Muhajirin, Maisah, Kemas Imron Rosadi

The Principal's Strategies in Teacher Professional Development in Public Junior High Schools in Jambi Province

Introduction

The principal's strategies in teacher professional development in public junior high schools in jambi province. Explore principals' strategies for teacher professional development in Jambi's public junior high schools. Learn about successful leadership tactics, challenges, and recommendations for improving teacher growth.

Abstract

This research explores the strategies implemented by school principals in improving teacher professionalism in public junior high schools in Jambi Province. The study focuses on identifying key factors that influence the success of professional development programs, examining the role of school leadership, and addressing the challenges faced in the implementation of these strategies. The findings indicate that the strategies employed by principals, such as structured planning, the establishment of learning communities, and motivational leadership, have had a positive impact on teacher engagement and professional growth. However, challenges such as varying teacher competencies, limited technological resources, and inconsistent participation in professional development programs persist, hindering the full potential of these strategies. School principals, particularly in schools such as SMP Negeri 6 Sungai Penuh, SMP Negeri 8 Muaro Jambi, and SMP Negeri 7 Tanjung Jabung Timur, play a critical role in fostering an environment conducive to teacher development through motivation, constructive feedback, and collaborative efforts. The study suggests that improving mentoring programs, enhancing technological infrastructure, and providing flexible training schedules can address the existing barriers. These findings contribute to the growing body of knowledge on the effectiveness of leadership strategies in improving teacher professionalism and have implications for future educational reforms in Jambi Province and beyond.

Review

This study critically examines the strategies employed by school principals in Jambi Province to enhance teacher professionalism in public junior high schools. The research effectively identifies a range of leadership strategies, including structured planning, the cultivation of learning communities, and motivational leadership, which are reported to positively influence teacher engagement and professional growth. The abstract provides valuable context by specifically mentioning the involvement of schools like SMP Negeri 6 Sungai Penuh, SMP Negeri 8 Muaro Jambi, and SMP Negeri 7 Tanjung Jabung Timur, suggesting a grounded approach to understanding leadership roles in fostering a conducive environment for development. The clear focus on both effective strategies and their reported impact makes this a relevant contribution to the literature on educational leadership and professional development. However, the abstract also transparently outlines significant challenges that temper the full potential of these strategies. Varying teacher competencies, limited technological resources, and inconsistent participation in professional development programs are highlighted as persistent barriers. While the study indicates a "positive impact," the abstract would benefit from a clearer indication of the *metrics* or *evidence base* used to quantify this impact on "teacher engagement and professional growth," which would be crucial for a full assessment of the paper's robustness. Understanding the nuances of these challenges and their specific manifestations within the Jambi context is vital for discerning the practicality and scalability of the proposed solutions. Ultimately, the study offers practical and actionable recommendations, such as improving mentoring programs, enhancing technological infrastructure, and providing flexible training schedules, directly addressing the identified barriers. These suggestions carry significant implications for educational reforms, not only within Jambi Province but potentially for similar regions grappling with teacher professional development. By contributing to the growing body of knowledge on the effectiveness of leadership strategies, this research provides a solid foundation for policymakers and school administrators to implement targeted interventions that can genuinely foster teacher professionalism and improve educational outcomes.

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