Manjemen Kepemimpinan Kepala Sekolah Dalam Peningkatan Kinerja Guru di Madrasah Ibtidaiyah Mujahidin Loloan Barat Manjemen Kepemimpinan Kepala Sekolah Dalam Peningkatan Kinerja Guru di Madrasah Ibtidaiyah Mujahidin Loloan Barat

Dalam menjalankan organisasi sekolah, seorang pemimpin harus mampu mengemudikan dan menjalankan organisasinya. Artinya seorang pemimpin harus mampu membawa perubahan, karena perubahan adalah tujuan pokok dari kepemimpinan. Tujuan penelitian di antaranya untuk mendeskripsikan gaya kepemimpinan kepala sekolah di Madrasah Ibtidaiyah Mujahidin Loloan Barat. Penelitian ini menggunakan pendekatan kualitatif  dengan jenis deskriptif. Teknis pengumpulan data menggunakan tiga cara yaitu observasi, wawancara dan dokumentasi. Data yang terkumpul kemudian dianalisis dengan mengikuti prosedur Reduksi data, Display data, dan kesimpulan Hasil dari penelitian ini disimpulkan bahwa: Pertama, Gaya kepemimpinan kepala sekolah di Madrasah Ibtidaiyah Mujahidin Loloan Barat lebih dominan menggunakan gaya kepemimpinan demokratis dan dalam pengambilan keputusan yang mendesak, gaya kepemimpinan yang digunakan adalah gaya kepemimpinan otokrasi atau otoriter. Kedua, Kinerja guru di Madrasah Ibtidaiyah Mujahidin Loloan Barat dapat dikatakan sangat baik dan tingkat tinggi karena dengan melihat kompetensi guru yang meliputi kompetensi paedagodik, kompetensi kepribadian, kompetensi sosial, dan kompetensi profesional. Ketiga, Manajemen kepemimpinan kepala sekolah dalam peningkatan kinerja guru di Madrasah Ibtidaiyah Mujahidin Loloan Barat dapat dikatakan sangat baik dengan menggunakan gaya kepemimpinan demokratis dan otoriter serta supervisi observasi kelas dalam kegiatan-kegiatan, yaitu kegiatan harian, mingguan, bulanan, dan semester.

Exploring School-Based Decision Making Processes for School Improvement in Gilgit-Baltistan, Pakistan

School-based decision making is an important area to be explored for greater involvement of the key stakeholders such as, head teacher, teachers, parents and students in the current decentralization policy movement, aiming to improve top-down bureaucratic system of educational management. In this regard local school governance has been proposed as a method to decentralize and de-bureaucratize schools and to promote shared decision-making within schools (Brown, 2004). The purpose of this study was to explore school-based decision-making processes and how these processes influence on curriculum enrichment, teacher professional development and pedagogy which lead to school improvement in the context of Gilgit-Baltistan, Pakistan. The study focused on exploring perceptions and practices of head teacher, teachers, parents and students in one of the district of Gilgit-Baltistan Pakistan. Within qualitative case study approach the data was gathered through questionnaire, semi-structured interviews, focused group discussions, observations and document review to ensure the validity of the data. Thematic analysis approach was used to segregate the data. The study identified, structured, and processes in school through which decision-making was shared among stakeholders. It was found that the SBDM processes had greater influence on curriculum enrichment and teacher professional development and pedagogy which are the core features of school improvement. Finding showed that teachers have freedom to select content, teaching strategies, students' classroom assessment and classroom management which are the core features of enhanced leads to enhance students' performance. The study indicates that participatory decision- making, focusing on curriculum enrichment, teacher professional development and pedagogy has led school towards moving school. The culture of conducting action research, using library books, conducting in-school professional development sessions for teachers and organizing different co-curricular activities in order to build teachers' capacity and students' improved learning outcomes was witnessed in the school. The study recommends that greater autonomy to school leaders in decision-making makes the schools effective and efficient.