Dwi Yani, Syamsul Hadi, Riska Pristiani

Acceptance Of Sergeant-Level Principals In Elementary Schools Acceptance Level, Strategies And Challenges

Introduction

Acceptance of sergeant-level principals in elementary schools acceptance level, strategies and challenges. This study explores the acceptance of "sergeant-level" principals in elementary schools, detailing strategies and challenges for effective new leadership.

Abstract

This study aims to describe the acceptance of sergeant-level principals (serious but relaxed), the strategies used to obtain acceptance, and the challenges faced. This research approach uses the Grounded Theory Strauss & Corbin method with an analysis of the internal views of school residents and the external views of the school environment. Data were collected through in-depth interviews and participatory observation in three elementary schools in Mojokerto Regency. The results showed variations in the acceptance rate of sergeant levels, effective strategies used by school principals, and significant challenges faced in the admissions process. These findings provide important insights to improve the effectiveness of new school leadership

Review

This study presents an intriguing exploration into the acceptance dynamics of what is termed "sergeant-level principals" within elementary schools, a leadership style defined as "serious but relaxed." The research clearly outlines its aims: to describe the level of acceptance, the strategies employed to gain it, and the challenges encountered. The choice of the Grounded Theory Strauss & Corbin method, coupled with in-depth interviews and participatory observation in three elementary schools in Mojokerto Regency, is a significant strength. This qualitative approach is well-suited to uncover the nuanced internal and external perspectives essential for understanding complex social phenomena like leadership acceptance, promising rich insights into the lived experiences of school communities. While the abstract effectively outlines the study's purpose and methodology, the full paper would benefit from a more detailed conceptualization of "sergeant-level principals." Although defined as "serious but relaxed," deeper insight into the origins, specific behavioral characteristics, and potential cultural implications of this leadership archetype would enhance reader understanding and the theoretical contribution. The abstract's mention of "variations in the acceptance rate," "effective strategies," and "significant challenges" highlights compelling findings. However, to truly leverage the power of Grounded Theory, the detailed categories, properties, and dimensions emerging from the data analysis—specifically *what* these strategies and challenges entail and *why* acceptance varies—will be critical for the full paper to articulate. Overall, this research promises to offer valuable contributions to the field of educational leadership, particularly in understanding the complexities of new leadership integration and its impact on school culture. The qualitative insights into the acceptance process, strategies for gaining legitimacy, and the obstacles faced by principals adopting this specific style are highly relevant for both academic discourse and practical application. These findings have the potential to inform leadership development programs, policy-making, and support mechanisms for new school leaders, ultimately enhancing their effectiveness and fostering more harmonious school environments.

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