Nurtanio Agus Purwanto

MENGEMBANGKAN PERILAKU ASERTIF KEPALA SEKOLAH

Introduction

Mengembangkan perilaku asertif kepala sekolah. Pelajari bagaimana mengembangkan perilaku asertif kepala sekolah untuk kepemimpinan pendidikan yang efektif. Tingkatkan manajemen institusi dan capai tujuan pendidikan berkelanjutan.

Abstract

Leadership in education plays a key role in management. Therefore, through leadership, management functions can be run in accordance with an agreed mechanism for achieving educational goals. Leadership is a core part in management. As an art to influence others, whether the leadership is strong or weak authority provides a direct consequence in the institute management's success or fail. No exception the educational institutions. Educational leaders require assertive behavior that is the behavior that include an expression or declaration of interests, needs, opinions, thoughts, and feelings, which are done wisely, fairly, and effectively, so that our rights can be maintained with due regard to respect for equality and rights with other people. Through such assertive behavior, the educational leaders can manage the whole personality, and it will impact on the sustainability development of education organization. Assertive behavior is developed as an effort to make the leader a model or example through self-discipline and cooperation. Keywords: Assertive behavior, educational leaders.

Review

This paper addresses a highly relevant and critical topic in educational leadership: the development of assertive behavior in school principals. The abstract effectively highlights the pivotal role of leadership in the successful management and attainment of educational goals, positing that a leader's strength or weakness directly correlates with an institution's success. By focusing on assertiveness, the study positions itself at the intersection of leadership effectiveness and organizational sustainability, suggesting that such behavior is fundamental for educational leaders to skillfully navigate the complexities of their roles and foster a conducive learning environment. The abstract provides a clear and useful definition of assertive behavior, framing it as the wise, fair, and effective expression of one's interests, needs, opinions, thoughts, and feelings, while simultaneously respecting the rights and equality of others. This balanced perspective is crucial, distinguishing assertiveness from aggression or passivity. The claim that such behavior allows leaders to manage their "whole personality" and positively impact the "sustainability development of education organization" points towards a comprehensive approach to leadership development. Furthermore, the idea that assertive behavior can be developed through self-discipline and cooperation positions the leader as a role model, underscoring the practical implications for professional growth. While the abstract strongly establishes the "what" and "why" of assertive behavior for educational leaders, it leaves certain questions unanswered regarding the "how." The title, "MENGEMBANGKAN PERILAKU ASERTIF KEPALA SEKOLAH" (Developing Assertive Behavior of School Principals), suggests a focus on the developmental process itself. However, the abstract primarily defines the behavior and its importance, rather than outlining the specific methods, strategies, or empirical evidence employed to *develop* it. For a comprehensive review, the full paper would need to elaborate on the theoretical framework, research methodology, or practical interventions proposed to achieve this development, thereby substantiating the asserted impacts on organizational sustainability and leadership modeling.

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