Alif, Luthvi Azizah and Wayan, Tiadilona (2023) Kepemimpinan Kepala Sekolah dalam Meningkatkan Kinerja Guru: Systematic Literature Review. Jurnal Manajemen Mutu Pendidikan, 11 (2). pp. 53-62. ISSN e-ISSN: 2716-4616 | p-ISSN 2302-1772
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Abstract
Leadership is one of the essential qualities that a school principal must possess. Teachers play a crucial role in education, and their performance needs to be enhanced. The school principal plays a significant role in shaping the school, particularly in promoting a higher level of institutional autonomy. The purpose of writing this article is that the writer wants to analyze how the school principal's leadership improves teacher performance. This research employs qualitative research using the Systematic Literature Review (SLR) method of descriptive review. The data used in this study is secondary data derived from national scientific articles in the range of 2019 to 2023. The database used is Google Scholar. The keywords used are school principal, leadership, teacher performance. The review findings indicate that the school principal's leadership, when positive, can enhance teacher performance through appropriate management functions, the application of suitable leadership styles, and providing motivation to teachers. We highlight the current methodological limitations of the included studies and point out avenues for further development of the field of School Principal leadership.
| Item Type: | Article |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Keguruan dan Ilmu Pendidikan (FKIP) > Prodi Magister Keguruan Guru SD |
| Depositing User: | Alif Luthvi Azizah |
| Date Deposited: | 28 Feb 2024 05:09 |
| Last Modified: | 28 Feb 2024 05:09 |
| URI: | http://repository.lppm.unila.ac.id/id/eprint/53296 |
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Kepemimpinan Kepala Sekolah dalam Meningkatkan Kinerja Guru: Systematic Literature Review. (deposited 26 Feb 2024 02:31)
- Kepemimpinan Kepala Sekolah dalam Meningkatkan Kinerja Guru: Systematic Literature Review. (deposited 28 Feb 2024 05:09) [Currently Displayed]
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