Mengkreasi Kultur Positif Sekolah Melalui Kepemimpinan Bijak

This article examines the premise of the Outstanding School. In dealing with such a premise, the paper examines what such schools have in common by detailing four key 'pillars'. Implicated in these pillars is the concept of leadership and the development of an appropriate school staffing culture. Building on the theme of leading change the article provides an insight into how 'change' can be successfully implemented in a school when leadership is focused on what matters.

Proceedings of Social Sciences, Humanities and Economics Conference (SoSHEC 2017), 2018

The Principal's leadership plays an important role in cultivating a school culture. The aim of this study was to analyze the principal's leadership in an attempt to develop a positive school culture and its impact on school achievement. A qualitative approach with case study was used. The study was conducted in a Primary School. The data were obtained from interview, observation and documentation. The results of this study showed that the application of participative leadership style at school was good to support the creation of a positive school culture. The principal also made several efforts through the development of harmonious relationships, school security and school environment that conducive for learning process. Positive developed school culture impacted on school achievements. This study found a significant role of the principal in developing the school culture through leadership styles and several efforts. The important point for further research is concerning with development of leadership and school culture to improve school quality.

2021

The study investigated the role of four principals in creating a positive school culture in their respective schools. The study adopted a qualitative case study approach, with data from document analysis, observations and semi-structured interviews. The study is situated in a primary school context of the Department of Education of the Western Cape. The participants were purposely selected based on a set of criteria to ensure actively participating principals who could contribute to providing a rich description of the research question. The study was premised on the assumption that principals played a crucial role in the creation of a positive culture at schools. The participants' creation of a positive school culture was investigated through four policy expectations on school principals namely, time management, resource management, financial management, and curriculum management. This study used Schein's notion of three levels of culture, namely observable artifacts, espoused values, and basic underlying assumptions to address the study's main research question, which is: What is the role of principals in cultivating a positive school culture? The study was approached from an interpretive phenomenological perspective. This approach is distinguished by its emphasis on the research of participants' lived experiences. As a result, it was selected as most appropriate to understanding the nuanced educational roles of the participants in establishing a positive school culture. The data was finally processed using Schein's model of institutional culture as a lens, which brought an interesting dynamic to the study in framing the analysis and findings. The most important findings of this study are that the participant principals were resilient despite the restrictive cultural influences around them and made time available to engage with colleagues on non-academic issues. They also managed resources effectively and created skills development opportunities This grounded their ability to use their roles to recognise and utilise Stellenbosch University https://scholar.sun.ac.za iii the opportunities for creating a positive school environment inside the school. Although the study was limited to four principals, the insights generated can inform and motivate the next generation of principals who will serve in our schools and communities.

Journal of Education and Humanities: Theory and Practice, 2021

This study aims to compare the effect of school culture on school effectiveness and performance according to the opinions of teachers and administrators. The study sample consists of 3468 teachers and 425 administrators in Istanbul in the 2020-2021 academic year, determined by the convenience sampling method. A correlational survey model was used as the research model. The data were collected with the help of the "School Culture Scale," "School Effectiveness Index," and "Performance Scale." The data were analyzed by correlation and regression analysis. While the task culture and support culture positively affected the teachers' performance, respectively, bureaucratic culture and success culture do not affect teachers' performance. The support culture, task culture, and success culture affect the school effectiveness the most, respectively. In addition, teachers' performance affects school effectiveness positively. While the support culture and task culture positively affect the performances of the managers, success culture and bureaucratic culture do not affect the performances of the administrators. Most do not, while the support culture and bureaucratic culture affect school effectiveness, success, and task culture. In addition, the performance of administrators has a positive effect on school effectiveness.

Psychology and Education: A Multidisciplinary Journal, 2022

The primary goal of the public education reforms and restructuring movement is to improve school performance. This study investigated the implications of school culture on leadership practices and school effectiveness. The study's participants were the school heads and teachers of the public secondary schools in Bohol Division, who were selected using the simple random sampling technique. The study employed the quantitative research design using a descriptive survey questionnaire and a causal research approach to measure the relationships of school culture, leadership practices, and school effectiveness. Moreover, the school effectiveness was taken from the performance indicators: dropout rate, failure rate, and promotion rate during the school year 2017-2018. Using the SPSS, the findings revealed that leadership practices have a significant and positive relationship on school culture. This denotes that collaborative leadership influences a strong school culture. However, there is no significant relationship between school culture and effectiveness in terms of dropout rate, failure rate, and promotion rate. Likewise, results indicated that school effectiveness is not significantly related to leadership practices. This infers that school culture and leadership practices have no significant effects on school effectiveness. It denotes that school effectiveness is not directly affected by the school culture and leadership practices. It is concluded that it is tough to trace the linkages between collaborative school culture and school effectiveness. The assertion that collaborative school culture makes a difference in student performance is supported by theory and experience, however less clear to the researcher on how specifically or precisely in what ways that a school culture affects how a school ought to be effective. It is tough to differentiate exactly how leadership styles relate to school effectiveness, although generally, positive and strong leadership is mediated entirely by the leadership skills and abilities of school heads. Furthermore, creating a school culture is the responsibility of the school head. Thus, the school head can positively or negatively affects the school culture.

Original Research Work, 2021

This study aims to examine the creation of a positive culture of teaching and learning through classroom management to improve learner performance within the Kwa-Mhlanga NorthEast circuit in Mpumalanga province. This is a qualitative study that uses an inductive approach and a case study. For this study, interviews, observation, and document analysis were used to collect data. This study made use of thematic content analysis. Three schools were selected out of twentyfive and three participants from each school were representative of the entire population of one thousand one hundred educators in the circuit. Participants were selected purposively. The interviews were done face to face with participants from three sampled schools at scheduled times with each participant. This study found that the schools, namely School A, School B and School C use different policies in creating a positive culture of teaching and learning, policies such as staff attendance policy, assessment policy, learners code of conduct, classroom rules democratically developed, Both educators and learners lack the skill of time management and parents have deserted their responsibilities to guarantee that their children arrive on time at school, attend school daily, do the work given to them in class and discipline their children. The impact of harmonizing the creation of a positive culture of teaching and learning creates an environment where learners feel excited and positive to be part of the school and thus can take initiative. This study contends that there is a positive relationship between the positive culture of teaching and learning and classroom management. This study contributes to the body of knowledge for schools of education and training and development.

2021

This study aims to compare the effect of school culture on school effectiveness and performance according to the opinions of teachers and administrators. The study sample consists of 3468 teachers and 425 administrators in Istanbul in the 2020-2021 academic year, determined by the convenience sampling method. A correlational survey model was used as the research model. The data were collected with the help of the "School Culture Scale," "School Effectiveness Index," and "Performance Scale." The data were analyzed by correlation and regression analysis. While the task culture and support culture positively affected the teachers' performance, respectively, bureaucratic culture and success culture do not affect teachers' performance. The support culture, task culture, and success culture affect the school effectiveness the most, respectively. In addition, teachers' performance affects school effectiveness positively. While the support culture and task culture positively affect the performances of the managers, success culture and bureaucratic culture do not affect the performances of the administrators. Most do not, while the support culture and bureaucratic culture affect school effectiveness, success, and task culture. In addition, the performance of administrators has a positive effect on school effectiveness.

Ad alta, 2019

The results of education process are not dependent only on methods and forms used by teachers but also on environment where students work. School culture is a topic that requires systematic attention. Different literature describes different types of school culture. The author describes them and also compares them from the point of contribution to school reality. School culture is not a problem that does not deal with other aspects, it also functions externally. School culture is very important part of school image, it consists of various aspects, e.g. pedagogical and didactical activities, organizational activities, school presentation, school routing. These basic aspects are analyzed in the relation to basic areas and also with the relation to school types.. These are the main ideas the author stresses in his paper.