Agama Islam, 7(2), 149. https://doi.org/10.22373/jm.v7i2.2360




DOI: https://doi.org/10.15548/jt.v28i2.708

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Al-Ta lim Journal



View Stats
Al-Ta'lim Journal published by Faculty of Islamic Education and Teacher Training UIN Imam Bonjol Padang

Al-Ta'lim Online Journal
Print ISSN 1410-7546 Online ISSN 2355-7893


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.