Universitas Muhammadiyah Gresik E-ISSN : xxxx-xxxx
DOI : ………..
Vol 1 No 1: Fostering a Learning Communitu Engagement Though a Lesson Study
1
Leadership iStyle iof iSchool iPrincipal’s iand iTutor iTeacher iin iCollaboration iwith iStudents iof i“Kampus iMengajar” iProgram
Ani iAnjarwati1, iMoh. iSaiful iBahri2, iFitria iEka iRamadhani3
1Pendidikan iGuru iSekolah iDasar, iUniversitas iPanca iMarga; iIndonesia.
2Manajamen, iUniversitas iPanca iMarga; iIndonesia.
3 iPendidikan iPancasila idan iKewarganegaraan, iUniversitas iPanca iMarga; iIndonesia.
ARTICLE iINFO ABSTRACT
Keywords:
principal’s ileadership istyle;
iteachers icollaboration;
istudents iof ithe i“Kampus iMengajar” iprogram. i
“Kampus iMengajar” i(KM) iprogram iis ia ipart iof ithe ipolicy iMerdeka iBelajar-Kampus iMerdeka i(MBKM) iwho iimplemented iby ithe iKementerian iPendidikan, iKebudayaan, iRiset, idan iTeknologi i(Kemendikbudristek). i iThe iaim iof ithe iprogram iis ito iimprove ithe iquality iof istudents iin iimproving ithe iquality iof ithe iteaching iand ilearning iprocess iin ielementary/junior ihigh ischools.
iThe i"mpus iMengajar" iprogram iactivity iis inot imerely itaking ion ithe irole iof ithe iteacher ibut ias ia isupport ifor ithe ilearning isystem ifor istudents iat ischool. iThe iaim iof ithis iresearch iis ito ifind iout ihow ithe ischool iprincipal's ileadership istyle iaffects ithe imotivation iof itutor iteachers iin icollaborating iwith istudents ifrom ithe i"Kampus iMengajar" iprogram ibatch i3 iand ibatch i4 iat iSD iNegeri iBulusan i2 iBanyuwangi iand iSMP iAtma iWidya iSurabaya.
iThis iresearch imethod iuses idescriptive iqualitative iwith ia icase istudy iapproach, iwith i8 irespondents, inamely i2 i(two) ischool iprincipals iand i6 i(six) itutors iin ithe i"Teaching iCampus" iprogram iprogram ibatch i3 iand ibatch i4, inamely iat iSD iNegeri iBulusan i2 iBanyuwangi iand iAtma iWidya iSurabaya iMiddle iSchool. iMethods iof idata icollection iusing iinterviews iand iquestionnaires. iData ianalysis itechniques istart ifrom icollecting idata ifrom iinterviews iand iquestionnaires. iThe iresults iof ithe iresearch iconducted ishow ithat ithe ileadership istyle iof ione iof ithe ischool iprincipals iregarding ithe imotivation iof itutor iteachers iin iestablishing icollaboration iis istill inot ioptimal. iAnother ifinding ifrom ithe iresults iof ithis iresearch iis ithat iseveral icivil iservant iteachers ihave inot icarried iout itheir imain iduties iand ifunctions. iWell iand itheir iability ito icollaborate iis istill irelatively ilow. iSo ithat isome iof ithe iimplementation iof ithe iWork iProgram’s ifor ithe istudents iof ithe i"Kampus iMengajar" iprogram iteam iwas inot irunning ieffectively.
Corresponding iAuthor:
Ani iAnjarwati
Pendidikan iGuru iSekolah iDasar, iUniversitas iPanca iMarga; iIndonesia [email protected]
INTRODUCTION
2
"Kampus iMengajar i(KM)" iUU iPermendikbud iNo. iIt iis ia iprogram iinitiated iby ithe igovernment iwith ithe isupport iof ithe iMinistry iof iEducation, iCulture, iResearch iand iTechnology i(Kemendikbudristek) ias istated iin i1. iNational iStandards iof iHigher iEducation i2020 i3 iGraduation iStandards iLetter i(a) iArticle i4 i(1) i(Simatupang i& iYuhertiana, i2021). iArticle i5 i(1) iThe istandard iof ipostgraduate ieducation iis ithe iminimum istandard ifor ieligibility ifor igraduation, iincluding ithe icharacter, iknowledge iand iskills ispecified iin ithe ieducational iresults.
iAttitudes ireferred ito iin iArticle i6(1) iare ifacts iand ibehaviors ithat iinternalize iand ifollow ithrough iacademic iprocess, istudent istudy, iresearch iand/or icommunity iservice ithe ivalues iand ipatterns ithat iemerge iin ispiritual iand isocial ilife. iTo ilearn iThe imentioned iinformation iis ithe iknowledge iabout ithe iideas, ithoughts, imethods iand/or ithoughts iof isome iresearch idone iby ithinking iduring ithe istudy, istudent's iwork, iscientific iresearch iand/or iservice ito isociety i(Feriyanto, i2022). iSaid iskills iare ithe iability ito iwork iwith iideas, iideas, imethods, imaterials iand/or itools iacquired ithrough ieducation, istudent iwork, iexperience iresearch iand/or icommunity iservice irelated ito ithe iacquisition iof igeneral iand ispecialist iskills. i
Hariyati iet ial. i(2023) i"Kampus iMengajar" iprogram i(1) ito iprovide iteaching iassistance iin ischools ithat imeet ithe icriteria; i(2) ifrom iextracurricular itechnical ieducation ito idevelop istudents' iknowledge iand iskills, iincluding icultural ileadership, ithat iis, ihow ito icreate icommunication iand icooperation iin ithe idifferent isocio-cultural irealities iand ipedagogical iskills iof ithe itarget ischools, ithat iis, ihow ito iguide iand ihow ito iprepare itools. iAndriyani iet ial, i(2023) iThe i"Teaching iCampus" iprogram ialso icreates icollaborations iwith ipartner ischools ito ibuild iteacher iand istudent icapacity. iThe iMission iSchool iof ithe
Program iis idetermined idirectly iby ithe iMinistry iof iEducation, iincluding imany ifactors isuch ias ithe ischool's ireputation iand igeographic iregion. iTarget ischool iaccreditation iis i3T i(Priority, iEnvironmental iand iDisadvantaged) iand i4T i(Priority, iEnvironmental, iDisadvantaged iand iImmigrant) ischools iwith iB iand iC iaccreditation iand ischools iwith ilow iAKM iand iANBK iscores.
Thanks ito ithis iprogram, istudents ican iapply ithe iknowledge iand iskills ithey ilearned iat ithe iuniversity i(Hariyanti iet ial., i2023). iStudents ican iprovide iencouragement iand iinspiration ito iall istudents iin iPrimary i(SD) iand iSecondary iSchool i(SMP) ito iachieve itheir igoals. iOne iof ithe igoals iof iknowledge imanagement ipolicy iis ito idevelop istudents' iresources iso ithat ithey iare ibetter iprepared iand iadapted ito ithe ineeds iof ithe itime, iand ito iprepare igraduates ito ibecome ifuture ileaders iof iexcellence iand icharacter. iIt iis ihoped ithat ilearning iexperience iwith ia iflexible iapproach iwill ihelp istudents irealize itheir ipotential ibased ion itheir iinterests iand iskills.
According ito ithe iPISA iresults ipublished iby ithe iOrganization ifor iEconomic iCooperation iand iDevelopment i(OECD) iin i2018, iIndonesia iranks i74th iout iof i79 icountries. iThis ishows ithat ithe ilevel iof imathematics iknowledge iamong iIndonesian istudents iis istill ilow i(Feriyanto, i2022;
iNapitupulu, iWalanda, iNapitupulu, i& iWalanda, i2022; iSalvia, iSabrina, i& iMaula, i2022).
The iKM iprogram igives istudents ithe iopportunity ito iassist iteachers iand iprincipals iat iPrimary i(SD) iand iSecondary iSchool i(SMP) ilevels iwith ieducation ifor ione i(one) isemester.
iSchool iteaching ialso ihas ia iresponsibility ito idevelop ithe iattitudes iand iinterests iof ilow- motivated istudents. iThe iKM iprojects ianalyzed iin ithis iarticle iare iSDN iBulusan i2 iBanyuwangi's i'Teaching iCampus' iProject iGroup i3 iand iSMP iAtma iWidya iSurabaya's i'Teaching iCampus' iGroup i4 iand iinclude: i(1) iLiteracy iand iMathematics, i(2) iTechnology iupdate, i(3) i) iimprove istudent iknowledge iof iPancasila, i(4) iassist ischool iadministrators iand iteachers. iThe ifuture istudy iplan iis ideveloped iby ithe istudent iin iconjunction iwith ithe idistrict isupervisor i(DPL) iand iis iused ithroughout ia iterm iof ithe ischool's imission. iStudents icollaborate iwith ischool icounselors iwhen imaking istudy iplans.
3
The iactivities icarried iout iby ithe istudents iin ithe iknowledge imanagement iteam inot ionly ireplace ithe iteacher's irole iin ieducation, ibut ialso isupport ithe istudents' ilearning iat ischool.
iLeadership iand imotivation iare iinseparable i(Agyemang iAdarkwah i& iZeyuan, i2020). iLeadership iis ithe iprocess iof imotivating ia igroup iof ipeople ito iachieve ia igoal i(Ukata iPhilip iFestus i& iSilas- Dikibo, i2021). iPrelli i(2016) iLeaders iwho iunderstand imotivation ican iinfluence iteacher iperformance iin ischools. iThere iis ia ipositive irelationship ibetween ileader's ileadership iand iteacher isupport i(Agyemang iAdarkwah i& iZeyuan, i2020).
Principals iwho iadopt ia iculture ithat isupports iteachers iwill ihelp iincrease ischool iperformance i(Eranil i& iOzbilen, i2017). iAnother istudy ialso irevealed ithat ithe ileadership ipractices iused iby ithe iUniversity iof iGhana iwere idesigned ito iencourage iteachers' iunity, ibut ithe ipractice iwas istill iweak i(Michael i& iEmmanuel, i2020). iBahri i(2017) iThe ischool iprincipal's irole iin ileading ithe ischool iis ian iimportant ifactor ifor ithe isuccess iof ithe ischool. iLeadership ican ibe isaid ito ibe igood iif ithe iwork iculture iaffects inot ionly ithe ijob ibut ialso ithe iwillingness iof iemployees ito iwork itogether iand iwork ito iachieve igoals. iThe iprincipal ialso ihas ian iinfluence ion ithe iactivities iof iteachers iin ithe ischool. i
Agyemang iAdarkwah i& iZeyuan i(2020) iCollaboration iskills iare iessential ifor ieducators iin ithe i21st icentury. iProfessor iPamon, iwho itakes ipart iin ithe i"Teaching iCampus" iproject, ialso iplays ian iimportant irole iin ithe icooperation ias ione iof ithe ischool's istakeholders, ithus icreating inew iideas iand igood ienvironmental ieducation. i. iAn ieducational ienvironment ithat iwill iraise iqualified iand icompetent istudents iin ithe i21st icentury iand ithe iage iof iIndustrial iRevolution i4.0.
Andriani i(2023) iTeachers iare irole imodels ifor istudents, iso iteachers ishould ibe idisciplined ito ibe igood irole imodels ifor istudents. iTeachers ishould ibe iable ito iwork iwith istudents i21st icentury i(Anjarwati, i2023). iYuliatin iet ial i(2023) iIn iorder ito idevelop istudents' iattitudes, iknowledge iand iskills ito ibe igood icitizens, iteachers ineed ito ibe iable ito ilearn icollaboratively iand ilead ipersonal idevelopment iand ieducation iaccording ito ithe ineeds iof ieducation iin iIndonesia. iThe iindustrial iage iis iin ithe i4.0 iand i21st icentury. iThe iaim iof ithis istudy iis ito iunderstand ithe ileadership istyles iof ischool iadministrators iand iteachers iworking iwith istudents iin iGroup i3 iand iGroup i2 iof ithe iTeam iCampus iprogram. iSD iNegeri iBulusan i2 iBanyuwangi iand i4 iof iSMP iAtma iWidya iSurabaya. i i
Literatur ireview A. iLeadership iStyle i
The ileadership istyle iof ithe ileader iis ivery iimportant ito icreate ia igood ipartnership. iThe iPresident's ileadership iseeks ito iguide iand iencourage imentors iso ithat ithe iTeacher iCampus iteam ican iwork iwith itheir istudents ito icarry iout iwork iactivities ithat imay iaffect ithe iimprovement iof ieducation, iparticularly ieducation. iIn iaddition, ithis ileadership iskill iis ialso idesigned ito icreate igoals iset iby ia igroup iof ipeople. iAccording ito iJackson i(2023), i(1) itransformational ileadership; i(2) ibusiness iculture; i(3) ibad ileadership.
1) iTransformational ileadership
Kovach i(2019) iOver ithe ilast ithree idecades, icultural ichange ihas iincreased iin imany icontexts; iOne iof ithem iis ieducation. iTransformational ileadership iis iaccepted ias ione iof ithe imost ieffective ileadership imodels iin ieducation i(Bacila iet ial., i2019; iBerkovich i& iEyal, i2017).
iTransformational ileadership iis ione iof ithe imost ieffective imethods ifor ileadership ithat ifollows iand ievaluates ileaders i(Kapucu i& iUstun, i2018). iTransformational ileadership iwas ifirst iproposed.
iA itransformational ileader iis ia iperson iwho iunderstands ithe ivision iof ithe ifuture, ican
4
icommunicate, ishare, ihas ithe iability ito imotivate iemployees, iand iovercomes idifferences ifrom ithe ifollowing ipeople i(Balwant, iBirdi, iStephan, i& iTopakas, i2019).
Bass i(1999) ialso idescribes ia itransformational ileader ias isomeone iwho ihas ithe iability ito iinspire ipeople ito ipursue itheir iown iinterests iand ienhance ithe igrowth, isuccess iand iwell-being iof itheir ifollowers, iorganizations iand icommunities. iAssociated ifeatures iof itransformational ileadership; iexhibiting iexcellence, iinstilling itrust, irespect iand itrust iin ithe imembers iof ithe iorganization, ibeing ia irole imodel iand ishowing iconfidence iin ithe imembers iof ithe iorganization i(Al-husseini iand iElbeltagi, i2018; iCrowne, i2019). iAccording ito iBass i(1999), itransformational ileadership ihas ifour idimensions: i(1) icharismatic ipersonality; i(2) iinspiration; i(3) ipersonal ifeelings; iand i(4) iintellectual istimulation. iBerkovich i& iEyal i(2017)Transformational ileadership itheory iof irebuilding iand ichanging ischools ito imeet ithe ineeds iof i21st icentury ieducation. i i 2) iTransactional iLeadership i
Transformational ileadership iis isimilar ito ithe ibusiness iperspective iof imanagers iin ithat iit ifocuses imore ion igetting ithe ijob idone, iemphasizes iemployee iobedience, iimproves iorganizational iperformance, iand imaximizes iprofits. iThere iare imany itheories iof ientrepreneurial ileadership; iThese iinclude: i(1) ithe iuse iof iextrinsic imotivational imethods, iparticularly irewards iand ipunishments, ito iencourage iemployees ito iachieve ithe igoals iof ithe iorganization; i(2) iIndividuals iparticipate iin icontrol, iespecially iwhen icontrolling itheir isituation/current isituation i(3) iWhen ipeople ido ithings ibelow iunattainable iperformance ilevels, ithey iachieve ihegemony ior ileadership iby imaking icorrections i(Jackson, i2023).
3) iPassive-Avoidant iLeadership
This ileadership istyle iis icharacterized iby iavoiding idecisions, iso ipeople iwith ithis ileadership istyle itend ito icomplete itasks iand iwork iwithout iinterfering ior iresponding ito iemployee iconcerns. iWhen iusing ileadership, i(Jacob i& iRockoff, i2011) ido inot iseek ior iimprove ithe iperformance iof iemployees, ido inot ireward ithem iwhen ithey iachieve ithe igoals iof ithe iorganization, ibut iprohibit istruggling iand icommunicating iwith istaff.
From ithe ithree iapplications iabove, iin ithis istudy, i2 i(two) iapplications irelated ito ihuman ieducation iwill ibe iexamined: i iTransformational ileadership; idan iPassive-Avoidant iLeadership. i
No Gaya
iKepimpinan
Aspek i Indikator
Transformational ileadership
Perilaku ikarismatik
a. I imake iother ipeople iaround ime ihappy b. Others itrust ime
c. Others iare ihappy ito ijoin ime Charismatic
iBehavior
a. I iexpressed iin ia ifew isimple iwords iwhat iwe ican iand ishould ido
b. iI igave ian iinteresting idescription iof iwhat iwe ican ido
c.I ihelp iothers ifind imeaning iin itheir iwork iin itheir iwork
Inspirational iMotivation
a. I ienable iothers ito ithink iabout iold iproblems iin inew iways
b. iI igive iothers inew iways iof ilooking iat iconfusing ithings
c. iI iget iothers ito irethink iideas ithey've inever iquestioned ibefore
Intellectual iStimulation
a. iI ihelp iothers idevelop ithemselves
b. iI itell iothers ihow iI ithink ithey iare idoing
5
No Gaya
iKepimpinan
Aspek i Indikator
c. iI igive ipersonal iattention ito iothers iwho iseem ito ibe ibeing irejected
2 Passive-Avoidant iLeadership
Personal iDecision iMaking Private iManagement
a. iI iam isatisfied iwhen iothers imeet iagreed istandards b. iAs ilong ias ieverything iis igoing iwell, iI'm inot itrying ito
ichange ianything
c. iI itell iothers ithe istandards ithey imust iknow ito ido itheir ijobs
Leadership iLaissez- ifaire
a. iI iam icontent ito ilet iothers icontinue ito iwork iin ithe isame iway
b. iWhatever iothers iwant ito ido iis ifine iwith ime
c. iI idon't iask ianyone ianything iother ithan ithe ithings ithat ireally imatter
B. Teacher motivation
Teacher imotivation ireflects iteacher iperformance iand iparticipation i(Thoonen, iSleegers, iOort, iPeetsma, i& iGeijsel, i2011). iAcross icultures, iteacher isupport iis imostly iassociated iwith iteaching iquality, iteacher icommitment iand iparticipation, iwhich iaffects istudent isuccess iin ithe iclassroom i(Klassen, iAl-Dhafri, iHannok, i& iBetts, i2011). iIn iorder ifor ithe iteacher ito ihave ia ihealthy iand ieffective ilearning, iit iis inecessary ito iprovide isupport i(motivation) ito ithe iteacher i(Durksen, i2017). iTeachers iwho iwork iwell iwill ibe imore iproductive i(Soodmand iAfshar i& iDoosti, i2016).
iThe iMinistry iof iEducation ievaluates iteachers iby imeasuring itheir idedication iand icommitment i(Seniwoliba, i2012). iThe ieffectiveness iof ithe iteacher iin iincreasing istudent iachievement iis iaffected iby imotivation i(Akuoko iet ial, i2012).
Teachers iare iimportant iin icoordinating ilearning ithrough istrategies ithat isupport ilearning, inon-learning, iand ilearning isuccess iin ischools i(Yanbo, iBazari, i& iAnuar, i2023). iTeachers ineed ito ibe ipaid ienough ito iprovide ihigh imotivation i(Nwokeocha, i2017). iBetter isalaries iincrease iteacher imotivation iand isatisfaction i(Wamitu, i2018).
Teacher iself-efficacy iis ia ipredictor iof iteaching ipractice iand ithe idegree iof iteachers' iparticipation iin ithe iclassroom idespite iproblems. iLow iteacher iself-efficacy iis ia ifactor iin iteacher iturnover i(Perera, iGranziera, i& iMcIlveen, i2018), iwhile ihigh iteacher iself-efficacy iis iassociated iwith iteacher imotivation, iteaching, iteacher ijob isatisfaction, iand istudent iperformance. iand iteacher iretention. i
METHODS
The istudy iadopted ia iqualitative iand idescriptive idata ianalysis iprocess iby ireducing idata, idata ioutputs iand iresults i(Yuliani, i2018). iThe idata icollection iprocess iis icarried iout ithrough iinterviews iand iquestionnaires. iThis iquestionnaire iincludes iquestions iabout ithe ileadership istyle iof ithe imanager. iThe isubjects iof ithis istudy iare i8 iparticipants, iincluding i2 i(two) idirectors iof iSDN iBulusan i2 iBanyuwangi iand iSMP iAtma iWidya iSurabaya. iAnd ifor i(six) iinstructors ifor ithe i"Kampus iMengajar" iproject.
The iperiod iin iwhich ithe iresearch iwill ibe iconducted iis iwhen ithe icandidate iworks ias ia idistrict isupervisor i(DPL) iin ithe ithird igroup iof ithe i"Kampus iMengajar" iproject i(ie iJanuary- June i2022) iand iin ithe ifourth igroup iof ithe i"Teaching iCampus" iproject i(July-June i2022). iJune.
i2022)) iwhen ithere iare igood iresults. iDecember i2022. i i
6 FINDINGS iAND iDISCUSSION i
Findings
The following is a diagram of the results of the research on the leadership style perceptions of school principals, namely transformational leadership and passive leadership.
Discussion
From ithe iabove ifindings, iit ican ibe iexplained ithat ithis ileadership iexamines ithe ifour ifactors ithat iare iused ito istrengthen ithe ileadership iof ileaders, icoaches iand iKM istudents. iThe iareas iexamined iare: i(1) icharismatic ipersonality; i(2) imotivational isupport; i(3) iintellectual istimulation;
iand i(4) ipersonal ijudgment. iThese ifour i(four) iare idesigned ito idescribe ileadership ior ibehavior ithat iaffects ithe imentor's imotivation iand iperformance. iThe ileader iapplies idiscipline ito itrainees iso ithey ican ibuild itrust. iThe iprincipal's ileading irole iin isupporting iteachers ito iwork iwith istudents ishould ibe iemphasized.
The iprincipal ishould inot ionly ifocus ion isolving ithe isame iproblem ias ibefore, ibut ishould ibe iable ito isee ithe iroot iof ithe iproblem iand idevelop ithe iability iof ipeople ito ifind isolutions ito iproblems iin ithe ibody ibased ion idifferent iexperiences iand ithoughts. iFrom iFigure i1, iit ican ibe idetermined ithat ithe i2 i(two) iinterviewees, inamely ithe imanager iof iSDN iBulusan i2 iBanyuwangi iand iAtma iWidya iSurabaya, ithe imanager iof iSMP, ihave idifferent ileadership istyles. iLooking iat ithe ileadership idata iobtained ion ivarious ifactors iand iindicators, ithe ifirst iinterviewer iis iinvolved iin ileadership ichange, iwhile ithe isecond iinterviewer igenerally ifavors ibad ileadership ithat iaffects itwo ithings: i(1) iavoidance imanagement i(2)) iLaissez-Faire iLeadership iwith i3 i(three) iindicators iin ieach i.It iis ialso ivery iimportant ifor ileaders ito isupport iteachers iworking iwith istudents iin imanaging iknowledge.
The ileadership iqualities ithat ia ileader ishould ipossess iinclude: i(1) iThe ileader imust ibe iable ito imanage ithe iteam ieffectively iwithout icausing itoo imuch ior inegative iimpact ion ithe iemployees. iPrioritize iyour iinterests iand ido inot ialienate igroup imembers. i(2) iLeaders iare inot isensitive ito iother ipeople's iwords; i(3) iDo inot ieasily ibelieve ifalse istatements. i(4) iThey iargue ithat ileaders iare ieasy ito itrust iand ieasy ito icontrol. iFrom iinterviews iwith iparticipants, iit iwas
Figure 1. Result Data Transformational leadership; dan Passive-Avoidant Leadership (Bass 1985; 1990;1999).
7
irevealed ithat iprincipals iwith ipoor ileadership istyles iwere iless iable ito imotivate iteachers ito iwork iwith istudents.
The iteacher isaid ithat ithere iis ino iinteraction iwith ithe ischool iprincipal, ithere iis ino iteacher iparticipation iin ithe icooperation iof ithe istudents ion iknowledge imanagement, ihe iavoids iconflicts imost iof ithe itime, ihe igets ialong iwell iwith ithe ilecturers/staff, ihe ilikes ito ilisten imore iand ikeep ithe istudents' iwork iunder icontrol. iinformation. i
CONCLUSION i
The iconclusions ithat ican ibe idrawn ifrom ithe iexplanation iabove iare:
1. The iprincipal iof iSDN iBulusan i2 iBanyuwangi iand iat iSMP iAtma iWidya iSurabaya iin imotivating iand itutoring iteachers ito ibe iable ito icollaborate iwith iKM istudents ihave idifferent ileadership istyles. iThe itendency ifor ithe itransformational ileadership istyle ipossessed iby ischool iprincipals iis ibetter ithan iother ileadership istyles
2. 3 iaspects iof ileadership iinclude itransformational ileadership, itransactional ileadership iand iPassive-Avoidant iLeadership.
3. As ia ileader, iyou imust ihave ithe icharacter iof ia ileader, inamely idiscipline, ipatience iand ibeing iable ito ibuild itrust iand imotivate. iBecause ithese ifour icharacters ireally ineed ito ibe iimplemented iby ia ileader ibefore ibeing iimplemented iby ia iteam iof imembers ior istaff.
4. A ileader's iresponsibility iis ito idetermine ithe isuccess iof ithe icollaboration iresults ito ibe iachieved.
ACKNOWLEDGMENTS:
We iwould ilike ito ithank ithe irespondents, inamely i(1) ithe iPrincipal iof iSDN iBulusan i2 iBanyuwangi iand i(2) ithe icivil iservice iteachers, i(3) ithe iPrincipal iof iAtma iWidya iMiddle iSchool iSurabaya; iand i(2) icivil iservice iteachers. iWe ialso ithank ithe iDeputy iChancellor iI iof iPanca iMarga iUniversity iMr. iDr. iSaiful iBahri, iSE., iM.M. ias ithe isecond iauthor, ifrom ithe imanagement istudy iprogram, iFaculty iof iEconomics iand iBusiness, iPanca iMarga iUniversity iwho ihas icollaborated iin ipreparing ithis iarticle. i
CONFLICTS iOF iINTEREST
iThe iauthors ideclare ino iconflict iof iinterest.
REFERENCES
Agyemang iAdarkwah, iM., i& iZeyuan, iY. i(2020). iThe iParadoxical iRelationship ibetween iPrincipals’ iTransformational iLeadership iStyles iand iTeachers’ iMotivation. iInternational iJournal iof iEducational iExcellence, i6(2), i15–46. ihttps://doi.org/10.18562/ijee.056
Andriani, iS., iKesumawati, iN., i& iKristiawan, iM. i(2018). iThe iinfluence iof ithe itransformational ileadership iand iwork imotivation ion iteachers iperformance. iInternational iJournal iof iScientific iand iTechnology iResearch, i7(7), i19–29.
Anjarwati, iE. ia. i(2023). iMeningkatkan iSikap iIlmiah iSiswa iAbad i21 iMelalui iKegiatan iEksperimen ipada iMateri iFotosintesis. iJournal ion iEducation, i05(02), i4030–4040.
Aransyah, iA., iHerpratiwi, iH., iAdha, iM. iM., iNurwahidin, iM., i& iYuliati, iD. i(2023).
iImplementasi iEvaluasi iModul iKurikulum iMerdeka iSekolah iPenggerak iTerhadap iPeserta iDidik iSMA iPerintis i1 iBandar iLampung. iJurnal iTeknologi iPendidikan : iJurnal iPenelitian iDan iPengembangan iPembelajaran, i8(1), i136. ihttps://doi.org/10.33394/jtp.v8i1.6424
Bacila, iI., iAdaway, iJ., iHawley, iJ., iMahdi, iS., iKrone, iR., iPatel, iL., i… iKrone, iN. i(2019).
iMeasurement iof iSalivary iAdrenal-Specific iAndrogens ias iBiomarkers iof iTherapy iControl iin i21-Hydroxylase iDeficiency. iJournal iof iClinical iEndocrinology iand iMetabolism, i104(12),
8 i6417–6429. ihttps://doi.org/10.1210/jc.2019-00031
Bahri, iS. i(2017). iPengembangan iKurikulum iDasar iDan iTujuannya. iJurnal iIlmiah iIslam iFutura, i11(1), i15. ihttps://doi.org/10.22373/jiif.v11i1.61
Balwant, iP. iT., iBirdi, iK., iStephan, iU., i& iTopakas, iA. i(2019). iTransformational iinstructor- leadership iand iacademic iperformance: ia imoderated imediation imodel iof istudent iengagement iand istructural idistance. iJournal iof iFurther iand iHigher iEducation, i43(7), i884–900.
ihttps://doi.org/10.1080/0309877X.2017.1420149
Bass, iBernard, iM. i(1999). iTwo iDecades iof iResearch iand iDevelopment iin iTransformational iLeadership. iEuropean iJournal iof iWork iand iOrganizational iPsychology, i8(1), i9–32. iRetrieved ifrom ihttp://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.467.8619&rep=rep1&type=pdf Berkovich, iI., i& iEyal, iO. i(2017). iThe imediating irole iof iprincipals’ itransformational ileadership
ibehaviors iin ipromoting iteachers’ iemotional iwellness iat iwork: iA istudy iin iIsraeli iprimary ischools. iEducational iManagement iAdministration iand iLeadership, i45(2), i316–335.
ihttps://doi.org/10.1177/1741143215617947
Durksen. i(2017). iThis iis ia irepository icopy iof iMotivation iand icollaboration : : iThe ikeys ito ia idevelopmental iframework ifor iteachers i’ iprofessional ilearning i. iWhite iRose iResearch iOnline iURL ifor ithis ipaper : iVersion : iAccepted iVersion iArticle : iSubmission iFiles iIncluded iin ith. iTeaching iand iTeacher iEducation., i53–66.
ERANIL, iA. iK., i& iOZBILEN, iF. iM. i(2017). iRelationship ibetween iSchool iPrincipals’ iEthical iLeadership iBehaviours iand iPositive iClimate iPractices. iJournal iof iEducation iand iLearning, i6(4), i100. ihttps://doi.org/10.5539/jel.v6n4p100
Feriyanto, iF. i(2022). iStrategi iPenguatan iLiterasi iNumerasi iMatematika iBagi iPeserta iDidik iPada iKurikulum iMerdeka iBelajar. iJurnal iGammath, i(September), i86–94.
Hariyanti, iH., iPermadi, iG. iC., iKartasasmita, iS., iSari, iF. iA., iAlrafni, iA., i& iSuryanef, iS. i(2023).
iKampus iMengajar iAngkatan i4 iDan iPeningkatan iLiterasi iNumerasi iPeserta iDidik
iBerkebutuhan iKhusus. iJMM i(Jurnal iMasyarakat iMandiri), i7(2), i1482.
ihttps://doi.org/10.31764/jmm.v7i2.13721
Jackson, iK. iM. i(2023). iPerceptions iof ileadership istyles iin iinternational ispecial iand igeneral ieducation ischools iin ithe iUnited iArab iEmirates. iJournal iof iGlobal iEducation iand iResearch, i7(1), i34–49. ihttps://doi.org/10.5038/2577-509x.7.1.1211
Jacob, iB. iA., i& iRockoff, iJ. iE. i(2011). iOrganizing ischools ito iimprove istudent iachievement: iStart itimes, igrade iconfigurations, iand iteacher iassignments. iThe iHamilton iProject, i(September),
i24. iRetrieved ifrom
ihttp://www.brookings.edu/~/media/research/files/papers/2011/9/organization ijacob
irockoff/092011_organize_jacob_rockoff_brief
Kapucu, iN., i& iUstun, iY. i(2018). iCollaborative iCrisis iManagement iand iLeadership iin ithe iPublic
iSector. iInternational iJournal iof iPublic iAdministration, i41(7), i548–561.
ihttps://doi.org/10.1080/01900692.2017.1280819
Klassen, iR. iM., iAl-Dhafri, iS., iHannok, iW., i& iBetts, iS. iM. i(2011). iInvestigating ipre-service iteacher imotivation iacross icultures iusing ithe iTeachers’ iTen iStatements iTest. iTeaching iand iTeacher iEducation, i27(3), i579–588. ihttps://doi.org/10.1016/j.tate.2010.10.012
Kovach, iM. i(2019). iTransformational iLeadership iProduces iHigher iAchievement iOutcomes: iA
9
iReview iin iEducation iand iMilitary iContexts. iAURCO iJournal iSpring, i25(Spring), i137–147.
Michael, iA., i& iEmmanuel, iA. i(2020). iA iStudy iof ithe iDiagnostic iPractices ifor iMental iDisorders
iin iGhana. iJournal iof iClinical iReview i& iCase iReports, i5(4).
ihttps://doi.org/10.33140/jcrc.05.04.10
Nwokeocha, iS. i(2017). iTeacher iquality, idevelopment iand imotivation iin iNigeria. iAfrican iEducational iResearch iJournal, i5(2), i126–134. iRetrieved ifrom ihttps://eric.ed.gov/?id=EJ1214167 Osei iAkuoko, iK., iDwumah, iP., i& iMahama iBaba, iW. i(2012). iTeacher iMotivation iand iQuality
iEducation iDelivery: ia iStudy iof iPublic iBasic iSchools iin iTamale iMetropolis iin iGhana.
iInternational iJournal iof iSocial iScience i& iInterdisciplinary iResearch, i1(12), i29–46. iRetrieved ifrom iwww.indianresearchjournals.com
Perera, iH. iN., iGranziera, iH., i& iMcIlveen, iP. i(2018). iProfiles iof iteacher ipersonality iand irelations iwith iteacher iself-efficacy, iwork iengagement, iand ijob isatisfaction. iPersonality iand iIndividual iDifferences, i120(August i2017), i171–178. ihttps://doi.org/10.1016/j.paid.2017.08.034
Prelli, iG. iE. i(2016). iHow iSchool iLeaders iMight iPromote iHigher iLevels iof iCollective iTeacher iEfficacy iat ithe iLevel iof iSchool iand iTeam. iEnglish iLanguage iTeaching, i9(3), i174.
ihttps://doi.org/10.5539/elt.v9n3p174
Seniwoliba. i(2012). iTeacher imotivation iand iJob iSatisfaction iin iselected iSenior iHigh iSchools iin ithe
iTain iDistrict iof ithe iBrong iAhafo iRegion. i1(9), i181–196. iRetrieved ifrom
ihttps://erl.ucc.edu.gh/jspui/handle/123456789/2837
Simatupang, iE., i& iYuhertiana, iI. i(2021). iMerdeka iBelajar iKampus iMerdeka iterhadap iPerubahan iParadigma iPembelajaran ipada iPendidikan iTinggi: iSebuah iTinjauan iLiteratur. iJurnal iBisnis, iManajemen, iDan iEkonomi, i2(2), i30–38. ihttps://doi.org/10.47747/jbme.v2i2.230
Soodmand iAfshar, iH., i& iDoosti, iM. i(2016). iInvestigating ithe iimpact iof ijob isatisfaction/dissatisfaction ion iIranian iEnglish iteachers’ ijob iperformance iIranian iJournal iof iLanguage iTeaching iResearch. iIranian iJournal iof iLanguage iTeaching iResearch, i4(1), i97–115.
iRetrieved ifrom iwww.urmia.ac.ir/ijltr
Thoonen, iE. iE. iJ., iSleegers, iP. iJ. iC., iOort, iF. iJ., iPeetsma, iT. iT. iD., i& iGeijsel, iF. iP. i(2011). iHow ito iimprove iteaching ipractices: iThe irole iof iteacher imotivation, iorganizational ifactors, iand
ileadership ipractices. iEducational iAdministration iQuarterly, i47(3), i496–536.
ihttps://doi.org/10.1177/0013161X11400185
Ukata iPhilip iFestus, i& iSilas-Dikibo, iI. iD. i(2021). iThe iTrends iOf iTeaching iAnd iLearning i21st iCentury iSkills iBy iOTM iLecturers iAnd iStudents iFor iEmployability iSkills iIn iNigeria. i9(4), i102–
110. iRetrieved ifrom iwww.seahipaj.org
Wamitu, iS. iN. i(2018). iMotivational istrategies ifor iteacher iattraction iand iretention iin iNyeri iCounty, iKenya. iThe iInternational iJournal iof iBusiness iManagement iand iTechnology, i2(1), i16–
25. iRetrieved ifrom iwww.theijbmt.com
Yanbo, iW., iBazari, iN. iA., i& iAnuar, iR. i(2023). iTheoretical iConstruction iand iResearch iPerspectives iof iStudent iEngagement iin iForeign iLanguage iEducation. iAsian iJournal iof iUniversity iEducation, i19(1), i133–146. ihttps://doi.org/10.24191/ajue.v19i1.21230
