Kontribusi Perilaku Kepemimpinan Kepala Sekolah dan Kinerja Mengajar Guru Terhadap Mutu Proses Pembelajaran Di SMK Kota Cirebon

Eliyah Eliyah
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Abstract

The focus of the problem in this study is how the contribution of the principal's leadership behavior and teacher teaching performance to the quality of the learning process in vocational high schools in Cirebon. This study aims to: (1). Know the real picture of the principal's leadership behavior towards the quality of the learning process at SMK Cirebon; (2). Knowing the real picture of the performance of teaching teachers to the quality of the learningprocess; (3). Knowing the magnitude of the contribution of the headmaster's leadership behavior and the performance of teaching teachers to the quality of the learning process at SMK Cirebon. The method used in this study is descriptive analysis with quantitative approach, the research population is vocational school in Cirebon with the number of 17 vocational schools and the number of teachers as many as 609 respondents and sampled proportionally as many as 86 respondents. The data was netted through instruments in the form of research questionnaires distributed to 86 teachers in 17 vocational schools in Cirebon. The results of the study obtained that, (1). The principal's leadership behavior was correlated by 0.537 or 53.7% and contributed with a coefficient of determination of 0.288 or 28.8%, (2). Teacher teaching performance was correlated by 0.372 or 37.2% and contributed with a coefficient of determination of 0.138 or 13.8%, (3). The principal's leadership behavior and teacher teaching performance had a correlation of 0.291 or 29.1% and the remaining 70.9% was influenced by other factors not studied in this study, such as policy, organizational climate, innovation, monitoring, reward and punishment, curriculum, facilities and infrastructure and so on. The recommendations given are (1). The ideas and feelings of subordinates related to the development of the school must be respected, the desire of subordinates to be able to continue to a higher school should be supported and the assignment should be done equally, so that the school can develop optimally, (2). The allocation of time at the time of practice, carrying out learning evaluations and conducting class action research should be conducted regularly, (3). Recommendations for further researchers, if conducted research on the quality of the learning process should be reviewed from other variables outside of this study as mentioned above. Keyword :  Leadership behavior, performance, process quality  
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校长领导行为和教师教师绩效对西雷朋市SMK学习过程质量的贡献
本研究的重点是探讨中职中学校长领导行为与教师教学绩效对学习过程品质的贡献。本研究旨在:(1)了解SMK Cirebon中学校长对学习过程质量的领导行为的真实情况;(2)了解教师在教学过程中对学习质量的真实表现;(3)了解校长领导行为和教学教师绩效对SMK Cirebon学习过程质量的贡献程度。本研究使用的方法是定量的描述性分析,研究人群为锡伯勒邦的职业学校,共有17所职业学校,教师人数多达609名受访者,抽样比例多达86名受访者。这些数据是通过研究问卷的形式通过工具收集的,分发给Cirebon 17所职业学校的86名教师。研究结果表明:(1)校长领导行为的相关系数为0.537或53.7%,贡献的决定系数为0.288或28.8%;(2)教师教学绩效的相关系数为0.372或37.2%,贡献的决定系数为0.138或13.8%;(3)校长领导行为与教师教学绩效的相关系数分别为0.291和29.1%,其余70.9%受到政策、组织氛围、创新、监督、奖惩、课程、设施基础设施等本研究未研究的其他因素的影响。提出的建议有:(1)必须尊重下属与学校发展有关的想法和感受,支持下属继续升学的愿望,公平分配任务,使学校得到最佳发展;(2)在实习时分配时间,定期进行学习评估,开展集体诉讼研究;(3)建议进一步的研究人员,如果进行了学习过程质量的研究,应该从本研究之外的其他变量进行审查,如上所述。关键词:领导行为,绩效,过程质量
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