In the dictionary of the Indonesian word "effort" means: operations; intellect; initiative (to achieve a purpose, solve problems, find a way out). While the word "Principals" means: people (teachers) who led a madrasa.
The notion of "local headmaster" is a business person (teacher) who led a madrasa in reaching specific goals and objectives. "
"Leadership is the way the school head or the head of the school in order to influence, encourage, guide, direct, and motivate teachers, staff, students, parents, and other relevant parties, to work / participate in order to achieve those objectives."
The success of a school depends on the headmaster in the move, and manage all the educational resources available. Leadership headmaster is one of the factors that can encourage the school to be able to realize the vision, mission, goals and objectives of the school that had been planned. Therefore, the headmaster claimed to have the ability of management and strong leadership to be able to take decisions and initiatives to improve the quality of school across the curriculum, especially in the administration.
2. Principals as Leaders in Education
Leader in fact is someone who has the ability to influence the behavior of others in his work by using power. The power here is the ability to direct and influence subordinates with respect to tasks hars implementation.
Head of school as educational leaders, seen from the status and means of appointment belongs to the official leaders or formal leader or leader status. Being a leader in school education, means getting the highest position in his environment, following his power, facilities, equipment, and advantages inherent in leadership positions. But the core leadership is not in a position yet on the function or task.
Overall duties and responsibilities of the school, according to Joshua Burhanuddin, classified in two areas namely;
a. Tasks in the field of administration
b. Task preformance field of supervision
Next task headmaster is described as follows:
a. Task headmaster in administration
These tasks associated with the activities of providing, managing, maintaining, and material and energy facilities complement personal madrasah. Administrative management classified into 6 areas:
1. Management of teaching
2. Management student
3. Personnel Management
4. Management of infrastructure
5. Management of archives
6. Financial management.
b. The task of the head of school in the field of supervision
As supervision headmaster in charge of providing guidance, assistance, monitoring, and evaluation of technical issues relating to the maintenance and development of education, as well as teaching and education to create a better situation. The chief task of the school in the field of supervision, namely:
1) Guiding teachers and employees in order to understand clearly the purpose of education and teaching.
2) To assist teachers and employees in order to obtain better teaching skills.
3) Selecting and assign the most suitable for teachers and employees according to their interests and talents.
4) Provide guidance wise to teachers and employees.
5) Provide effective leadership and democratic, for the growth of teachers and employees of the department.
6) To foster and develop a harmonious relationship and cooperation between the school and school staff members with the public.
Headmaster role as a leading operator in the implementation of education and teaching, to perform tasks well, the headmaster demanded a variety of ways and techniques of supervision, particularly in connection with the execution of the duties of teachers and employees, in the growth department.
As a supervisor, a leader should perform their duties in a democratic, to respect the opinion of teachers, and provide the opportunity for teachers to express ideas and opinions. The decision was made by consensus for the goals to be achieved is a common goal.
In this case, as argued by Moh. Rifa'I, head of school in the exercise of supervision should take into account the following principles:
1) Supervision is constructive and creative.
2) Based Supervision must be true.
3) supervision should be simple and informal.
4) supervision should provide a feeling of security.
5) Supervision of professional relationships should be based.
6) Supervision should pay attention to attitude.
7) Supervision is not urgent.
8) Supervision of power can not be promoted.
9) Supervision does not find faults and shortcomings.
10) Supervision not expect quick results.
11) Supervision should be freventif, corrective and cooperative.
Thus democratic educational administration will consider the principles and ultimately bring the exchanges of teachers and employees so as to encourage the initiative. Therefore, the headmaster as supervisor and as a leader in education, should choose to use a democratic school administration.
3. Role of Principals As Administrator
The head of the school has a very important role to improve the quality of the school. Headmaster as leader and administrator also determines an increase in learning.In the dictionary of the Indonesian word "effort" means: operations; intellect; initiative (to achieve a purpose, solve problems, find a way out). While the word "Principals" means: people (teachers) who led a madrasa.
The notion of "local headmaster" is a business person (teacher) who led a madrasa in reaching specific goals and objectives. "
"Leadership is the way the school head or the head of the school in order to influence, encourage, guide, direct, and motivate teachers, staff, students, parents, and other relevant parties, to work / participate in order to achieve those objectives."
The success of a school depends on the headmaster in the move, and manage all the educational resources available. Leadership headmaster is one of the factors that can encourage the school to be able to realize the vision, mission, goals and objectives of the school that had been planned. Therefore, the headmaster claimed to have the ability of management and strong leadership to be able to take decisions and initiatives to improve the quality of school across the curriculum, especially in the administration.
2. Principals as Leaders in Education
Leader in fact is someone who has the ability to influence the behavior of others in his work by using power. The power here is the ability to direct and influence subordinates with respect to tasks hars implementation.
Head of school as educational leaders, seen from the status and means of appointment belongs to the official leaders or formal leader or leader status. Being a leader in school education, means getting the highest position in his environment, following his power, facilities, equipment, and advantages inherent in leadership positions. But the core leadership is not in a position yet on the function or task.
Overall duties and responsibilities of the school, according to Joshua Burhanuddin, classified in two areas namely;
a. Tasks in the field of administration
b. Task preformance field of supervision
Next task headmaster is described as follows:
a. Task headmaster in administration
These tasks associated with the activities of providing, managing, maintaining, and material and energy facilities complement personal madrasah. Administrative management classified into 6 areas:
1. Management of teaching
2. Management student
3. Personnel Management
4. Management of infrastructure
5. Management of archives
6. Financial management.
b. The task of the head of school in the field of supervision
As supervision headmaster in charge of providing guidance, assistance, monitoring, and evaluation of technical issues relating to the maintenance and development of education, as well as teaching and education to create a better situation. The chief task of the school in the field of supervision, namely:
1) Guiding teachers and employees in order to understand clearly the purpose of education and teaching.
2) To assist teachers and employees in order to obtain better teaching skills.
3) Selecting and assign the most suitable for teachers and employees according to their interests and talents.
4) Provide guidance wise to teachers and employees.
5) Provide effective leadership and democratic, for the growth of teachers and employees of the department.
6) To foster and develop a harmonious relationship and cooperation between the school and school staff members with the public.
Headmaster role as a leading operator in the implementation of education and teaching, to perform tasks well, the headmaster demanded a variety of ways and techniques of supervision, particularly in connection with the execution of the duties of teachers and employees, in the growth department.
As a supervisor, a leader should perform their duties in a democratic, to respect the opinion of teachers, and provide the opportunity for teachers to express ideas and opinions. The decision was made by consensus for the goals to be achieved is a common goal.
In this case, as argued by Moh. Rifa'I, head of school in the exercise of supervision should take into account the following principles:
1) Supervision is constructive and creative.
2) Based Supervision must be true.
3) supervision should be simple and informal.
4) supervision should provide a feeling of security.
5) Supervision of professional relationships should be based.
6) Supervision should pay attention to attitude.
7) Supervision is not urgent.
8) Supervision of power can not be promoted.
9) Supervision does not find faults and shortcomings.
10) Supervision not expect quick results.
11) Supervision should be freventif, corrective and cooperative.
Thus democratic educational administration will consider the principles and ultimately bring the exchanges of teachers and employees so as to encourage the initiative. Therefore, the headmaster as supervisor and as a leader in education, should choose to use a democratic school administration.
3. Role of Principals As Administrator
The head of the school has a very important role to improve the quality of the school. Headmaster as leader and administrator also determines an increase in learning.
The head of the school as an administrator has a very close relationship with the management of administrative activities that are recording, preparation and documentation of the entire school program. Specifically, the headmaster should have the ability to manage curriculum, administration manage learners, managing personnel administration, managing the administration of infrastructure, manage the administration of archives, and manages financial administration. These activities should be carried out effectively and efficiently in order to support the school productivity.
In this case the head of the school as an administrator responsible for the smooth implementation of education and teaching in the madrassas. Therefore, to be able to perform his duties well, headmaster should understand, control, and able to carry out activities related to its function as an educational administrator.In the dictionary of the Indonesian word "effort" means: operations; intellect; initiative (to achieve a purpose, solve problems, find a way out). While the word "Principals" means: people (teachers) who led a madrasa.
The notion of "local headmaster" is a business person (teacher) who led a madrasa in reaching specific goals and objectives. "
"Leadership is the way the school head or the head of the school in order to influence, encourage, guide, direct, and motivate teachers, staff, students, parents, and other relevant parties, to work / participate in order to achieve those objectives."
The success of a school depends on the headmaster in the move, and manage all the educational resources available. Leadership headmaster is one of the factors that can encourage the school to be able to realize the vision, mission, goals and objectives of the school that had been planned. Therefore, the headmaster claimed to have the ability of management and strong leadership to be able to take decisions and initiatives to improve the quality of school across the curriculum, especially in the administration.
2. Principals as Leaders in Education
Leader in fact is someone who has the ability to influence the behavior of others in his work by using power. The power here is the ability to direct and influence subordinates with respect to tasks hars implementation.
Head of school as educational leaders, seen from the status and means of appointment belongs to the official leaders or formal leader or leader status. Being a leader in school education, means getting the highest position in his environment, following his power, facilities, equipment, and advantages inherent in leadership positions. But the core leadership is not in a position yet on the function or task.
Overall duties and responsibilities of the school, according to Joshua Burhanuddin, classified in two areas namely;
a. Tasks in the field of administration
b. Task preformance field of supervision
Next task headmaster is described as follows:
a. Task headmaster in administration
These tasks associated with the activities of providing, managing, maintaining, and material and energy facilities complement personal madrasah. Administrative management classified into 6 areas:
1. Management of teaching
2. Management student
3. Personnel Management
4. Management of infrastructure
5. Management of archives
6. Financial management.
b. The task of the head of school in the field of supervision
As supervision headmaster in charge of providing guidance, assistance, monitoring, and evaluation of technical issues relating to the maintenance and development of education, as well as teaching and education to create a better situation. The chief task of the school in the field of supervision, namely:
1) Guiding teachers and employees in order to understand clearly the purpose of education and teaching.
2) To assist teachers and employees in order to obtain better teaching skills.
3) Selecting and assign the most suitable for teachers and employees according to their interests and talents.
4) Provide guidance wise to teachers and employees.
5) Provide effective leadership and democratic, for the growth of teachers and employees of the department.
6) To foster and develop a harmonious relationship and cooperation between the school and school staff members with the public.
Headmaster role as a leading operator in the implementation of education and teaching, to perform tasks well, the headmaster demanded a variety of ways and techniques of supervision, particularly in connection with the execution of the duties of teachers and employees, in the growth department.
As a supervisor, a leader should perform their duties in a democratic, to respect the opinion of teachers, and provide the opportunity for teachers to express ideas and opinions. The decision was made by consensus for the goals to be achieved is a common goal.
In this case, as argued by Moh. Rifa'I, head of school in the exercise of supervision should take into account the following principles:
1) Supervision is constructive and creative.
2) Based Supervision must be true.
3) supervision should be simple and informal.
4) supervision should provide a feeling of security.
5) Supervision of professional relationships should be based.
6) Supervision should pay attention to attitude.
7) Supervision is not urgent.
8) Supervision of power can not be promoted.
9) Supervision does not find faults and shortcomings.
10) Supervision not expect quick results.
11) Supervision should be freventif, corrective and cooperative.
Thus democratic educational administration will consider the principles and ultimately bring the exchanges of teachers and employees so as to encourage the initiative. Therefore, the headmaster as supervisor and as a leader in education, should choose to use a democratic school administration.
3. Role of Principals As Administrator
The head of the school has a very important role to improve the quality of the school. Headmaster as leader and administrator also determines an increase in learning.
The head of the school as an administrator has a very close relationship with the management of administrative activities that are recording, preparation and documentation of the entire school program. Specifically, the headmaster should have the ability to manage curriculum, administration manage learners, managing personnel administration, managing the administration of infrastructure, manage the administration of archives, and manages financial administration. These activities should be carried out effectively and efficiently in order to support the school productivity.
In this case the head of the school as an administrator responsible for the smooth implementation of education and teaching in the madrassas. Therefore, to be able to perform his duties well, headmaster should understand, control, and able to carry out activities related to its function as an educational administrator.In the dictionary of the Indonesian word "effort" means: operations; intellect; initiative (to achieve a purpose, solve problems, find a way out). While the word "Principals" means: people (teachers) who led a madrasa.
The notion of "local headmaster" is a business person (teacher) who led a madrasa in reaching specific goals and objectives. "
"Leadership is the way the school head or the head of the school in order to influence, encourage, guide, direct, and motivate teachers, staff, students, parents, and other relevant parties, to work / participate in order to achieve those objectives."
The success of a school depends on the headmaster in the move, and manage all the educational resources available. Leadership headmaster is one of the factors that can encourage the school to be able to realize the vision, mission, goals and objectives of the school that had been planned. Therefore, the headmaster claimed to have the ability of management and strong leadership to be able to take decisions and initiatives to improve the quality of school across the curriculum, especially in the administration.
2. Principals as Leaders in Education
Leader in fact is someone who has the ability to influence the behavior of others in his work by using power. The power here is the ability to direct and influence subordinates with respect to tasks hars implementation.
Head of school as educational leaders, seen from the status and means of appointment belongs to the official leaders or formal leader or leader status. Being a leader in school education, means getting the highest position in his environment, following his power, facilities, equipment, and advantages inherent in leadership positions. But the core leadership is not in a position yet on the function or task.
Overall duties and responsibilities of the school, according to Joshua Burhanuddin, classified in two areas namely;
a. Tasks in the field of administration
b. Task preformance field of supervision
Next task headmaster is described as follows:
a. Task headmaster in administration
These tasks associated with the activities of providing, managing, maintaining, and material and energy facilities complement personal madrasah. Administrative management classified into 6 areas:
1. Management of teaching
2. Management student
3. Personnel Management
4. Management of infrastructure
5. Management of archives
6. Financial management.
b. The task of the head of school in the field of supervision
As supervision headmaster in charge of providing guidance, assistance, monitoring, and evaluation of technical issues relating to the maintenance and development of education, as well as teaching and education to create a better situation. The chief task of the school in the field of supervision, namely:
1) Guiding teachers and employees in order to understand clearly the purpose of education and teaching.
2) To assist teachers and employees in order to obtain better teaching skills.
3) Selecting and assign the most suitable for teachers and employees according to their interests and talents.
4) Provide guidance wise to teachers and employees.
5) Provide effective leadership and democratic, for the growth of teachers and employees of the department.
6) To foster and develop a harmonious relationship and cooperation between the school and school staff members with the public.
Headmaster role as a leading operator in the implementation of education and teaching, to perform tasks well, the headmaster demanded a variety of ways and techniques of supervision, particularly in connection with the execution of the duties of teachers and employees, in the growth department.
As a supervisor, a leader should perform their duties in a democratic, to respect the opinion of teachers, and provide the opportunity for teachers to express ideas and opinions. The decision was made by consensus for the goals to be achieved is a common goal.
In this case, as argued by Moh. Rifa'I, head of school in the exercise of supervision should take into account the following principles:
1) Supervision is constructive and creative.
2) Based Supervision must be true.
3) supervision should be simple and informal.
4) supervision should provide a feeling of security.
5) Supervision of professional relationships should be based.
6) Supervision should pay attention to attitude.
7) Supervision is not urgent.
8) Supervision of power can not be promoted.
9) Supervision does not find faults and shortcomings.
10) Supervision not expect quick results.
11) Supervision should be freventif, corrective and cooperative.
Thus democratic educational administration will consider the principles and ultimately bring the exchanges of teachers and employees so as to encourage the initiative. Therefore, the headmaster as supervisor and as a leader in education, should choose to use a democratic school administration.
3. Role of Principals As Administrator
The head of the school has a very important role to improve the quality of the school. Headmaster as leader and administrator also determines an increase in learning.
The head of the school as an administrator has a very close relationship with the management of administrative activities that are recording, preparation and documentation of the entire school program. Specifically, the headmaster should have the ability to manage curriculum, administration manage learners, managing personnel administration, managing the administration of infrastructure, manage the administration of archives, and manages financial administration. These activities should be carried out effectively and efficiently in order to support the school productivity.
In this case the head of the school as an administrator responsible for the smooth implementation of education and teaching in the madrassas. Therefore, to be able to perform his duties well, headmaster should understand, control, and able to carry out activities related to its function as an educational administrator.In the dictionary of the Indonesian word "effort" means: operations; intellect; initiative (to achieve a purpose, solve problems, find a way out). While the word "Principals" means: people (teachers) who led a madrasa.
The notion of "local headmaster" is a business person (teacher) who led a madrasa in reaching specific goals and objectives. "
"Leadership is the way the school head or the head of the school in order to influence, encourage, guide, direct, and motivate teachers, staff, students, parents, and other relevant parties, to work / participate in order to achieve those objectives."
The success of a school depends on the headmaster in the move, and manage all the educational resources available. Leadership headmaster is one of the factors that can encourage the school to be able to realize the vision, mission, goals and objectives of the school that had been planned. Therefore, the headmaster claimed to have the ability of management and strong leadership to be able to take decisions and initiatives to improve the quality of school across the curriculum, especially in the administration.
2. Principals as Leaders in Education
Leader in fact is someone who has the ability to influence the behavior of others in his work by using power. The power here is the ability to direct and influence subordinates with respect to tasks hars implementation.
Head of school as educational leaders, seen from the status and means of appointment belongs to the official leaders or formal leader or leader status. Being a leader in school education, means getting the highest position in his environment, following his power, facilities, equipment, and advantages inherent in leadership positions. But the core leadership is not in a position yet on the function or task.
Overall duties and responsibilities of the school, according to Joshua Burhanuddin, classified in two areas namely;
a. Tasks in the field of administration
b. Task preformance field of supervision
Next task headmaster is described as follows:
a. Task headmaster in administration
These tasks associated with the activities of providing, managing, maintaining, and material and energy facilities complement personal madrasah. Administrative management classified into 6 areas:
1. Management of teaching
2. Management student
3. Personnel Management
4. Management of infrastructure
5. Management of archives
6. Financial management.
b. The task of the head of school in the field of supervision
As supervision headmaster in charge of providing guidance, assistance, monitoring, and evaluation of technical issues relating to the maintenance and development of education, as well as teaching and education to create a better situation. The chief task of the school in the field of supervision, namely:
1) Guiding teachers and employees in order to understand clearly the purpose of education and teaching.
2) To assist teachers and employees in order to obtain better teaching skills.
3) Selecting and assign the most suitable for teachers and employees according to their interests and talents.
4) Provide guidance wise to teachers and employees.
5) Provide effective leadership and democratic, for the growth of teachers and employees of the department.
6) To foster and develop a harmonious relationship and cooperation between the school and school staff members with the public.
Headmaster role as a leading operator in the implementation of education and teaching, to perform tasks well, the headmaster demanded a variety of ways and techniques of supervision, particularly in connection with the execution of the duties of teachers and employees, in the growth department.
As a supervisor, a leader should perform their duties in a democratic, to respect the opinion of teachers, and provide the opportunity for teachers to express ideas and opinions. The decision was made by consensus for the goals to be achieved is a common goal.
In this case, as argued by Moh. Rifa'I, head of school in the exercise of supervision should take into account the following principles:
1) Supervision is constructive and creative.
2) Based Supervision must be true.
3) supervision should be simple and informal.
4) supervision should provide a feeling of security.
5) Supervision of professional relationships should be based.
6) Supervision should pay attention to attitude.
7) Supervision is not urgent.
8) Supervision of power can not be promoted.
9) Supervision does not find faults and shortcomings.
10) Supervision not expect quick results.
11) Supervision should be freventif, corrective and cooperative.
Thus democratic educational administration will consider the principles and ultimately bring the exchanges of teachers and employees so as to encourage the initiative. Therefore, the headmaster as supervisor and as a leader in education, should choose to use a democratic school administration.
3. Role of Principals As Administrator
The head of the school has a very important role to improve the quality of the school. Headmaster as leader and administrator also determines an increase in learning.
The head of the school as an administrator has a very close relationship with the management of administrative activities that are recording, preparation and documentation of the entire school program. Specifically, the headmaster should have the ability to manage curriculum, administration manage learners, managing personnel administration, managing the administration of infrastructure, manage the administration of archives, and manages financial administration. These activities should be carried out effectively and efficiently in order to support the school productivity.
In this case the head of the school as an administrator responsible for the smooth implementation of education and teaching in the madrassas. Therefore, to be able to perform his duties well, headmaster should understand, control, and able to carry out activities related to its function as an educational administrator.In the dictionary of the Indonesian word "effort" means: operations; intellect; initiative (to achieve a purpose, solve problems, find a way out). While the word "Principals" means: people (teachers) who led a madrasa.
The notion of "local headmaster" is a business person (teacher) who led a madrasa in reaching specific goals and objectives. "
"Leadership is the way the school head or the head of the school in order to influence, encourage, guide, direct, and motivate teachers, staff, students, parents, and other relevant parties, to work / participate in order to achieve those objectives."
The success of a school depends on the headmaster in the move, and manage all the educational resources available. Leadership headmaster is one of the factors that can encourage the school to be able to realize the vision, mission, goals and objectives of the school that had been planned. Therefore, the headmaster claimed to have the ability of management and strong leadership to be able to take decisions and initiatives to improve the quality of school across the curriculum, especially in the administration.
2. Principals as Leaders in Education
Leader in fact is someone who has the ability to influence the behavior of others in his work by using power. The power here is the ability to direct and influence subordinates with respect to tasks hars implementation.
Head of school as educational leaders, seen from the status and means of appointment belongs to the official leaders or formal leader or leader status. Being a leader in school education, means getting the highest position in his environment, following his power, facilities, equipment, and advantages inherent in leadership positions. But the core leadership is not in a position yet on the function or task.
Overall duties and responsibilities of the school, according to Joshua Burhanuddin, classified in two areas namely;
a. Tasks in the field of administration
b. Task preformance field of supervision
Next task headmaster is described as follows:
a. Task headmaster in administration
These tasks associated with the activities of providing, managing, maintaining, and material and energy facilities complement personal madrasah. Administrative management classified into 6 areas:
1. Management of teaching
2. Management student
3. Personnel Management
4. Management of infrastructure
5. Management of archives
6. Financial management.
b. The task of the head of school in the field of supervision
As supervision headmaster in charge of providing guidance, assistance, monitoring, and evaluation of technical issues relating to the maintenance and development of education, as well as teaching and education to create a better situation. The chief task of the school in the field of supervision, namely:
1) Guiding teachers and employees in order to understand clearly the purpose of education and teaching.
2) To assist teachers and employees in order to obtain better teaching skills.
3) Selecting and assign the most suitable for teachers and employees according to their interests and talents.
4) Provide guidance wise to teachers and employees.
5) Provide effective leadership and democratic, for the growth of teachers and employees of the department.
6) To foster and develop a harmonious relationship and cooperation between the school and school staff members with the public.
Headmaster role as a leading operator in the implementation of education and teaching, to perform tasks well, the headmaster demanded a variety of ways and techniques of supervision, particularly in connection with the execution of the duties of teachers and employees, in the growth department.
As a supervisor, a leader should perform their duties in a democratic, to respect the opinion of teachers, and provide the opportunity for teachers to express ideas and opinions. The decision was made by consensus for the goals to be achieved is a common goal.
In this case, as argued by Moh. Rifa'I, head of school in the exercise of supervision should take into account the following principles:
1) Supervision is constructive and creative.
2) Based Supervision must be true.
3) supervision should be simple and informal.
4) supervision should provide a feeling of security.
5) Supervision of professional relationships should be based.
6) Supervision should pay attention to attitude.
7) Supervision is not urgent.
8) Supervision of power can not be promoted.
9) Supervision does not find faults and shortcomings.
10) Supervision not expect quick results.
11) Supervision should be freventif, corrective and cooperative.
Thus democratic educational administration will consider the principles and ultimately bring the exchanges of teachers and employees so as to encourage the initiative. Therefore, the headmaster as supervisor and as a leader in education, should choose to use a democratic school administration.
3. Role of Principals As Administrator
The head of the school has a very important role to improve the quality of the school. Headmaster as leader and administrator also determines an increase in learning.
The head of the school as an administrator has a very close relationship with the management of administrative activities that are recording, preparation and documentation of the entire school program. Specifically, the headmaster should have the ability to manage curriculum, administration manage learners, managing personnel administration, managing the administration of infrastructure, manage the administration of archives, and manages financial administration. These activities should be carried out effectively and efficiently in order to support the school productivity.
In this case the head of the school as an administrator responsible for the smooth implementation of education and teaching in the madrassas. Therefore, to be able to perform his duties well, headmaster should understand, control, and able to carry out activities related to its function as an educational administrator.In the dictionary of the Indonesian word "effort" means: operations; intellect; initiative (to achieve a purpose, solve problems, find a way out). While the word "Principals" means: people (teachers) who led a madrasa.
The notion of "local headmaster" is a business person (teacher) who led a madrasa in reaching specific goals and objectives. "
"Leadership is the way the school head or the head of the school in order to influence, encourage, guide, direct, and motivate teachers, staff, students, parents, and other relevant parties, to work / participate in order to achieve those objectives."
The success of a school depends on the headmaster in the move, and manage all the educational resources available. Leadership headmaster is one of the factors that can encourage the school to be able to realize the vision, mission, goals and objectives of the school that had been planned. Therefore, the headmaster claimed to have the ability of management and strong leadership to be able to take decisions and initiatives to improve the quality of school across the curriculum, especially in the administration.
2. Principals as Leaders in Education
Leader in fact is someone who has the ability to influence the behavior of others in his work by using power. The power here is the ability to direct and influence subordinates with respect to tasks hars implementation.
Head of school as educational leaders, seen from the status and means of appointment belongs to the official leaders or formal leader or leader status. Being a leader in school education, means getting the highest position in his environment, following his power, facilities, equipment, and advantages inherent in leadership positions. But the core leadership is not in a position yet on the function or task.
Overall duties and responsibilities of the school, according to Joshua Burhanuddin, classified in two areas namely;
a. Tasks in the field of administration
b. Task preformance field of supervision
Next task headmaster is described as follows:
a. Task headmaster in administration
These tasks associated with the activities of providing, managing, maintaining, and material and energy facilities complement personal madrasah. Administrative management classified into 6 areas:
1. Management of teaching
2. Management student
3. Personnel Management
4. Management of infrastructure
5. Management of archives
6. Financial management.
b. The task of the head of school in the field of supervision
As supervision headmaster in charge of providing guidance, assistance, monitoring, and evaluation of technical issues relating to the maintenance and development of education, as well as teaching and education to create a better situation. The chief task of the school in the field of supervision, namely:
1) Guiding teachers and employees in order to understand clearly the purpose of education and teaching.
2) To assist teachers and employees in order to obtain better teaching skills.
3) Selecting and assign the most suitable for teachers and employees according to their interests and talents.
4) Provide guidance wise to teachers and employees.
5) Provide effective leadership and democratic, for the growth of teachers and employees of the department.
6) To foster and develop a harmonious relationship and cooperation between the school and school staff members with the public.
Headmaster role as a leading operator in the implementation of education and teaching, to perform tasks well, the headmaster demanded a variety of ways and techniques of supervision, particularly in connection with the execution of the duties of teachers and employees, in the growth department.
As a supervisor, a leader should perform their duties in a democratic, to respect the opinion of teachers, and provide the opportunity for teachers to express ideas and opinions. The decision was made by consensus for the goals to be achieved is a common goal.
In this case, as argued by Moh. Rifa'I, head of school in the exercise of supervision should take into account the following principles:
1) Supervision is constructive and creative.
2) Based Supervision must be true.
3) supervision should be simple and informal.
4) supervision should provide a feeling of security.
5) Supervision of professional relationships should be based.
6) Supervision should pay attention to attitude.
7) Supervision is not urgent.
8) Supervision of power can not be promoted.
9) Supervision does not find faults and shortcomings.
10) Supervision not expect quick results.
11) Supervision should be freventif, corrective and cooperative.
Thus democratic educational administration will consider the principles and ultimately bring the exchanges of teachers and employees so as to encourage the initiative. Therefore, the headmaster as supervisor and as a leader in education, should choose to use a democratic school administration.
3. Role of Principals As Administrator
The head of the school has a very important role to improve the quality of the school. Headmaster as leader and administrator also determines an increase in learning.
The head of the school as an administrator has a very close relationship with the management of administrative activities that are recording, preparation and documentation of the entire school program. Specifically, the headmaster should have the ability to manage curriculum, administration manage learners, managing personnel administration, managing the administration of infrastructure, manage the administration of archives, and manages financial administration. These activities should be carried out effectively and efficiently in order to support the school productivity.
In this case the head of the school as an administrator responsible for the smooth implementation of education and teaching in the madrassas. Therefore, to be able to perform his duties well, headmaster should understand, control, and able to carry out activities related to its function as an educational administrator.In the dictionary of the Indonesian word "effort" means: operations; intellect; initiative (to achieve a purpose, solve problems, find a way out). While the word "Principals" means: people (teachers) who led a madrasa.
The notion of "local headmaster" is a business person (teacher) who led a madrasa in reaching specific goals and objectives. "
"Leadership is the way the school head or the head of the school in order to influence, encourage, guide, direct, and motivate teachers, staff, students, parents, and other relevant parties, to work / participate in order to achieve those objectives."
The success of a school depends on the headmaster in the move, and manage all the educational resources available. Leadership headmaster is one of the factors that can encourage the school to be able to realize the vision, mission, goals and objectives of the school that had been planned. Therefore, the headmaster claimed to have the ability of management and strong leadership to be able to take decisions and initiatives to improve the quality of school across the curriculum, especially in the administration.
2. Principals as Leaders in Education
Leader in fact is someone who has the ability to influence the behavior of others in his work by using power. The power here is the ability to direct and influence subordinates with respect to tasks hars implementation.
Head of school as educational leaders, seen from the status and means of appointment belongs to the official leaders or formal leader or leader status. Being a leader in school education, means getting the highest position in his environment, following his power, facilities, equipment, and advantages inherent in leadership positions. But the core leadership is not in a position yet on the function or task.
Overall duties and responsibilities of the school, according to Joshua Burhanuddin, classified in two areas namely;
a. Tasks in the field of administration
b. Task preformance field of supervision
Next task headmaster is described as follows:
a. Task headmaster in administration
These tasks associated with the activities of providing, managing, maintaining, and material and energy facilities complement personal madrasah. Administrative management classified into 6 areas:
1. Management of teaching
2. Management student
3. Personnel Management
4. Management of infrastructure
5. Management of archives
6. Financial management.
b. The task of the head of school in the field of supervision
As supervision headmaster in charge of providing guidance, assistance, monitoring, and evaluation of technical issues relating to the maintenance and development of education, as well as teaching and education to create a better situation. The chief task of the school in the field of supervision, namely:
1) Guiding teachers and employees in order to understand clearly the purpose of education and teaching.
2) To assist teachers and employees in order to obtain better teaching skills.
3) Selecting and assign the most suitable for teachers and employees according to their interests and talents.
4) Provide guidance wise to teachers and employees.
5) Provide effective leadership and democratic, for the growth of teachers and employees of the department.
6) To foster and develop a harmonious relationship and cooperation between the school and school staff members with the public.
Headmaster role as a leading operator in the implementation of education and teaching, to perform tasks well, the headmaster demanded a variety of ways and techniques of supervision, particularly in connection with the execution of the duties of teachers and employees, in the growth department.
As a supervisor, a leader should perform their duties in a democratic, to respect the opinion of teachers, and provide the opportunity for teachers to express ideas and opinions. The decision was made by consensus for the goals to be achieved is a common goal.
In this case, as argued by Moh. Rifa'I, head of school in the exercise of supervision should take into account the following principles:
1) Supervision is constructive and creative.
2) Based Supervision must be true.
3) supervision should be simple and informal.
4) supervision should provide a feeling of security.
5) Supervision of professional relationships should be based.
6) Supervision should pay attention to attitude.
7) Supervision is not urgent.
8) Supervision of power can not be promoted.
9) Supervision does not find faults and shortcomings.
10) Supervision not expect quick results.
11) Supervision should be freventif, corrective and cooperative.
Thus democratic educational administration will consider the principles and ultimately bring the exchanges of teachers and employees so as to encourage the initiative. Therefore, the headmaster as supervisor and as a leader in education, should choose to use a democratic school administration.
3. Role of Principals As Administrator
The head of the school has a very important role to improve the quality of the school. Headmaster as leader and administrator also determines an increase in learning.
The head of the school as an administrator has a very close relationship with the management of administrative activities that are recording, preparation and documentation of the entire school program. Specifically, the headmaster should have the ability to manage curriculum, administration manage learners, managing personnel administration, managing the administration of infrastructure, manage the administration of archives, and manages financial administration. These activities should be carried out effectively and efficiently in order to support the school productivity.
In this case the head of the school as an administrator responsible for the smooth implementation of education and teaching in the madrassas. Therefore, to be able to perform his duties well, headmaster should understand, control, and able to carry out activities related to its function as an educational administrator.In the dictionary of the Indonesian word "effort" means: operations; intellect; initiative (to achieve a purpose, solve problems, find a way out). While the word "Principals" means: people (teachers) who led a madrasa.
The notion of "local headmaster" is a business person (teacher) who led a madrasa in reaching specific goals and objectives. "
"Leadership is the way the school head or the head of the school in order to influence, encourage, guide, direct, and motivate teachers, staff, students, parents, and other relevant parties, to work / participate in order to achieve those objectives."
The success of a school depends on the headmaster in the move, and manage all the educational resources available. Leadership headmaster is one of the factors that can encourage the school to be able to realize the vision, mission, goals and objectives of the school that had been planned. Therefore, the headmaster claimed to have the ability of management and strong leadership to be able to take decisions and initiatives to improve the quality of school across the curriculum, especially in the administration.
2. Principals as Leaders in Education
Leader in fact is someone who has the ability to influence the behavior of others in his work by using power. The power here is the ability to direct and influence subordinates with respect to tasks hars implementation.
Head of school as educational leaders, seen from the status and means of appointment belongs to the official leaders or formal leader or leader status. Being a leader in school education, means getting the highest position in his environment, following his power, facilities, equipment, and advantages inherent in leadership positions. But the core leadership is not in a position yet on the function or task.
Overall duties and responsibilities of the school, according to Joshua Burhanuddin, classified in two areas namely;
a. Tasks in the field of administration
b. Task preformance field of supervision
Next task headmaster is described as follows:
a. Task headmaster in administration
These tasks associated with the activities of providing, managing, maintaining, and material and energy facilities complement personal madrasah. Administrative management classified into 6 areas:
1. Management of teaching
2. Management student
3. Personnel Management
4. Management of infrastructure
5. Management of archives
6. Financial management.
b. The task of the head of school in the field of supervision
As supervision headmaster in charge of providing guidance, assistance, monitoring, and evaluation of technical issues relating to the maintenance and development of education, as well as teaching and education to create a better situation. The chief task of the school in the field of supervision, namely:
1) Guiding teachers and employees in order to understand clearly the purpose of education and teaching.
2) To assist teachers and employees in order to obtain better teaching skills.
3) Selecting and assign the most suitable for teachers and employees according to their interests and talents.
4) Provide guidance wise to teachers and employees.
5) Provide effective leadership and democratic, for the growth of teachers and employees of the department.
6) To foster and develop a harmonious relationship and cooperation between the school and school staff members with the public.
Headmaster role as a leading operator in the implementation of education and teaching, to perform tasks well, the headmaster demanded a variety of ways and techniques of supervision, particularly in connection with the execution of the duties of teachers and employees, in the growth department.
As a supervisor, a leader should perform their duties in a democratic, to respect the opinion of teachers, and provide the opportunity for teachers to express ideas and opinions. The decision was made by consensus for the goals to be achieved is a common goal.
In this case, as argued by Moh. Rifa'I, head of school in the exercise of supervision should take into account the following principles:
1) Supervision is constructive and creative.
2) Based Supervision must be true.
3) supervision should be simple and informal.
4) supervision should provide a feeling of security.
5) Supervision of professional relationships should be based.
6) Supervision should pay attention to attitude.
7) Supervision is not urgent.
8) Supervision of power can not be promoted.
9) Supervision does not find faults and shortcomings.
10) Supervision not expect quick results.
11) Supervision should be freventif, corrective and cooperative.
Thus democratic educational administration will consider the principles and ultimately bring the exchanges of teachers and employees so as to encourage the initiative. Therefore, the headmaster as supervisor and as a leader in education, should choose to use a democratic school administration.
3. Role of Principals As Administrator
The head of the school has a very important role to improve the quality of the school. Headmaster as leader and administrator also determines an increase in learning.
The head of the school as an administrator has a very close relationship with the management of administrative activities that are recording, preparation and documentation of the entire school program. Specifically, the headmaster should have the ability to manage curriculum, administration manage learners, managing personnel administration, managing the administration of infrastructure, manage the administration of archives, and manages financial administration. These activities should be carried out effectively and efficiently in order to support the school productivity.
In this case the head of the school as an administrator responsible for the smooth implementation of education and teaching in the madrassas. Therefore, to be able to perform his duties well, headmaster should understand, control, and able to carry out activities related to its function as an educational administrator.In the dictionary of the Indonesian word "effort" means: operations; intellect; initiative (to achieve a purpose, solve problems, find a way out). While the word "Principals" means: people (teachers) who led a madrasa.
The notion of "local headmaster" is a business person (teacher) who led a madrasa in reaching specific goals and objectives. "
"Leadership is the way the school head or the head of the school in order to influence, encourage, guide, direct, and motivate teachers, staff, students, parents, and other relevant parties, to work / participate in order to achieve those objectives."
The success of a school depends on the headmaster in the move, and manage all the educational resources available. Leadership headmaster is one of the factors that can encourage the school to be able to realize the vision, mission, goals and objectives of the school that had been planned. Therefore, the headmaster claimed to have the ability of management and strong leadership to be able to take decisions and initiatives to improve the quality of school across the curriculum, especially in the administration.
2. Principals as Leaders in Education
Leader in fact is someone who has the ability to influence the behavior of others in his work by using power. The power here is the ability to direct and influence subordinates with respect to tasks hars implementation.
Head of school as educational leaders, seen from the status and means of appointment belongs to the official leaders or formal leader or leader status. Being a leader in school education, means getting the highest position in his environment, following his power, facilities, equipment, and advantages inherent in leadership positions. But the core leadership is not in a position yet on the function or task.
Overall duties and responsibilities of the school, according to Joshua Burhanuddin, classified in two areas namely;
a. Tasks in the field of administration
b. Task preformance field of supervision
Next task headmaster is described as follows:
a. Task headmaster in administration
These tasks associated with the activities of providing, managing, maintaining, and material and energy facilities complement personal madrasah. Administrative management classified into 6 areas:
1. Management of teaching
2. Management student
3. Personnel Management
4. Management of infrastructure
5. Management of archives
6. Financial management.
b. The task of the head of school in the field of supervision
As supervision headmaster in charge of providing guidance, assistance, monitoring, and evaluation of technical issues relating to the maintenance and development of education, as well as teaching and education to create a better situation. The chief task of the school in the field of supervision, namely:
1) Guiding teachers and employees in order to understand clearly the purpose of education and teaching.
2) To assist teachers and employees in order to obtain better teaching skills.
3) Selecting and assign the most suitable for teachers and employees according to their interests and talents.
4) Provide guidance wise to teachers and employees.
5) Provide effective leadership and democratic, for the growth of teachers and employees of the department.
6) To foster and develop a harmonious relationship and cooperation between the school and school staff members with the public.
Headmaster role as a leading operator in the implementation of education and teaching, to perform tasks well, the headmaster demanded a variety of ways and techniques of supervision, particularly in connection with the execution of the duties of teachers and employees, in the growth department.
As a supervisor, a leader should perform their duties in a democratic, to respect the opinion of teachers, and provide the opportunity for teachers to express ideas and opinions. The decision was made by consensus for the goals to be achieved is a common goal.
In this case, as argued by Moh. Rifa'I, head of school in the exercise of supervision should take into account the following principles:
1) Supervision is constructive and creative.
2) Based Supervision must be true.
3) supervision should be simple and informal.
4) supervision should provide a feeling of security.
5) Supervision of professional relationships should be based.
6) Supervision should pay attention to attitude.
7) Supervision is not urgent.
8) Supervision of power can not be promoted.
9) Supervision does not find faults and shortcomings.
10) Supervision not expect quick results.
11) Supervision should be freventif, corrective and cooperative.
Thus democratic educational administration will consider the principles and ultimately bring the exchanges of teachers and employees so as to encourage the initiative. Therefore, the headmaster as supervisor and as a leader in education, should choose to use a democratic school administration.
3. Role of Principals As Administrator
The head of the school has a very important role to improve the quality of the school. Headmaster as leader and administrator also determines an increase in learning.
The head of the school as an administrator has a very close relationship with the management of administrative activities that are recording, preparation and documentation of the entire school program. Specifically, the headmaster should have the ability to manage curriculum, administration manage learners, managing personnel administration, managing the administration of infrastructure, manage the administration of archives, and manages financial administration. These activities should be carried out effectively and efficiently in order to support the school productivity.
In this case the head of the school as an administrator responsible for the smooth implementation of education and teaching in the madrassas. Therefore, to be able to perform his duties well, headmaster should understand, control, and able to carry out activities related to its function as an educational administrator.In the dictionary of the Indonesian word "effort" means: operations; intellect; initiative (to achieve a purpose, solve problems, find a way out). While the word "Principals" means: people (teachers) who led a madrasa.
The notion of "local headmaster" is a business person (teacher) who led a madrasa in reaching specific goals and objectives. "
"Leadership is the way the school head or the head of the school in order to influence, encourage, guide, direct, and motivate teachers, staff, students, parents, and other relevant parties, to work / participate in order to achieve those objectives."
The success of a school depends on the headmaster in the move, and manage all the educational resources available. Leadership headmaster is one of the factors that can encourage the school to be able to realize the vision, mission, goals and objectives of the school that had been planned. Therefore, the headmaster claimed to have the ability of management and strong leadership to be able to take decisions and initiatives to improve the quality of school across the curriculum, especially in the administration.
2. Principals as Leaders in Education
Leader in fact is someone who has the ability to influence the behavior of others in his work by using power. The power here is the ability to direct and influence subordinates with respect to tasks hars implementation.
Head of school as educational leaders, seen from the status and means of appointment belongs to the official leaders or formal leader or leader status. Being a leader in school education, means getting the highest position in his environment, following his power, facilities, equipment, and advantages inherent in leadership positions. But the core leadership is not in a position yet on the function or task.
Overall duties and responsibilities of the school, according to Joshua Burhanuddin, classified in two areas namely;
a. Tasks in the field of administration
b. Task preformance field of supervision
Next task headmaster is described as follows:
a. Task headmaster in administration
These tasks associated with the activities of providing, managing, maintaining, and material and energy facilities complement personal madrasah. Administrative management classified into 6 areas:
1. Management of teaching
2. Management student
3. Personnel Management
4. Management of infrastructure
5. Management of archives
6. Financial management.
b. The task of the head of school in the field of supervision
As supervision headmaster in charge of providing guidance, assistance, monitoring, and evaluation of technical issues relating to the maintenance and development of education, as well as teaching and education to create a better situation. The chief task of the school in the field of supervision, namely:
1) Guiding teachers and employees in order to understand clearly the purpose of education and teaching.
2) To assist teachers and employees in order to obtain better teaching skills.
3) Selecting and assign the most suitable for teachers and employees according to their interests and talents.
4) Provide guidance wise to teachers and employees.
5) Provide effective leadership and democratic, for the growth of teachers and employees of the department.
6) To foster and develop a harmonious relationship and cooperation between the school and school staff members with the public.
Headmaster role as a leading operator in the implementation of education and teaching, to perform tasks well, the headmaster demanded a variety of ways and techniques of supervision, particularly in connection with the execution of the duties of teachers and employees, in the growth department.
As a supervisor, a leader should perform their duties in a democratic, to respect the opinion of teachers, and provide the opportunity for teachers to express ideas and opinions. The decision was made by consensus for the goals to be achieved is a common goal.
In this case, as argued by Moh. Rifa'I, head of school in the exercise of supervision should take into account the following principles:
1) Supervision is constructive and creative.
2) Based Supervision must be true.
3) supervision should be simple and informal.
4) supervision should provide a feeling of security.
5) Supervision of professional relationships should be based.
6) Supervision should pay attention to attitude.
7) Supervision is not urgent.
8) Supervision of power can not be promoted.
9) Supervision does not find faults and shortcomings.
10) Supervision not expect quick results.
11) Supervision should be freventif, corrective and cooperative.
Thus democratic educational administration will consider the principles and ultimately bring the exchanges of teachers and employees so as to encourage the initiative. Therefore, the headmaster as supervisor and as a leader in education, should choose to use a democratic school administration.
3. Role of Principals As Administrator
The head of the school has a very important role to improve the quality of the school. Headmaster as leader and administrator also determines an increase in learning.
The head of the school as an administrator has a very close relationship with the management of administrative activities that are recording, preparation and documentation of the entire school program. Specifically, the headmaster should have the ability to manage curriculum, administration manage learners, managing personnel administration, managing the administration of infrastructure, manage the administration of archives, and manages financial administration. These activities should be carried out effectively and efficiently in order to support the school productivity.
In this case the head of the school as an administrator responsible for the smooth implementation of education and teaching in the madrassas. Therefore, to be able to perform his duties well, headmaster should understand, control, and able to carry out activities related to its function as an educational administrator.In the dictionary of the Indonesian word "effort" means: operations; intellect; initiative (to achieve a purpose, solve problems, find a way out). While the word "Principals" means: people (teachers) who led a madrasa.
The notion of "local headmaster" is a business person (teacher) who led a madrasa in reaching specific goals and objectives. "
"Leadership is the way the school head or the head of the school in order to influence, encourage, guide, direct, and motivate teachers, staff, students, parents, and other relevant parties, to work / participate in order to achieve those objectives."
The success of a school depends on the headmaster in the move, and manage all the educational resources available. Leadership headmaster is one of the factors that can encourage the school to be able to realize the vision, mission, goals and objectives of the school that had been planned. Therefore, the headmaster claimed to have the ability of management and strong leadership to be able to take decisions and initiatives to improve the quality of school across the curriculum, especially in the administration.
2. Principals as Leaders in Education
Leader in fact is someone who has the ability to influence the behavior of others in his work by using power. The power here is the ability to direct and influence subordinates with respect to tasks hars implementation.
Head of school as educational leaders, seen from the status and means of appointment belongs to the official leaders or formal leader or leader status. Being a leader in school education, means getting the highest position in his environment, following his power, facilities, equipment, and advantages inherent in leadership positions. But the core leadership is not in a position yet on the function or task.
Overall duties and responsibilities of the school, according to Joshua Burhanuddin, classified in two areas namely;
a. Tasks in the field of administration
b. Task preformance field of supervision
Next task headmaster is described as follows:
a. Task headmaster in administration
These tasks associated with the activities of providing, managing, maintaining, and material and energy facilities complement personal madrasah. Administrative management classified into 6 areas:
1. Management of teaching
2. Management student
3. Personnel Management
4. Management of infrastructure
5. Management of archives
6. Financial management.
b. The task of the head of school in the field of supervision
As supervision headmaster in charge of providing guidance, assistance, monitoring, and evaluation of technical issues relating to the maintenance and development of education, as well as teaching and education to create a better situation. The chief task of the school in the field of supervision, namely:
1) Guiding teachers and employees in order to understand clearly the purpose of education and teaching.
2) To assist teachers and employees in order to obtain better teaching skills.
3) Selecting and assign the most suitable for teachers and employees according to their interests and talents.
4) Provide guidance wise to teachers and employees.
5) Provide effective leadership and democratic, for the growth of teachers and employees of the department.
6) To foster and develop a harmonious relationship and cooperation between the school and school staff members with the public.
Headmaster role as a leading operator in the implementation of education and teaching, to perform tasks well, the headmaster demanded a variety of ways and techniques of supervision, particularly in connection with the execution of the duties of teachers and employees, in the growth department.
As a supervisor, a leader should perform their duties in a democratic, to respect the opinion of teachers, and provide the opportunity for teachers to express ideas and opinions. The decision was made by consensus for the goals to be achieved is a common goal.
In this case, as argued by Moh. Rifa'I, head of school in the exercise of supervision should take into account the following principles:
1) Supervision is constructive and creative.
2) Based Supervision must be true.
3) supervision should be simple and informal.
4) supervision should provide a feeling of security.
5) Supervision of professional relationships should be based.
6) Supervision should pay attention to attitude.
7) Supervision is not urgent.
8) Supervision of power can not be promoted.
9) Supervision does not find faults and shortcomings.
10) Supervision not expect quick results.
11) Supervision should be freventif, corrective and cooperative.
Thus democratic educational administration will consider the principles and ultimately bring the exchanges of teachers and employees so as to encourage the initiative. Therefore, the headmaster as supervisor and as a leader in education, should choose to use a democratic school administration.
3. Role of Principals As Administrator
The head of the school has a very important role to improve the quality of the school. Headmaster as leader and administrator also determines an increase in learning.
The head of the school as an administrator has a very close relationship with the management of administrative activities that are recording, preparation and documentation of the entire school program. Specifically, the headmaster should have the ability to manage curriculum, administration manage learners, managing personnel administration, managing the administration of infrastructure, manage the administration of archives, and manages financial administration. These activities should be carried out effectively and efficiently in order to support the school productivity.
In this case the head of the school as an administrator responsible for the smooth implementation of education and teaching in the madrassas. Therefore, to be able to perform his duties well, headmaster should understand, control, and able to carry out activities related to its function as an educational administrator.In the dictionary of the Indonesian word "effort" means: operations; intellect; initiative (to achieve a purpose, solve problems, find a way out). While the word "Principals" means: people (teachers) who led a madrasa.
The notion of "local headmaster" is a business person (teacher) who led a madrasa in reaching specific goals and objectives. "
"Leadership is the way the school head or the head of the school in order to influence, encourage, guide, direct, and motivate teachers, staff, students, parents, and other relevant parties, to work / participate in order to achieve those objectives."
The success of a school depends on the headmaster in the move, and manage all the educational resources available. Leadership headmaster is one of the factors that can encourage the school to be able to realize the vision, mission, goals and objectives of the school that had been planned. Therefore, the headmaster claimed to have the ability of management and strong leadership to be able to take decisions and initiatives to improve the quality of school across the curriculum, especially in the administration.
2. Principals as Leaders in Education
Leader in fact is someone who has the ability to influence the behavior of others in his work by using power. The power here is the ability to direct and influence subordinates with respect to tasks hars implementation.
Head of school as educational leaders, seen from the status and means of appointment belongs to the official leaders or formal leader or leader status. Being a leader in school education, means getting the highest position in his environment, following his power, facilities, equipment, and advantages inherent in leadership positions. But the core leadership is not in a position yet on the function or task.
Overall duties and responsibilities of the school, according to Joshua Burhanuddin, classified in two areas namely;
a. Tasks in the field of administration
b. Task preformance field of supervision
Next task headmaster is described as follows:
a. Task headmaster in administration
These tasks associated with the activities of providing, managing, maintaining, and material and energy facilities complement personal madrasah. Administrative management classified into 6 areas:
1. Management of teaching
2. Management student
3. Personnel Management
4. Management of infrastructure
5. Management of archives
6. Financial management.
b. The task of the head of school in the field of supervision
As supervision headmaster in charge of providing guidance, assistance, monitoring, and evaluation of technical issues relating to the maintenance and development of education, as well as teaching and education to create a better situation. The chief task of the school in the field of supervision, namely:
1) Guiding teachers and employees in order to understand clearly the purpose of education and teaching.
2) To assist teachers and employees in order to obtain better teaching skills.
3) Selecting and assign the most suitable for teachers and employees according to their interests and talents.
4) Provide guidance wise to teachers and employees.
5) Provide effective leadership and democratic, for the growth of teachers and employees of the department.
6) To foster and develop a harmonious relationship and cooperation between the school and school staff members with the public.
Headmaster role as a leading operator in the implementation of education and teaching, to perform tasks well, the headmaster demanded a variety of ways and techniques of supervision, particularly in connection with the execution of the duties of teachers and employees, in the growth department.
As a supervisor, a leader should perform their duties in a democratic, to respect the opinion of teachers, and provide the opportunity for teachers to express ideas and opinions. The decision was made by consensus for the goals to be achieved is a common goal.
In this case, as argued by Moh. Rifa'I, head of school in the exercise of supervision should take into account the following principles:
1) Supervision is constructive and creative.
2) Based Supervision must be true.
3) supervision should be simple and informal.
4) supervision should provide a feeling of security.
5) Supervision of professional relationships should be based.
6) Supervision should pay attention to attitude.
7) Supervision is not urgent.
8) Supervision of power can not be promoted.
9) Supervision does not find faults and shortcomings.
10) Supervision not expect quick results.
11) Supervision should be freventif, corrective and cooperative.
Thus democratic educational administration will consider the principles and ultimately bring the exchanges of teachers and employees so as to encourage the initiative. Therefore, the headmaster as supervisor and as a leader in education, should choose to use a democratic school administration.
3. Role of Principals As Administrator
The head of the school has a very important role to improve the quality of the school. Headmaster as leader and administrator also determines an increase in learning.
The head of the school as an administrator has a very close relationship with the management of administrative activities that are recording, preparation and documentation of the entire school program. Specifically, the headmaster should have the ability to manage curriculum, administration manage learners, managing personnel administration, managing the administration of infrastructure, manage the administration of archives, and manages financial administration. These activities should be carried out effectively and efficiently in order to support the school productivity.
In this case the head of the school as an administrator responsible for the smooth implementation of education and teaching in the madrassas. Therefore, to be able to perform his duties well, headmaster should understand, control, and able to carry out activities related to its function as an educational administrator.In the dictionary of the Indonesian word "effort" means: operations; intellect; initiative (to achieve a purpose, solve problems, find a way out). While the word "Principals" means: people (teachers) who led a madrasa.
The notion of "local headmaster" is a business person (teacher) who led a madrasa in reaching specific goals and objectives. "
"Leadership is the way the school head or the head of the school in order to influence, encourage, guide, direct, and motivate teachers, staff, students, parents, and other relevant parties, to work / participate in order to achieve those objectives."
The success of a school depends on the headmaster in the move, and manage all the educational resources available. Leadership headmaster is one of the factors that can encourage the school to be able to realize the vision, mission, goals and objectives of the school that had been planned. Therefore, the headmaster claimed to have the ability of management and strong leadership to be able to take decisions and initiatives to improve the quality of school across the curriculum, especially in the administration.
2. Principals as Leaders in Education
Leader in fact is someone who has the ability to influence the behavior of others in his work by using power. The power here is the ability to direct and influence subordinates with respect to tasks hars implementation.
Head of school as educational leaders, seen from the status and means of appointment belongs to the official leaders or formal leader or leader status. Being a leader in school education, means getting the highest position in his environment, following his power, facilities, equipment, and advantages inherent in leadership positions. But the core leadership is not in a position yet on the function or task.
Overall duties and responsibilities of the school, according to Joshua Burhanuddin, classified in two areas namely;
a. Tasks in the field of administration
b. Task preformance field of supervision
Next task headmaster is described as follows:
a. Task headmaster in administration
These tasks associated with the activities of providing, managing, maintaining, and material and energy facilities complement personal madrasah. Administrative management classified into 6 areas:
1. Management of teaching
2. Management student
3. Personnel Management
4. Management of infrastructure
5. Management of archives
6. Financial management.
b. The task of the head of school in the field of supervision
As supervision headmaster in charge of providing guidance, assistance, monitoring, and evaluation of technical issues relating to the maintenance and development of education, as well as teaching and education to create a better situation. The chief task of the school in the field of supervision, namely:
1) Guiding teachers and employees in order to understand clearly the purpose of education and teaching.
2) To assist teachers and employees in order to obtain better teaching skills.
3) Selecting and assign the most suitable for teachers and employees according to their interests and talents.
4) Provide guidance wise to teachers and employees.
5) Provide effective leadership and democratic, for the growth of teachers and employees of the department.
6) To foster and develop a harmonious relationship and cooperation between the school and school staff members with the public.
Headmaster role as a leading operator in the implementation of education and teaching, to perform tasks well, the headmaster demanded a variety of ways and techniques of supervision, particularly in connection with the execution of the duties of teachers and employees, in the growth department.
As a supervisor, a leader should perform their duties in a democratic, to respect the opinion of teachers, and provide the opportunity for teachers to express ideas and opinions. The decision was made by consensus for the goals to be achieved is a common goal.
In this case, as argued by Moh. Rifa'I, head of school in the exercise of supervision should take into account the following principles:
1) Supervision is constructive and creative.
2) Based Supervision must be true.
3) supervision should be simple and informal.
4) supervision should provide a feeling of security.
5) Supervision of professional relationships should be based.
6) Supervision should pay attention to attitude.
7) Supervision is not urgent.
8) Supervision of power can not be promoted.
9) Supervision does not find faults and shortcomings.
10) Supervision not expect quick results.
11) Supervision should be freventif, corrective and cooperative.
Thus democratic educational administration will consider the principles and ultimately bring the exchanges of teachers and employees so as to encourage the initiative. Therefore, the headmaster as supervisor and as a leader in education, should choose to use a democratic school administration.
3. Role of Principals As Administrator
The head of the school has a very important role to improve the quality of the school. Headmaster as leader and administrator also determines an increase in learning.
The head of the school as an administrator has a very close relationship with the management of administrative activities that are recording, preparation and documentation of the entire school program. Specifically, the headmaster should have the ability to manage curriculum, administration manage learners, managing personnel administration, managing the administration of infrastructure, manage the administration of archives, and manages financial administration. These activities should be carried out effectively and efficiently in order to support the school productivity.
In this case the head of the school as an administrator responsible for the smooth implementation of education and teaching in the madrassas. Therefore, to be able to perform his duties well, headmaster should understand, control, and able to carry out activities related to its function as an educational administrator.In the dictionary of the Indonesian word "effort" means: operations; intellect; initiative (to achieve a purpose, solve problems, find a way out). While the word "Principals" means: people (teachers) who led a madrasa.
The notion of "local headmaster" is a business person (teacher) who led a madrasa in reaching specific goals and objectives. "
"Leadership is the way the school head or the head of the school in order to influence, encourage, guide, direct, and motivate teachers, staff, students, parents, and other relevant parties, to work / participate in order to achieve those objectives."
The success of a school depends on the headmaster in the move, and manage all the educational resources available. Leadership headmaster is one of the factors that can encourage the school to be able to realize the vision, mission, goals and objectives of the school that had been planned. Therefore, the headmaster claimed to have the ability of management and strong leadership to be able to take decisions and initiatives to improve the quality of school across the curriculum, especially in the administration.
2. Principals as Leaders in Education
Leader in fact is someone who has the ability to influence the behavior of others in his work by using power. The power here is the ability to direct and influence subordinates with respect to tasks hars implementation.
Head of school as educational leaders, seen from the status and means of appointment belongs to the official leaders or formal leader or leader status. Being a leader in school education, means getting the highest position in his environment, following his power, facilities, equipment, and advantages inherent in leadership positions. But the core leadership is not in a position yet on the function or task.
Overall duties and responsibilities of the school, according to Joshua Burhanuddin, classified in two areas namely;
a. Tasks in the field of administration
b. Task preformance field of supervision
Next task headmaster is described as follows:
a. Task headmaster in administration
These tasks associated with the activities of providing, managing, maintaining, and material and energy facilities complement personal madrasah. Administrative management classified into 6 areas:
1. Management of teaching
2. Management student
3. Personnel Management
4. Management of infrastructure
5. Management of archives
6. Financial management.
b. The task of the head of school in the field of supervision
As supervision headmaster in charge of providing guidance, assistance, monitoring, and evaluation of technical issues relating to the maintenance and development of education, as well as teaching and education to create a better situation. The chief task of the school in the field of supervision, namely:
1) Guiding teachers and employees in order to understand clearly the purpose of education and teaching.
2) To assist teachers and employees in order to obtain better teaching skills.
3) Selecting and assign the most suitable for teachers and employees according to their interests and talents.
4) Provide guidance wise to teachers and employees.
5) Provide effective leadership and democratic, for the growth of teachers and employees of the department.
6) To foster and develop a harmonious relationship and cooperation between the school and school staff members with the public.
Headmaster role as a leading operator in the implementation of education and teaching, to perform tasks well, the headmaster demanded a variety of ways and techniques of supervision, particularly in connection with the execution of the duties of teachers and employees, in the growth department.
As a supervisor, a leader should perform their duties in a democratic, to respect the opinion of teachers, and provide the opportunity for teachers to express ideas and opinions. The decision was made by consensus for the goals to be achieved is a common goal.
In this case, as argued by Moh. Rifa'I, head of school in the exercise of supervision should take into account the following principles:
1) Supervision is constructive and creative.
2) Based Supervision must be true.
3) supervision should be simple and informal.
4) supervision should provide a feeling of security.
5) Supervision of professional relationships should be based.
6) Supervision should pay attention to attitude.
7) Supervision is not urgent.
8) Supervision of power can not be promoted.
9) Supervision does not find faults and shortcomings.
10) Supervision not expect quick results.
11) Supervision should be freventif, corrective and cooperative.
Thus democratic educational administration will consider the principles and ultimately bring the exchanges of teachers and employees so as to encourage the initiative. Therefore, the headmaster as supervisor and as a leader in education, should choose to use a democratic school administration.
3. Role of Principals As Administrator
The head of the school has a very important role to improve the quality of the school. Headmaster as leader and administrator also determines an increase in learning.
The head of the school as an administrator has a very close relationship with the management of administrative activities that are recording, preparation and documentation of the entire school program. Specifically, the headmaster should have the ability to manage curriculum, administration manage learners, managing personnel administration, managing the administration of infrastructure, manage the administration of archives, and manages financial administration. These activities should be carried out effectively and efficiently in order to support the school productivity.
In this case the head of the school as an administrator responsible for the smooth implementation of education and teaching in the madrassas. Therefore, to be able to perform his duties well, headmaster should understand, control, and able to carry out activities related to its function as an educational administrator.In the dictionary of the Indonesian word "effort" means: operations; intellect; initiative (to achieve a purpose, solve problems, find a way out). While the word "Principals" means: people (teachers) who led a madrasa.
The notion of "local headmaster" is a business person (teacher) who led a madrasa in reaching specific goals and objectives. "
"Leadership is the way the school head or the head of the school in order to influence, encourage, guide, direct, and motivate teachers, staff, students, parents, and other relevant parties, to work / participate in order to achieve those objectives."
The success of a school depends on the headmaster in the move, and manage all the educational resources available. Leadership headmaster is one of the factors that can encourage the school to be able to realize the vision, mission, goals and objectives of the school that had been planned. Therefore, the headmaster claimed to have the ability of management and strong leadership to be able to take decisions and initiatives to improve the quality of school across the curriculum, especially in the administration.
2. Principals as Leaders in Education
Leader in fact is someone who has the ability to influence the behavior of others in his work by using power. The power here is the ability to direct and influence subordinates with respect to tasks hars implementation.
Head of school as educational leaders, seen from the status and means of appointment belongs to the official leaders or formal leader or leader status. Being a leader in school education, means getting the highest position in his environment, following his power, facilities, equipment, and advantages inherent in leadership positions. But the core leadership is not in a position yet on the function or task.
Overall duties and responsibilities of the school, according to Joshua Burhanuddin, classified in two areas namely;
a. Tasks in the field of administration
b. Task preformance field of supervision
Next task headmaster is described as follows:
a. Task headmaster in administration
These tasks associated with the activities of providing, managing, maintaining, and material and energy facilities complement personal madrasah. Administrative management classified into 6 areas:
1. Management of teaching
2. Management student
3. Personnel Management
4. Management of infrastructure
5. Management of archives
6. Financial management.
b. The task of the head of school in the field of supervision
As supervision headmaster in charge of providing guidance, assistance, monitoring, and evaluation of technical issues relating to the maintenance and development of education, as well as teaching and education to create a better situation. The chief task of the school in the field of supervision, namely:
1) Guiding teachers and employees in order to understand clearly the purpose of education and teaching.
2) To assist teachers and employees in order to obtain better teaching skills.
3) Selecting and assign the most suitable for teachers and employees according to their interests and talents.
4) Provide guidance wise to teachers and employees.
5) Provide effective leadership and democratic, for the growth of teachers and employees of the department.
6) To foster and develop a harmonious relationship and cooperation between the school and school staff members with the public.
Headmaster role as a leading operator in the implementation of education and teaching, to perform tasks well, the headmaster demanded a variety of ways and techniques of supervision, particularly in connection with the execution of the duties of teachers and employees, in the growth department.
As a supervisor, a leader should perform their duties in a democratic, to respect the opinion of teachers, and provide the opportunity for teachers to express ideas and opinions. The decision was made by consensus for the goals to be achieved is a common goal.
In this case, as argued by Moh. Rifa'I, head of school in the exercise of supervision should take into account the following principles:
1) Supervision is constructive and creative.
2) Based Supervision must be true.
3) supervision should be simple and informal.
4) supervision should provide a feeling of security.
5) Supervision of professional relationships should be based.
6) Supervision should pay attention to attitude.
7) Supervision is not urgent.
8) Supervision of power can not be promoted.
9) Supervision does not find faults and shortcomings.
10) Supervision not expect quick results.
11) Supervision should be freventif, corrective and cooperative.
Thus democratic educational administration will consider the principles and ultimately bring the exchanges of teachers and employees so as to encourage the initiative. Therefore, the headmaster as supervisor and as a leader in education, should choose to use a democratic school administration.
3. Role of Principals As Administrator
The head of the school has a very important role to improve the quality of the school. Headmaster as leader and administrator also determines an increase in learning.
The head of the school as an administrator has a very close relationship with the management of administrative activities that are recording, preparation and documentation of the entire school program. Specifically, the headmaster should have the ability to manage curriculum, administration manage learners, managing personnel administration, managing the administration of infrastructure, manage the administration of archives, and manages financial administration. These activities should be carried out effectively and efficiently in order to support the school productivity.
In this case the head of the school as an administrator responsible for the smooth implementation of education and teaching in the madrassas. Therefore, to be able to perform his duties well, headmaster should understand, control, and able to carry out activities related to its function as an educational administrator.In the dictionary of the Indonesian word "effort" means: operations; intellect; initiative (to achieve a purpose, solve problems, find a way out). While the word "Principals" means: people (teachers) who led a madrasa.
The notion of "local headmaster" is a business person (teacher) who led a madrasa in reaching specific goals and objectives. "
"Leadership is the way the school head or the head of the school in order to influence, encourage, guide, direct, and motivate teachers, staff, students, parents, and other relevant parties, to work / participate in order to achieve those objectives."
The success of a school depends on the headmaster in the move, and manage all the educational resources available. Leadership headmaster is one of the factors that can encourage the school to be able to realize the vision, mission, goals and objectives of the school that had been planned. Therefore, the headmaster claimed to have the ability of management and strong leadership to be able to take decisions and initiatives to improve the quality of school across the curriculum, especially in the administration.
2. Principals as Leaders in Education
Leader in fact is someone who has the ability to influence the behavior of others in his work by using power. The power here is the ability to direct and influence subordinates with respect to tasks hars implementation.
Head of school as educational leaders, seen from the status and means of appointment belongs to the official leaders or formal leader or leader status. Being a leader in school education, means getting the highest position in his environment, following his power, facilities, equipment, and advantages inherent in leadership positions. But the core leadership is not in a position yet on the function or task.
Overall duties and responsibilities of the school, according to Joshua Burhanuddin, classified in two areas namely;
a. Tasks in the field of administration
b. Task preformance field of supervision
Next task headmaster is described as follows:
a. Task headmaster in administration
These tasks associated with the activities of providing, managing, maintaining, and material and energy facilities complement personal madrasah. Administrative management classified into 6 areas:
1. Management of teaching
2. Management student
3. Personnel Management
4. Management of infrastructure
5. Management of archives
6. Financial management.
b. The task of the head of school in the field of supervision
As supervision headmaster in charge of providing guidance, assistance, monitoring, and evaluation of technical issues relating to the maintenance and development of education, as well as teaching and education to create a better situation. The chief task of the school in the field of supervision, namely:
1) Guiding teachers and employees in order to understand clearly the purpose of education and teaching.
2) To assist teachers and employees in order to obtain better teaching skills.
3) Selecting and assign the most suitable for teachers and employees according to their interests and talents.
4) Provide guidance wise to teachers and employees.
5) Provide effective leadership and democratic, for the growth of teachers and employees of the department.
6) To foster and develop a harmonious relationship and cooperation between the school and school staff members with the public.
Headmaster role as a leading operator in the implementation of education and teaching, to perform tasks well, the headmaster demanded a variety of ways and techniques of supervision, particularly in connection with the execution of the duties of teachers and employees, in the growth department.
As a supervisor, a leader should perform their duties in a democratic, to respect the opinion of teachers, and provide the opportunity for teachers to express ideas and opinions. The decision was made by consensus for the goals to be achieved is a common goal.
In this case, as argued by Moh. Rifa'I, head of school in the exercise of supervision should take into account the following principles:
1) Supervision is constructive and creative.
2) Based Supervision must be true.
3) supervision should be simple and informal.
4) supervision should provide a feeling of security.
5) Supervision of professional relationships should be based.
6) Supervision should pay attention to attitude.
7) Supervision is not urgent.
8) Supervision of power can not be promoted.
9) Supervision does not find faults and shortcomings.
10) Supervision not expect quick results.
11) Supervision should be freventif, corrective and cooperative.
Thus democratic educational administration will consider the principles and ultimately bring the exchanges of teachers and employees so as to encourage the initiative. Therefore, the headmaster as supervisor and as a leader in education, should choose to use a democratic school administration.
3. Role of Principals As Administrator
The head of the school has a very important role to improve the quality of the school. Headmaster as leader and administrator also determines an increase in learning.
The head of the school as an administrator has a very close relationship with the management of administrative activities that are recording, preparation and documentation of the entire school program. Specifically, the headmaster should have the ability to manage curriculum, administration manage learners, managing personnel administration, managing the administration of infrastructure, manage the administration of archives, and manages financial administration. These activities should be carried out effectively and efficiently in order to support the school productivity.
In this case the head of the school as an administrator responsible for the smooth implementation of education and teaching in the madrassas. Therefore, to be able to perform his duties well, headmaster should understand, control, and able to carry out activities related to its function as an educational administrator.In the dictionary of the Indonesian word "effort" means: operations; intellect; initiative (to achieve a purpose, solve problems, find a way out). While the word "Principals" means: people (teachers) who led a madrasa.
The notion of "local headmaster" is a business person (teacher) who led a madrasa in reaching specific goals and objectives. "
"Leadership is the way the school head or the head of the school in order to influence, encourage, guide, direct, and motivate teachers, staff, students, parents, and other relevant parties, to work / participate in order to achieve those objectives."
The success of a school depends on the headmaster in the move, and manage all the educational resources available. Leadership headmaster is one of the factors that can encourage the school to be able to realize the vision, mission, goals and objectives of the school that had been planned. Therefore, the headmaster claimed to have the ability of management and strong leadership to be able to take decisions and initiatives to improve the quality of school across the curriculum, especially in the administration.
2. Principals as Leaders in Education
Leader in fact is someone who has the ability to influence the behavior of others in his work by using power. The power here is the ability to direct and influence subordinates with respect to tasks hars implementation.
Head of school as educational leaders, seen from the status and means of appointment belongs to the official leaders or formal leader or leader status. Being a leader in school education, means getting the highest position in his environment, following his power, facilities, equipment, and advantages inherent in leadership positions. But the core leadership is not in a position yet on the function or task.
Overall duties and responsibilities of the school, according to Joshua Burhanuddin, classified in two areas namely;
a. Tasks in the field of administration
b. Task preformance field of supervision
Next task headmaster is described as follows:
a. Task headmaster in administration
These tasks associated with the activities of providing, managing, maintaining, and material and energy facilities complement personal madrasah. Administrative management classified into 6 areas:
1. Management of teaching
2. Management student
3. Personnel Management
4. Management of infrastructure
5. Management of archives
6. Financial management.
b. The task of the head of school in the field of supervision
As supervision headmaster in charge of providing guidance, assistance, monitoring, and evaluation of technical issues relating to the maintenance and development of education, as well as teaching and education to create a better situation. The chief task of the school in the field of supervision, namely:
1) Guiding teachers and employees in order to understand clearly the purpose of education and teaching.
2) To assist teachers and employees in order to obtain better teaching skills.
3) Selecting and assign the most suitable for teachers and employees according to their interests and talents.
4) Provide guidance wise to teachers and employees.
5) Provide effective leadership and democratic, for the growth of teachers and employees of the department.
6) To foster and develop a harmonious relationship and cooperation between the school and school staff members with the public.
Headmaster role as a leading operator in the implementation of education and teaching, to perform tasks well, the headmaster demanded a variety of ways and techniques of supervision, particularly in connection with the execution of the duties of teachers and employees, in the growth department.
As a supervisor, a leader should perform their duties in a democratic, to respect the opinion of teachers, and provide the opportunity for teachers to express ideas and opinions. The decision was made by consensus for the goals to be achieved is a common goal.
In this case, as argued by Moh. Rifa'I, head of school in the exercise of supervision should take into account the following principles:
1) Supervision is constructive and creative.
2) Based Supervision must be true.
3) supervision should be simple and informal.
4) supervision should provide a feeling of security.
5) Supervision of professional relationships should be based.
6) Supervision should pay attention to attitude.
7) Supervision is not urgent.
8) Supervision of power can not be promoted.
9) Supervision does not find faults and shortcomings.
10) Supervision not expect quick results.
11) Supervision should be freventif, corrective and cooperative.
Thus democratic educational administration will consider the principles and ultimately bring the exchanges of teachers and employees so as to encourage the initiative. Therefore, the headmaster as supervisor and as a leader in education, should choose to use a democratic school administration.
3. Role of Principals As Administrator
The head of the school has a very important role to improve the quality of the school. Headmaster as leader and administrator also determines an increase in learning.
The head of the school as an administrator has a very close relationship with the management of administrative activities that are recording, preparation and documentation of the entire school program. Specifically, the headmaster should have the ability to manage curriculum, administration manage learners, managing personnel administration, managing the administration of infrastructure, manage the administration of archives, and manages financial administration. These activities should be carried out effectively and efficiently in order to support the school productivity.
In this case the head of the school as an administrator responsible for the smooth implementation of education and teaching in the madrassas. Therefore, to be able to perform his duties well, headmaster should understand, control, and able to carry out activities related to its function as an educational administrator.In the dictionary of the Indonesian word "effort" means: operations; intellect; initiative (to achieve a purpose, solve problems, find a way out). While the word "Principals" means: people (teachers) who led a madrasa.
The notion of "local headmaster" is a business person (teacher) who led a madrasa in reaching specific goals and objectives. "
"Leadership is the way the school head or the head of the school in order to influence, encourage, guide, direct, and motivate teachers, staff, students, parents, and other relevant parties, to work / participate in order to achieve those objectives."
The success of a school depends on the headmaster in the move, and manage all the educational resources available. Leadership headmaster is one of the factors that can encourage the school to be able to realize the vision, mission, goals and objectives of the school that had been planned. Therefore, the headmaster claimed to have the ability of management and strong leadership to be able to take decisions and initiatives to improve the quality of school across the curriculum, especially in the administration.
2. Principals as Leaders in Education
Leader in fact is someone who has the ability to influence the behavior of others in his work by using power. The power here is the ability to direct and influence subordinates with respect to tasks hars implementation.
Head of school as educational leaders, seen from the status and means of appointment belongs to the official leaders or formal leader or leader status. Being a leader in school education, means getting the highest position in his environment, following his power, facilities, equipment, and advantages inherent in leadership positions. But the core leadership is not in a position yet on the function or task.
Overall duties and responsibilities of the school, according to Joshua Burhanuddin, classified in two areas namely;
a. Tasks in the field of administration
b. Task preformance field of supervision
Next task headmaster is described as follows:
a. Task headmaster in administration
These tasks associated with the activities of providing, managing, maintaining, and material and energy facilities complement personal madrasah. Administrative management classified into 6 areas:
1. Management of teaching
2. Management student
3. Personnel Management
4. Management of infrastructure
5. Management of archives
6. Financial management.
b. The task of the head of school in the field of supervision
As supervision headmaster in charge of providing guidance, assistance, monitoring, and evaluation of technical issues relating to the maintenance and development of education, as well as teaching and education to create a better situation. The chief task of the school in the field of supervision, namely:
1) Guiding teachers and employees in order to understand clearly the purpose of education and teaching.
2) To assist teachers and employees in order to obtain better teaching skills.
3) Selecting and assign the most suitable for teachers and employees according to their interests and talents.
4) Provide guidance wise to teachers and employees.
5) Provide effective leadership and democratic, for the growth of teachers and employees of the department.
6) To foster and develop a harmonious relationship and cooperation between the school and school staff members with the public.
Headmaster role as a leading operator in the implementation of education and teaching, to perform tasks well, the headmaster demanded a variety of ways and techniques of supervision, particularly in connection with the execution of the duties of teachers and employees, in the growth department.
As a supervisor, a leader should perform their duties in a democratic, to respect the opinion of teachers, and provide the opportunity for teachers to express ideas and opinions. The decision was made by consensus for the goals to be achieved is a common goal.
In this case, as argued by Moh. Rifa'I, head of school in the exercise of supervision should take into account the following principles:
1) Supervision is constructive and creative.
2) Based Supervision must be true.
3) supervision should be simple and informal.
4) supervision should provide a feeling of security.
5) Supervision of professional relationships should be based.
6) Supervision should pay attention to attitude.
7) Supervision is not urgent.
8) Supervision of power can not be promoted.
9) Supervision does not find faults and shortcomings.
10) Supervision not expect quick results.
11) Supervision should be freventif, corrective and cooperative.
Thus democratic educational administration will consider the principles and ultimately bring the exchanges of teachers and employees so as to encourage the initiative. Therefore, the headmaster as supervisor and as a leader in education, should choose to use a democratic school administration.
3. Role of Principals As Administrator
The head of the school has a very important role to improve the quality of the school. Headmaster as leader and administrator also determines an increase in learning.
The head of the school as an administrator has a very close relationship with the management of administrative activities that are recording, preparation and documentation of the entire school program. Specifically, the headmaster should have the ability to manage curriculum, administration manage learners, managing personnel administration, managing the administration of infrastructure, manage the administration of archives, and manages financial administration. These activities should be carried out effectively and efficiently in order to support the school productivity.
In this case the head of the school as an administrator responsible for the smooth implementation of education and teaching in the madrassas. Therefore, to be able to perform his duties well, headmaster should understand, control, and able to carry out activities related to its function as an educational administrator.In the dictionary of the Indonesian word "effort" means: operations; intellect; initiative (to achieve a purpose, solve problems, find a way out). While the word "Principals" means: people (teachers) who led a madrasa.
The notion of "local headmaster" is a business person (teacher) who led a madrasa in reaching specific goals and objectives. "
"Leadership is the way the school head or the head of the school in order to influence, encourage, guide, direct, and motivate teachers, staff, students, parents, and other relevant parties, to work / participate in order to achieve those objectives."
The success of a school depends on the headmaster in the move, and manage all the educational resources available. Leadership headmaster is one of the factors that can encourage the school to be able to realize the vision, mission, goals and objectives of the school that had been planned. Therefore, the headmaster claimed to have the ability of management and strong leadership to be able to take decisions and initiatives to improve the quality of school across the curriculum, especially in the administration.
2. Principals as Leaders in Education
Leader in fact is someone who has the ability to influence the behavior of others in his work by using power. The power here is the ability to direct and influence subordinates with respect to tasks hars implementation.
Head of school as educational leaders, seen from the status and means of appointment belongs to the official leaders or formal leader or leader status. Being a leader in school education, means getting the highest position in his environment, following his power, facilities, equipment, and advantages inherent in leadership positions. But the core leadership is not in a position yet on the function or task.
Overall duties and responsibilities of the school, according to Joshua Burhanuddin, classified in two areas namely;
a. Tasks in the field of administration
b. Task preformance field of supervision
Next task headmaster is described as follows:
a. Task headmaster in administration
These tasks associated with the activities of providing, managing, maintaining, and material and energy facilities complement personal madrasah. Administrative management classified into 6 areas:
1. Management of teaching
2. Management student
3. Personnel Management
4. Management of infrastructure
5. Management of archives
6. Financial management.
b. The task of the head of school in the field of supervision
As supervision headmaster in charge of providing guidance, assistance, monitoring, and evaluation of technical issues relating to the maintenance and development of education, as well as teaching and education to create a better situation. The chief task of the school in the field of supervision, namely:
1) Guiding teachers and employees in order to understand clearly the purpose of education and teaching.
2) To assist teachers and employees in order to obtain better teaching skills.
3) Selecting and assign the most suitable for teachers and employees according to their interests and talents.
4) Provide guidance wise to teachers and employees.
5) Provide effective leadership and democratic, for the growth of teachers and employees of the department.
6) To foster and develop a harmonious relationship and cooperation between the school and school staff members with the public.
Headmaster role as a leading operator in the implementation of education and teaching, to perform tasks well, the headmaster demanded a variety of ways and techniques of supervision, particularly in connection with the execution of the duties of teachers and employees, in the growth department.
As a supervisor, a leader should perform their duties in a democratic, to respect the opinion of teachers, and provide the opportunity for teachers to express ideas and opinions. The decision was made by consensus for the goals to be achieved is a common goal.
In this case, as argued by Moh. Rifa'I, head of school in the exercise of supervision should take into account the following principles:
1) Supervision is constructive and creative.
2) Based Supervision must be true.
3) supervision should be simple and informal.
4) supervision should provide a feeling of security.
5) Supervision of professional relationships should be based.
6) Supervision should pay attention to attitude.
7) Supervision is not urgent.
8) Supervision of power can not be promoted.
9) Supervision does not find faults and shortcomings.
10) Supervision not expect quick results.
11) Supervision should be freventif, corrective and cooperative.
Thus democratic educational administration will consider the principles and ultimately bring the exchanges of teachers and employees so as to encourage the initiative. Therefore, the headmaster as supervisor and as a leader in education, should choose to use a democratic school administration.
3. Role of Principals As Administrator
The head of the school has a very important role to improve the quality of the school. Headmaster as leader and administrator also determines an increase in learning.
The head of the school as an administrator has a very close relationship with the management of administrative activities that are recording, preparation and documentation of the entire school program. Specifically, the headmaster should have the ability to manage curriculum, administration manage learners, managing personnel administration, managing the administration of infrastructure, manage the administration of archives, and manages financial administration. These activities should be carried out effectively and efficiently in order to support the school productivity.
In this case the head of the school as an administrator responsible for the smooth implementation of education and teaching in the madrassas. Therefore, to be able to perform his duties well, headmaster should understand, control, and able to carry out activities related to its function as an educational administrator.In the dictionary of the Indonesian word "effort" means: operations; intellect; initiative (to achieve a purpose, solve problems, find a way out). While the word "Principals" means: people (teachers) who led a madrasa.
The notion of "local headmaster" is a business person (teacher) who led a madrasa in reaching specific goals and objectives. "
"Leadership is the way the school head or the head of the school in order to influence, encourage, guide, direct, and motivate teachers, staff, students, parents, and other relevant parties, to work / participate in order to achieve those objectives."
The success of a school depends on the headmaster in the move, and manage all the educational resources available. Leadership headmaster is one of the factors that can encourage the school to be able to realize the vision, mission, goals and objectives of the school that had been planned. Therefore, the headmaster claimed to have the ability of management and strong leadership to be able to take decisions and initiatives to improve the quality of school across the curriculum, especially in the administration.
2. Principals as Leaders in Education
Leader in fact is someone who has the ability to influence the behavior of others in his work by using power. The power here is the ability to direct and influence subordinates with respect to tasks hars implementation.
Head of school as educational leaders, seen from the status and means of appointment belongs to the official leaders or formal leader or leader status. Being a leader in school education, means getting the highest position in his environment, following his power, facilities, equipment, and advantages inherent in leadership positions. But the core leadership is not in a position yet on the function or task.
Overall duties and responsibilities of the school, according to Joshua Burhanuddin, classified in two areas namely;
a. Tasks in the field of administration
b. Task preformance field of supervision
Next task headmaster is described as follows:
a. Task headmaster in administration
These tasks associated with the activities of providing, managing, maintaining, and material and energy facilities complement personal madrasah. Administrative management classified into 6 areas:
1. Management of teaching
2. Management student
3. Personnel Management
4. Management of infrastructure
5. Management of archives
6. Financial management.
b. The task of the head of school in the field of supervision
As supervision headmaster in charge of providing guidance, assistance, monitoring, and evaluation of technical issues relating to the maintenance and development of education, as well as teaching and education to create a better situation. The chief task of the school in the field of supervision, namely:
1) Guiding teachers and employees in order to understand clearly the purpose of education and teaching.
2) To assist teachers and employees in order to obtain better teaching skills.
3) Selecting and assign the most suitable for teachers and employees according to their interests and talents.
4) Provide guidance wise to teachers and employees.
5) Provide effective leadership and democratic, for the growth of teachers and employees of the department.
6) To foster and develop a harmonious relationship and cooperation between the school and school staff members with the public.
Headmaster role as a leading operator in the implementation of education and teaching, to perform tasks well, the headmaster demanded a variety of ways and techniques of supervision, particularly in connection with the execution of the duties of teachers and employees, in the growth department.
As a supervisor, a leader should perform their duties in a democratic, to respect the opinion of teachers, and provide the opportunity for teachers to express ideas and opinions. The decision was made by consensus for the goals to be achieved is a common goal.
In this case, as argued by Moh. Rifa'I, head of school in the exercise of supervision should take into account the following principles:
1) Supervision is constructive and creative.
2) Based Supervision must be true.
3) supervision should be simple and informal.
4) supervision should provide a feeling of security.
5) Supervision of professional relationships should be based.
6) Supervision should pay attention to attitude.
7) Supervision is not urgent.
8) Supervision of power can not be promoted.
9) Supervision does not find faults and shortcomings.
10) Supervision not expect quick results.
11) Supervision should be freventif, corrective and cooperative.
Thus democratic educational administration will consider the principles and ultimately bring the exchanges of teachers and employees so as to encourage the initiative. Therefore, the headmaster as supervisor and as a leader in education, should choose to use a democratic school administration.
3. Role of Principals As Administrator
The head of the school has a very important role to improve the quality of the school. Headmaster as leader and administrator also determines an increase in learning.
The head of the school as an administrator has a very close relationship with the management of administrative activities that are recording, preparation and documentation of the entire school program. Specifically, the headmaster should have the ability to manage curriculum, administration manage learners, managing personnel administration, managing the administration of infrastructure, manage the administration of archives, and manages financial administration. These activities should be carried out effectively and efficiently in order to support the school productivity.
In this case the head of the school as an administrator responsible for the smooth implementation of education and teaching in the madrassas. Therefore, to be able to perform his duties well, headmaster should understand, control, and able to carry out activities related to its function as an educational administrator.In the dictionary of the Indonesian word "effort" means: operations; intellect; initiative (to achieve a purpose, solve problems, find a way out). While the word "Principals" means: people (teachers) who led a madrasa.
The notion of "local headmaster" is a business person (teacher) who led a madrasa in reaching specific goals and objectives. "
"Leadership is the way the school head or the head of the school in order to influence, encourage, guide, direct, and motivate teachers, staff, students, parents, and other relevant parties, to work / participate in order to achieve those objectives."
The success of a school depends on the headmaster in the move, and manage all the educational resources available. Leadership headmaster is one of the factors that can encourage the school to be able to realize the vision, mission, goals and objectives of the school that had been planned. Therefore, the headmaster claimed to have the ability of management and strong leadership to be able to take decisions and initiatives to improve the quality of school across the curriculum, especially in the administration.
2. Principals as Leaders in Education
Leader in fact is someone who has the ability to influence the behavior of others in his work by using power. The power here is the ability to direct and influence subordinates with respect to tasks hars implementation.
Head of school as educational leaders, seen from the status and means of appointment belongs to the official leaders or formal leader or leader status. Being a leader in school education, means getting the highest position in his environment, following his power, facilities, equipment, and advantages inherent in leadership positions. But the core leadership is not in a position yet on the function or task.
Overall duties and responsibilities of the school, according to Joshua Burhanuddin, classified in two areas namely;
a. Tasks in the field of administration
b. Task preformance field of supervision
Next task headmaster is described as follows:
a. Task headmaster in administration
These tasks associated with the activities of providing, managing, maintaining, and material and energy facilities complement personal madrasah. Administrative management classified into 6 areas:
1. Management of teaching
2. Management student
3. Personnel Management
4. Management of infrastructure
5. Management of archives
6. Financial management.
b. The task of the head of school in the field of supervision
As supervision headmaster in charge of providing guidance, assistance, monitoring, and evaluation of technical issues relating to the maintenance and development of education, as well as teaching and education to create a better situation. The chief task of the school in the field of supervision, namely:
1) Guiding teachers and employees in order to understand clearly the purpose of education and teaching.
2) To assist teachers and employees in order to obtain better teaching skills.
3) Selecting and assign the most suitable for teachers and employees according to their interests and talents.
4) Provide guidance wise to teachers and employees.
5) Provide effective leadership and democratic, for the growth of teachers and employees of the department.
6) To foster and develop a harmonious relationship and cooperation between the school and school staff members with the public.
Headmaster role as a leading operator in the implementation of education and teaching, to perform tasks well, the headmaster demanded a variety of ways and techniques of supervision, particularly in connection with the execution of the duties of teachers and employees, in the growth department.
As a supervisor, a leader should perform their duties in a democratic, to respect the opinion of teachers, and provide the opportunity for teachers to express ideas and opinions. The decision was made by consensus for the goals to be achieved is a common goal.
In this case, as argued by Moh. Rifa'I, head of school in the exercise of supervision should take into account the following principles:
1) Supervision is constructive and creative.
2) Based Supervision must be true.
3) supervision should be simple and informal.
4) supervision should provide a feeling of security.
5) Supervision of professional relationships should be based.
6) Supervision should pay attention to attitude.
7) Supervision is not urgent.
8) Supervision of power can not be promoted.
9) Supervision does not find faults and shortcomings.
10) Supervision not expect quick results.
11) Supervision should be freventif, corrective and cooperative.
Thus democratic educational administration will consider the principles and ultimately bring the exchanges of teachers and employees so as to encourage the initiative. Therefore, the headmaster as supervisor and as a leader in education, should choose to use a democratic school administration.
3. Role of Principals As Administrator
The head of the school has a very important role to improve the quality of the school. Headmaster as leader and administrator also determines an increase in learning.
The head of the school as an administrator has a very close relationship with the management of administrative activities that are recording, preparation and documentation of the entire school program. Specifically, the headmaster should have the ability to manage curriculum, administration manage learners, managing personnel administration, managing the administration of infrastructure, manage the administration of archives, and manages financial administration. These activities should be carried out effectively and efficiently in order to support the school productivity.
In this case the head of the school as an administrator responsible for the smooth implementation of education and teaching in the madrassas. Therefore, to be able to perform his duties well, headmaster should understand, control, and able to carry out activities related to its function as an educational administrator.In the dictionary of the Indonesian word "effort" means: operations; intellect; initiative (to achieve a purpose, solve problems, find a way out). While the word "Principals" means: people (teachers) who led a madrasa.
The notion of "local headmaster" is a business person (teacher) who led a madrasa in reaching specific goals and objectives. "
"Leadership is the way the school head or the head of the school in order to influence, encourage, guide, direct, and motivate teachers, staff, students, parents, and other relevant parties, to work / participate in order to achieve those objectives."
The success of a school depends on the headmaster in the move, and manage all the educational resources available. Leadership headmaster is one of the factors that can encourage the school to be able to realize the vision, mission, goals and objectives of the school that had been planned. Therefore, the headmaster claimed to have the ability of management and strong leadership to be able to take decisions and initiatives to improve the quality of school across the curriculum, especially in the administration.
2. Principals as Leaders in Education
Leader in fact is someone who has the ability to influence the behavior of others in his work by using power. The power here is the ability to direct and influence subordinates with respect to tasks hars implementation.
Head of school as educational leaders, seen from the status and means of appointment belongs to the official leaders or formal leader or leader status. Being a leader in school education, means getting the highest position in his environment, following his power, facilities, equipment, and advantages inherent in leadership positions. But the core leadership is not in a position yet on the function or task.
Overall duties and responsibilities of the school, according to Joshua Burhanuddin, classified in two areas namely;
a. Tasks in the field of administration
b. Task preformance field of supervision
Next task headmaster is described as follows:
a. Task headmaster in administration
These tasks associated with the activities of providing, managing, maintaining, and material and energy facilities complement personal madrasah. Administrative management classified into 6 areas:
1. Management of teaching
2. Management student
3. Personnel Management
4. Management of infrastructure
5. Management of archives
6. Financial management.
b. The task of the head of school in the field of supervision
As supervision headmaster in charge of providing guidance, assistance, monitoring, and evaluation of technical issues relating to the maintenance and development of education, as well as teaching and education to create a better situation. The chief task of the school in the field of supervision, namely:
1) Guiding teachers and employees in order to understand clearly the purpose of education and teaching.
2) To assist teachers and employees in order to obtain better teaching skills.
3) Selecting and assign the most suitable for teachers and employees according to their interests and talents.
4) Provide guidance wise to teachers and employees.
5) Provide effective leadership and democratic, for the growth of teachers and employees of the department.
6) To foster and develop a harmonious relationship and cooperation between the school and school staff members with the public.
Headmaster role as a leading operator in the implementation of education and teaching, to perform tasks well, the headmaster demanded a variety of ways and techniques of supervision, particularly in connection with the execution of the duties of teachers and employees, in the growth department.
As a supervisor, a leader should perform their duties in a democratic, to respect the opinion of teachers, and provide the opportunity for teachers to express ideas and opinions. The decision was made by consensus for the goals to be achieved is a common goal.
In this case, as argued by Moh. Rifa'I, head of school in the exercise of supervision should take into account the following principles:
1) Supervision is constructive and creative.
2) Based Supervision must be true.
3) supervision should be simple and informal.
4) supervision should provide a feeling of security.
5) Supervision of professional relationships should be based.
6) Supervision should pay attention to attitude.
7) Supervision is not urgent.
8) Supervision of power can not be promoted.
9) Supervision does not find faults and shortcomings.
10) Supervision not expect quick results.
11) Supervision should be freventif, corrective and cooperative.
Thus democratic educational administration will consider the principles and ultimately bring the exchanges of teachers and employees so as to encourage the initiative. Therefore, the headmaster as supervisor and as a leader in education, should choose to use a democratic school administration.
3. Role of Principals As Administrator
The head of the school has a very important role to improve the quality of the school. Headmaster as leader and administrator also determines an increase in learning.
The head of the school as an administrator has a very close relationship with the management of administrative activities that are recording, preparation and documentation of the entire school program. Specifically, the headmaster should have the ability to manage curriculum, administration manage learners, managing personnel administration, managing the administration of infrastructure, manage the administration of archives, and manages financial administration. These activities should be carried out effectively and efficiently in order to support the school productivity.
In this case the head of the school as an administrator responsible for the smooth implementation of education and teaching in the madrassas. Therefore, to be able to perform his duties well, headmaster should understand, control, and able to carry out activities related to its function as an educational administrator.In the dictionary of the Indonesian word "effort" means: operations; intellect; initiative (to achieve a purpose, solve problems, find a way out). While the word "Principals" means: people (teachers) who led a madrasa.
The notion of "local headmaster" is a business person (teacher) who led a madrasa in reaching specific goals and objectives. "
"Leadership is the way the school head or the head of the school in order to influence, encourage, guide, direct, and motivate teachers, staff, students, parents, and other relevant parties, to work / participate in order to achieve those objectives."
The success of a school depends on the headmaster in the move, and manage all the educational resources available. Leadership headmaster is one of the factors that can encourage the school to be able to realize the vision, mission, goals and objectives of the school that had been planned. Therefore, the headmaster claimed to have the ability of management and strong leadership to be able to take decisions and initiatives to improve the quality of school across the curriculum, especially in the administration.
2. Principals as Leaders in Education
Leader in fact is someone who has the ability to influence the behavior of others in his work by using power. The power here is the ability to direct and influence subordinates with respect to tasks hars implementation.
Head of school as educational leaders, seen from the status and means of appointment belongs to the official leaders or formal leader or leader status. Being a leader in school education, means getting the highest position in his environment, following his power, facilities, equipment, and advantages inherent in leadership positions. But the core leadership is not in a position yet on the function or task.
Overall duties and responsibilities of the school, according to Joshua Burhanuddin, classified in two areas namely;
a. Tasks in the field of administration
b. Task preformance field of supervision
Next task headmaster is described as follows:
a. Task headmaster in administration
These tasks associated with the activities of providing, managing, maintaining, and material and energy facilities complement personal madrasah. Administrative management classified into 6 areas:
1. Management of teaching
2. Management student
3. Personnel Management
4. Management of infrastructure
5. Management of archives
6. Financial management.
b. The task of the head of school in the field of supervision
As supervision headmaster in charge of providing guidance, assistance, monitoring, and evaluation of technical issues relating to the maintenance and development of education, as well as teaching and education to create a better situation. The chief task of the school in the field of supervision, namely:
1) Guiding teachers and employees in order to understand clearly the purpose of education and teaching.
2) To assist teachers and employees in order to obtain better teaching skills.
3) Selecting and assign the most suitable for teachers and employees according to their interests and talents.
4) Provide guidance wise to teachers and employees.
5) Provide effective leadership and democratic, for the growth of teachers and employees of the department.
6) To foster and develop a harmonious relationship and cooperation between the school and school staff members with the public.
Headmaster role as a leading operator in the implementation of education and teaching, to perform tasks well, the headmaster demanded a variety of ways and techniques of supervision, particularly in connection with the execution of the duties of teachers and employees, in the growth department.
As a supervisor, a leader should perform their duties in a democratic, to respect the opinion of teachers, and provide the opportunity for teachers to express ideas and opinions. The decision was made by consensus for the goals to be achieved is a common goal.
In this case, as argued by Moh. Rifa'I, head of school in the exercise of supervision should take into account the following principles:
1) Supervision is constructive and creative.
2) Based Supervision must be true.
3) supervision should be simple and informal.
4) supervision should provide a feeling of security.
5) Supervision of professional relationships should be based.
6) Supervision should pay attention to attitude.
7) Supervision is not urgent.
8) Supervision of power can not be promoted.
9) Supervision does not find faults and shortcomings.
10) Supervision not expect quick results.
11) Supervision should be freventif, corrective and cooperative.
Thus democratic educational administration will consider the principles and ultimately bring the exchanges of teachers and employees so as to encourage the initiative. Therefore, the headmaster as supervisor and as a leader in education, should choose to use a democratic school administration.
3. Role of Principals As Administrator
The head of the school has a very important role to improve the quality of the school. Headmaster as leader and administrator also determines an increase in learning.
The head of the school as an administrator has a very close relationship with the management of administrative activities that are recording, preparation and documentation of the entire school program. Specifically, the headmaster should have the ability to manage curriculum, administration manage learners, managing personnel administration, managing the administration of infrastructure, manage the administration of archives, and manages financial administration. These activities should be carried out effectively and efficiently in order to support the school productivity.
In this case the head of the school as an administrator responsible for the smooth implementation of education and teaching in the madrassas. Therefore, to be able to perform his duties well, headmaster should understand, control, and able to carry out activities related to its function as an educational administrator.In the dictionary of the Indonesian word "effort" means: operations; intellect; initiative (to achieve a purpose, solve problems, find a way out). While the word "Principals" means: people (teachers) who led a madrasa.
The notion of "local headmaster" is a business person (teacher) who led a madrasa in reaching specific goals and objectives. "
"Leadership is the way the school head or the head of the school in order to influence, encourage, guide, direct, and motivate teachers, staff, students, parents, and other relevant parties, to work / participate in order to achieve those objectives."
The success of a school depends on the headmaster in the move, and manage all the educational resources available. Leadership headmaster is one of the factors that can encourage the school to be able to realize the vision, mission, goals and objectives of the school that had been planned. Therefore, the headmaster claimed to have the ability of management and strong leadership to be able to take decisions and initiatives to improve the quality of school across the curriculum, especially in the administration.
2. Principals as Leaders in Education
Leader in fact is someone who has the ability to influence the behavior of others in his work by using power. The power here is the ability to direct and influence subordinates with respect to tasks hars implementation.
Head of school as educational leaders, seen from the status and means of appointment belongs to the official leaders or formal leader or leader status. Being a leader in school education, means getting the highest position in his environment, following his power, facilities, equipment, and advantages inherent in leadership positions. But the core leadership is not in a position yet on the function or task.
Overall duties and responsibilities of the school, according to Joshua Burhanuddin, classified in two areas namely;
a. Tasks in the field of administration
b. Task preformance field of supervision
Next task headmaster is described as follows:
a. Task headmaster in administration
These tasks associated with the activities of providing, managing, maintaining, and material and energy facilities complement personal madrasah. Administrative management classified into 6 areas:
1. Management of teaching
2. Management student
3. Personnel Management
4. Management of infrastructure
5. Management of archives
6. Financial management.
b. The task of the head of school in the field of supervision
As supervision headmaster in charge of providing guidance, assistance, monitoring, and evaluation of technical issues relating to the maintenance and development of education, as well as teaching and education to create a better situation. The chief task of the school in the field of supervision, namely:
1) Guiding teachers and employees in order to understand clearly the purpose of education and teaching.
2) To assist teachers and employees in order to obtain better teaching skills.
3) Selecting and assign the most suitable for teachers and employees according to their interests and talents.
4) Provide guidance wise to teachers and employees.
5) Provide effective leadership and democratic, for the growth of teachers and employees of the department.
6) To foster and develop a harmonious relationship and cooperation between the school and school staff members with the public.
Headmaster role as a leading operator in the implementation of education and teaching, to perform tasks well, the headmaster demanded a variety of ways and techniques of supervision, particularly in connection with the execution of the duties of teachers and employees, in the growth department.
As a supervisor, a leader should perform their duties in a democratic, to respect the opinion of teachers, and provide the opportunity for teachers to express ideas and opinions. The decision was made by consensus for the goals to be achieved is a common goal.
In this case, as argued by Moh. Rifa'I, head of school in the exercise of supervision should take into account the following principles:
1) Supervision is constructive and creative.
2) Based Supervision must be true.
3) supervision should be simple and informal.
4) supervision should provide a feeling of security.
5) Supervision of professional relationships should be based.
6) Supervision should pay attention to attitude.
7) Supervision is not urgent.
8) Supervision of power can not be promoted.
9) Supervision does not find faults and shortcomings.
10) Supervision not expect quick results.
11) Supervision should be freventif, corrective and cooperative.
Thus democratic educational administration will consider the principles and ultimately bring the exchanges of teachers and employees so as to encourage the initiative. Therefore, the headmaster as supervisor and as a leader in education, should choose to use a democratic school administration.
3. Role of Principals As Administrator
The head of the school has a very important role to improve the quality of the school. Headmaster as leader and administrator also determines an increase in learning.
The head of the school as an administrator has a very close relationship with the management of administrative activities that are recording, preparation and documentation of the entire school program. Specifically, the headmaster should have the ability to manage curriculum, administration manage learners, managing personnel administration, managing the administration of infrastructure, manage the administration of archives, and manages financial administration. These activities should be carried out effectively and efficiently in order to support the school productivity.
In this case the head of the school as an administrator responsible for the smooth implementation of education and teaching in the madrassas. Therefore, to be able to perform his duties well, headmaster should understand, control, and able to carry out activities related to its function as an educational administrator.In the dictionary of the Indonesian word "effort" means: operations; intellect; initiative (to achieve a purpose, solve problems, find a way out). While the word "Principals" means: people (teachers) who led a madrasa.
The notion of "local headmaster" is a business person (teacher) who led a madrasa in reaching specific goals and objectives. "
"Leadership is the way the school head or the head of the school in order to influence, encourage, guide, direct, and motivate teachers, staff, students, parents, and other relevant parties, to work / participate in order to achieve those objectives."
The success of a school depends on the headmaster in the move, and manage all the educational resources available. Leadership headmaster is one of the factors that can encourage the school to be able to realize the vision, mission, goals and objectives of the school that had been planned. Therefore, the headmaster claimed to have the ability of management and strong leadership to be able to take decisions and initiatives to improve the quality of school across the curriculum, especially in the administration.
2. Principals as Leaders in Education
Leader in fact is someone who has the ability to influence the behavior of others in his work by using power. The power here is the ability to direct and influence subordinates with respect to tasks hars implementation.
Head of school as educational leaders, seen from the status and means of appointment belongs to the official leaders or formal leader or leader status. Being a leader in school education, means getting the highest position in his environment, following his power, facilities, equipment, and advantages inherent in leadership positions. But the core leadership is not in a position yet on the function or task.
Overall duties and responsibilities of the school, according to Joshua Burhanuddin, classified in two areas namely;
a. Tasks in the field of administration
b. Task preformance field of supervision
Next task headmaster is described as follows:
a. Task headmaster in administration
These tasks associated with the activities of providing, managing, maintaining, and material and energy facilities complement personal madrasah. Administrative management classified into 6 areas:
1. Management of teaching
2. Management student
3. Personnel Management
4. Management of infrastructure
5. Management of archives
6. Financial management.
b. The task of the head of school in the field of supervision
As supervision headmaster in charge of providing guidance, assistance, monitoring, and evaluation of technical issues relating to the maintenance and development of education, as well as teaching and education to create a better situation. The chief task of the school in the field of supervision, namely:
1) Guiding teachers and employees in order to understand clearly the purpose of education and teaching.
2) To assist teachers and employees in order to obtain better teaching skills.
3) Selecting and assign the most suitable for teachers and employees according to their interests and talents.
4) Provide guidance wise to teachers and employees.
5) Provide effective leadership and democratic, for the growth of teachers and employees of the department.
6) To foster and develop a harmonious relationship and cooperation between the school and school staff members with the public.
Headmaster role as a leading operator in the implementation of education and teaching, to perform tasks well, the headmaster demanded a variety of ways and techniques of supervision, particularly in connection with the execution of the duties of teachers and employees, in the growth department.
As a supervisor, a leader should perform their duties in a democratic, to respect the opinion of teachers, and provide the opportunity for teachers to express ideas and opinions. The decision was made by consensus for the goals to be achieved is a common goal.
In this case, as argued by Moh. Rifa'I, head of school in the exercise of supervision should take into account the following principles:
1) Supervision is constructive and creative.
2) Based Supervision must be true.
3) supervision should be simple and informal.
4) supervision should provide a feeling of security.
5) Supervision of professional relationships should be based.
6) Supervision should pay attention to attitude.
7) Supervision is not urgent.
8) Supervision of power can not be promoted.
9) Supervision does not find faults and shortcomings.
10) Supervision not expect quick results.
11) Supervision should be freventif, corrective and cooperative.
Thus democratic educational administration will consider the principles and ultimately bring the exchanges of teachers and employees so as to encourage the initiative. Therefore, the headmaster as supervisor and as a leader in education, should choose to use a democratic school administration.
3. Role of Principals As Administrator
The head of the school has a very important role to improve the quality of the school. Headmaster as leader and administrator also determines an increase in learning.
The head of the school as an administrator has a very close relationship with the management of administrative activities that are recording, preparation and documentation of the entire school program. Specifically, the headmaster should have the ability to manage curriculum, administration manage learners, managing personnel administration, managing the administration of infrastructure, manage the administration of archives, and manages financial administration. These activities should be carried out effectively and efficiently in order to support the school productivity.
In this case the head of the school as an administrator responsible for the smooth implementation of education and teaching in the madrassas. Therefore, to be able to perform his duties well, headmaster should understand, control, and able to carry out activities related to its function as an educational administrator.In the dictionary of the Indonesian word "effort" means: operations; intellect; initiative (to achieve a purpose, solve problems, find a way out). While the word "Principals" means: people (teachers) who led a madrasa.
The notion of "local headmaster" is a business person (teacher) who led a madrasa in reaching specific goals and objectives. "
"Leadership is the way the school head or the head of the school in order to influence, encourage, guide, direct, and motivate teachers, staff, students, parents, and other relevant parties, to work / participate in order to achieve those objectives."
The success of a school depends on the headmaster in the move, and manage all the educational resources available. Leadership headmaster is one of the factors that can encourage the school to be able to realize the vision, mission, goals and objectives of the school that had been planned. Therefore, the headmaster claimed to have the ability of management and strong leadership to be able to take decisions and initiatives to improve the quality of school across the curriculum, especially in the administration.
2. Principals as Leaders in Education
Leader in fact is someone who has the ability to influence the behavior of others in his work by using power. The power here is the ability to direct and influence subordinates with respect to tasks hars implementation.
Head of school as educational leaders, seen from the status and means of appointment belongs to the official leaders or formal leader or leader status. Being a leader in school education, means getting the highest position in his environment, following his power, facilities, equipment, and advantages inherent in leadership positions. But the core leadership is not in a position yet on the function or task.
Overall duties and responsibilities of the school, according to Joshua Burhanuddin, classified in two areas namely;
a. Tasks in the field of administration
b. Task preformance field of supervision
Next task headmaster is described as follows:
a. Task headmaster in administration
These tasks associated with the activities of providing, managing, maintaining, and material and energy facilities complement personal madrasah. Administrative management classified into 6 areas:
1. Management of teaching
2. Management student
3. Personnel Management
4. Management of infrastructure
5. Management of archives
6. Financial management.
b. The task of the head of school in the field of supervision
As supervision headmaster in charge of providing guidance, assistance, monitoring, and evaluation of technical issues relating to the maintenance and development of education, as well as teaching and education to create a better situation. The chief task of the school in the field of supervision, namely:
1) Guiding teachers and employees in order to understand clearly the purpose of education and teaching.
2) To assist teachers and employees in order to obtain better teaching skills.
3) Selecting and assign the most suitable for teachers and employees according to their interests and talents.
4) Provide guidance wise to teachers and employees.
5) Provide effective leadership and democratic, for the growth of teachers and employees of the department.
6) To foster and develop a harmonious relationship and cooperation between the school and school staff members with the public.
Headmaster role as a leading operator in the implementation of education and teaching, to perform tasks well, the headmaster demanded a variety of ways and techniques of supervision, particularly in connection with the execution of the duties of teachers and employees, in the growth department.
As a supervisor, a leader should perform their duties in a democratic, to respect the opinion of teachers, and provide the opportunity for teachers to express ideas and opinions. The decision was made by consensus for the goals to be achieved is a common goal.
In this case, as argued by Moh. Rifa'I, head of school in the exercise of supervision should take into account the following principles:
1) Supervision is constructive and creative.
2) Based Supervision must be true.
3) supervision should be simple and informal.
4) supervision should provide a feeling of security.
5) Supervision of professional relationships should be based.
6) Supervision should pay attention to attitude.
7) Supervision is not urgent.
8) Supervision of power can not be promoted.
9) Supervision does not find faults and shortcomings.
10) Supervision not expect quick results.
11) Supervision should be freventif, corrective and cooperative.
Thus democratic educational administration will consider the principles and ultimately bring the exchanges of teachers and employees so as to encourage the initiative. Therefore, the headmaster as supervisor and as a leader in education, should choose to use a democratic school administration.
3. Role of Principals As Administrator
The head of the school has a very important role to improve the quality of the school. Headmaster as leader and administrator also determines an increase in learning.
The head of the school as an administrator has a very close relationship with the management of administrative activities that are recording, preparation and documentation of the entire school program. Specifically, the headmaster should have the ability to manage curriculum, administration manage learners, managing personnel administration, managing the administration of infrastructure, manage the administration of archives, and manages financial administration. These activities should be carried out effectively and efficiently in order to support the school productivity.
In this case the head of the school as an administrator responsible for the smooth implementation of education and teaching in the madrassas. Therefore, to be able to perform his duties well, headmaster should understand, control, and able to carry out activities related to its function as an educational administrator.
The head of the school as an administrator has a very close relationship with the management of administrative activities that are recording, preparation and documentation of the entire school program. Specifically, the headmaster should have the ability to manage curriculum, administration manage learners, managing personnel administration, managing the administration of infrastructure, manage the administration of archives, and manages financial administration. These activities should be carried out effectively and efficiently in order to support the school productivity.
In this case the head of the school as an administrator responsible for the smooth implementation of education and teaching in the madrassas. Therefore, to be able to perform his duties well, headmaster should understand, control, and able to carry out activities related to its function as an educational administrator.
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