Nunung Kurnia Retnowati, Widya Kusumaningsih, I Made Sudana

The Influence of Principal Professional Competence on the Quality of Elementary School Education

Introduction

The influence of principal professional competence on the quality of elementary school education. Explore the influence of principal professional competence on elementary school education quality, focusing on Randublatung, Indonesia. This quantitative study analyzes principal competence levels and their impact.

Abstract

The quality of education is the ability of the education system to manage and process education in a quality and effective manner to increase added value in order to produce quality output. The quality of education is a problem that is considered by the Indonesian government. Quality or quality in the field of education includes the quality of input, process, and output or outcome. Input quality is the quality that is seen from various inputs for the learning process to occur, including curriculum, facilities, students and various other things that contribute to the learning process. While the quality of the process is the quality that is seen from the extent to which students feel comfortable with the learning services carried out by teachers with various resources owned by the school. While the quality of the results is the quality of the results of education that are felt especially by students as a real manifestation of the learning process. The low quality of education in Randublatung District can also be seen from the output of the quality of education on student achievement in various competitions. In managing school resources, the principal does not do it transparently and accountably.There are several factors that influence the improvement of education quality, including: (a) Educational objective factors; (b) Educational input factors; (c) Educational management and supervision factors; (d) Educational personnel factors (students, teachers, staff, principals, supervisors); (e) Educational facilities and infrastructure factors (curriculum, facilities, equipment, learning, buildings, workshops, libraries and others); (f) Institutional factors (all parties related to the implementation of education); (g) Science, technology, and art factors learned by students. Using a quantitative and ex post facto correlational research approach, this study involved 207 Dabin II teachers, Randublatung District, Blora Regency, as many as 207 teachers from 26 elementary schools and a sample of 136 teachers was taken. Data were collected through questionnaires and analyzed using validity, reliability, normality, linearity, multicollinearity, and heteroscedasticity tests. Based on the results of data processing using the SPSS version 22 for Windows program, the highest score was 128, the lowest score was 59, the average (mean) was 95.04; median 96.00; and standard deviation of 18.814. From the table and graph above, it is known that the results of the questionnaire on the professional competence of school principals show that 21 people (15.44%) are in the bad category, 26 people (19.12%) are in the less good category, 31 people (22.79%) are in the fairly good category, 33 people (24.26%) are in the good category, and 25 people (18.38%) are in the very good category. The average (mean) of the principal's professional competence variable data is 95.04. The mean value is in the class interval 87 - 100 so that it is in the "Quite Good" category.

Review

The study, "The Influence of Principal Professional Competence on the Quality of Elementary School Education," addresses a highly pertinent issue within the Indonesian educational landscape. The abstract effectively frames the significance of education quality as a national concern, offering a well-defined conceptualization that segments quality into input, process, and output dimensions. The stated quantitative, ex post facto correlational research approach is suitable for exploring the relationship between principal competence and educational outcomes. Furthermore, the specific geographical focus on Randublatung District suggests a valuable localized study that could offer context-specific insights into improving elementary education. However, the abstract suffers from a critical omission regarding the study's core findings. While it comprehensively defines education quality and details the general factors influencing it, it fails to explicitly state how "the Quality of Elementary School Education" was operationalized and measured as the dependent variable *within this specific research*. More significantly, despite outlining the descriptive statistics for the principal's professional competence (mean, standard deviation, and category distribution), the abstract entirely omits the actual correlational results—such as the correlation coefficient, p-value, or effect size—that would directly address the "influence" mentioned in the title. This absence leaves the reader without the central empirical contribution of the study. To effectively communicate the essence of the research, the abstract requires substantial revision. It must clearly articulate the specific measures used for assessing elementary school education quality. Crucially, it needs to present the key correlational findings, including the strength and significance of the relationship between principal professional competence and education quality, to substantiate the "influence" posited by the title. Without these essential details, the abstract currently serves more as a theoretical introduction and methodological outline than a concise summary of the study's empirical results and contributions.

Full Text

Comments

You need to be logged in to post a comment.