Imron Imron, Nur Ahyani, Nila Kesumawati

M KEPEMIMPINAN KEPALA SEKOLAH DALAM UPAYA MENINGKATKAN KOMPETENSI GURU DI SMK KABUPATEN INDRALAYA UTARA

Introduction

M kepemimpinan kepala sekolah dalam upaya meningkatkan kompetensi guru di smk kabupaten indralaya utara. Studi kualitatif ini mengupas kepemimpinan kepala sekolah di SMK Indralaya Utara dalam meningkatkan kompetensi guru melalui pelatihan, ICT, dan MGMP. Kepala sekolah berperan penting sebagai motivator dan inovator.

Abstract

The purpose of this study was to describe the principal's leadership in improving teacher competence. This study was conducted at SMK in North Indralaya Regency. The method used in the study was a qualitative method. Data collection techniques used observation, interviews, and documentation. Data were analyzed using qualitative techniques. The results of this study indicate that efforts to improve teacher competence through various activities that include pedagogical, personality, social, and professional competence. Teachers actively participate in training, utilize ICT, and discuss to improve learning. Educators are encouraged to be role models and establish good relationships with parents of students and the community. Teachers continue to improve their mastery of ICT materials and skills. The principal plays an important role as an educator, manager, administrator, supervisor, leader, innovator, and motivator. The principal shows commitment to the curriculum, provides opportunities for teacher development, ensures the implementation of educational standards, supervises, becomes a role model, encourages the use of ICT, and requires participation in MGMP for all teachers.

Review

This study provides a descriptive account of principal leadership in enhancing teacher competence within vocational high schools in North Indralaya Regency, employing a qualitative research approach. The abstract clearly outlines the methodology, including data collection through observation, interviews, and documentation. The findings highlight a comprehensive approach to teacher development, addressing pedagogical, personality, social, and professional domains, with an emphasis on teacher participation in training, ICT utilization, and collaborative discussions. Crucially, the principal's multifaceted role as an educator, manager, supervisor, innovator, and motivator is underscored, along with specific actions such as curriculum commitment, professional development opportunities, and encouragement of MGMP participation. This descriptive work offers valuable insights into existing practices within the specified educational context. While the abstract effectively describes the observed practices, it could benefit from greater specificity regarding the qualitative methodology. Stating "qualitative techniques" for data analysis is broad; a more detailed mention of specific analytical approaches (e.g., thematic analysis, content analysis) would enhance methodological rigor. Furthermore, the abstract presents a largely positive list of leadership actions and teacher responses without delving into the *how* or *why* these efforts are effective, or addressing any potential challenges, variations in implementation, or the specific contexts that might influence their success. The absence of an explicit theoretical framework for leadership or teacher competence also limits the abstract's ability to position the findings within broader scholarly discussions. Lastly, the unusual "M" prefix in the title ("M KEPEMIMPINAN") requires clarification, as it might be a typo or a specific local abbreviation not immediately apparent to a wider audience. Despite these points, the study offers a useful initial exploration of principal leadership in fostering teacher professional growth. The emphasis on continuous professional development, ICT integration, and collaborative learning through MGMP provides practical insights for educational administrators. For the full paper, a more detailed articulation of the theoretical underpinnings, a richer discussion of the qualitative data analysis process, and a nuanced presentation of findings that includes both facilitators and potential impediments would significantly strengthen its scholarly impact. This research serves as a foundational reference point for understanding principal leadership strategies aimed at improving teacher competence in vocational education within this specific region.

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