Potensial Manajerial Kepala Sekolah dalam Meningkatkan Profesionalisme Guru

Abstract

This research examines the managerial competence of the school principal in enhancing teacher professionalism at SMP Al Asy’ari Geger. Using a qualitative descriptive case study approach, data were collected through in-depth interviews, participant observation, and documentation. The analysis follows the interactive model of Miles and Huberman, involving data reduction, data display, and conclusion drawing. Findings reveal that the principal’s managerial role is categorized into three stages: planning, development, and evaluation. Planning is conducted through comprehensive needs assessments and collaborative meetings aligned with the school’s vision and mission. Development strategies include facilitating teacher certification, supporting advanced academic studies, revitalizing Subject Teacher Forums (MGMP), and improving teacher welfare through incentives and upgraded facilities. Finally, evaluation is executed through educational supervision—using both directive and non-directive approaches—and formal performance appraisals (DP3) to monitor lesson plans and student outcomes. The results indicate that the principal’s competence in managing human resources significantly contributes to fostering a professional work culture. This study concludes that high levels of principal professionalism directly correlate with improved teacher quality, which is essential for achieving institutional excellence and superior student performance in the modern educational era.