The Role of Principal Leadership in Enhancing Teachers’ Performance to Build 21st Century Student Character in Elementary School

Sri Marmoah, Dea Pangesti, Ratna Widya Irmayanti

Abstract


Teacher competence and performance are crucial factors in shaping students' character to prepare them for the challenges of the 21st century. This study aims to describe the role of principal leadership in improving teacher performance to develop student character in response to these challenges in elementary schools. This study employs a qualitative descriptive method. The subjects of the study include 30 principals and 89 teachers in Wonogiri Regency. Data were collected through questionnaires, interviews, and literature reviews. The data were analyzed using the interactive model analysis technique by Miles and Huberman. The results indicate that principal leadership significantly influences teacher performance. In Wonogiri Regency, both principal leadership and teacher performance are categorized as excellent. Outstanding teacher performance contributes to building students' character, equipping them to face 21st-century challenges. This is because teachers play a direct role in the learning process, including the stages of planning, implementation, and assessment. This study concludes that principal leadership plays a critical role in enhancing teacher performance by motivating, encouraging, supporting, and guiding teachers. This improvement in teacher performance directly impacts the learning process and fosters the development of student character, preparing them to meet the demands of the 21st century.

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