Titis Madyaning Ratri, - (2024) PENGARUH KEPEMIMPINAN VISIONER KEPALA SEKOLAH DAN SELF EFFICACY GURU TERHADAP DISIPLIN SERTA KINERJA GURU DI MASA TRANSISI KURIKULUM MERDEKA. S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
Kepala sekolah sebagai pemimpin dalam sebuah lembaga pendidikan memiliki peranan penting dalam membentuk visi dan tujuan sekolah dalam upaya meningkatkan kualitas pendidikan. Gaya kepemimpinan yang adaptif dan berpikir ke depan sangat diperlukan untuk menghadapi tantangan masa depan, khususnya di masa transisi kurikulum merdeka. Kepemimpinan yang efektif mampu memotivasi staf, termasuk guru, untuk mencapai tujuan bersama. Di sisi lain, self efficacy guru, yang merupakan keyakinan individu terhadap kemampuannya mencapai tujuan tertentu, juga berperan penting dalam meningkatkan disiplin dan kinerja guru. Tujuan penelitian ini untuk menganalisis keeratan hubungan kepemimpinan visioner kepala sekolah dan self efficacy guru terhadap keeratan hubungan disiplin serta kinerja guru di masa transisi kurikulum merdeka. Metode penelitian menggunakan pendekatan kuantitatif dan teknik analisis yang digunakan adalah analisis korelasi kanonik. Berdasarkan hasil pengujian menunjukkan bahwa terdapat peran atau kontribusi yang cukup besar pada korelasi kepemimpinan visioner kepala sekolah dan self efficacy terhadap disiplin serta kinerja guru dengan koefisien korelasi kanonik pada fungsi pertama yaitu sebesar 0,43293 dengan porsi keragaman 97,68%. Terdapat hubungan positif signifikan antara hubungan kepemimpinan visioner kepala sekolah dan self efficacy guru serta antara hubungan disiplin kerja dan kinerja guru, dengan kepemimpinan visioner kepala sekolah dan self efficacy memainkan peran penting dalam mempengaruhi disiplin serta kinerja guru di masa transisi kurikulum merdeka. Dampak yang diharapkan dari penelitian ini bagi masyarakat pendidikan yakni memberikan kontribusi positif bagi kepala sekolah dalam mengimplementasikan gaya kepemimpinan visioner dan peningkatan self efficacy guru khususnya dalam memahami dan meningkatkan disiplin serta kinerja guru selama masa transisi kurikulum merdeka. --------------- The principal as a leader in an educational institution has an important role in shaping the school's vision and goals in an effort to improve the quality of education. An adaptive and forward-thinking leadership style is essential to face future challenges, especially during the transition to the emancipated curriculum. Effective leadership can motivate staff, including teachers, to achieve common goals. On the other hand, teacher self-efficacy, which is an individual's belief in their ability to achieve certain goals, also plays an important role in improving teacher discipline and performance. The purpose of this study was to analyze the closeness of the relationship between the principal's visionary leadership and teacher self-efficacy on the closeness of the relationship between discipline and teacher performance during the transition to the emancipated curriculum. The research method uses a quantitative approach and the analysis technique used is canonical correlation analysis. Based on the test results, it shows that there is a fairly large role or contribution to the correlation of the principal's visionary leadership and self-efficacy on teacher discipline and performance with a canonical correlation coefficient in the first function of 0.43293 with a diversity portion of 97.68%. There is a significant positive relationship between the relationship between the principal's visionary leadership and teacher self-efficacy and between the relationship between work discipline and teacher performance, with the principal's visionary leadership and self-efficacy playing an important role in influencing teacher discipline and performance during the transition period of the emancipated curriculum. The expected impact of this study for the education community is to provide a positive contribution to principals in implementing a visionary leadership style and increasing teacher self-efficacy, especially in understanding and improving teacher discipline and performance during the transition period of the emancipated curriculum.
| Item Type: | Thesis (S2) |
|---|---|
| Additional Information: | titismadyaningratri@upi.edu |
| Uncontrolled Keywords: | Kepemimpinan Visioner Kepala Sekolah, Self Efficacy Guru, Disiplin, Kinerja Guru, Principal's Visionary Leadership, Teacher Self-Efficacy, Discipline, Teacher Performance |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1501 Primary Education L Education > LB Theory and practice of education > LB2361 Curriculum |
| Divisions: | UPI Kampus cibiru > S2 PGSD |
| Depositing User: | Titis Madyaning Ratri |
| Date Deposited: | 10 Sep 2024 06:31 |
| Last Modified: | 10 Sep 2024 06:31 |
| URI: | http://repository.upi.edu/id/eprint/121967 |
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