Principal Leadership: Implementation and Supervision to Improve Teacher Performance
Keywords:
principal leadership, educational management, implementation, supervision, teacher performanceAbstract
This study investigates how principal leadership management implementation and monitoring enhance teacher performance in an elementary school in Central Java's Klaten Regency. The principal of the school and the homeroom teachers participated in interviews, observations, and document analysis as part of a qualitative descriptive case study design. The results demonstrate how systematic work programs, academic supervision, motivational assistance, and frequent assessments are used to establish leadership management, which has a good impact on teachers' pedagogical and professional performance. This study underlines the differences between supervision, which stresses monitoring, assessment, and feedback procedures, and implementation, which concentrates on program execution and instructor assistance. However, the consistency of leadership methods is impacted by issues with time restrictions and the principal's external duties. Given the single-case qualitative design, the findings are context-specific and should be interpreted cautiously. This research contributes to educational leadership studies by providing empirical insights into how implementation and supervision function as complementary leadership practices in supporting teacher performance at the elementary school level.
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