Nurul Shofiatin Zuhro

Professional Competence in School Leadership: Reflections on Implementation in Penggerak School

Introduction

Professional competence in school leadership: reflections on implementation in penggerak school. Explore reflections on professional competencies of school principals in Penggerak Schools, analyzing leadership in Merdeka Curriculum for student-centered learning. Qualitative study in Surakarta & Klaten.

Abstract

The principal is a teacher with the responsibility of leading and managing a school to improve the quality of education. In the implementation of the Merdeka Curriculum, principals must possess professional competencies in leadership, as this will influence decision-making in school leadership, thereby facilitating a student-centered learning transformation. This study aims to explore self-reflections on the professional competencies of school principals in school leadership at the School Movement Program in Surakarta City and Klaten Regency. The professional competency model for school principals is an essential element in the implementation of the Merdeka Curriculum, as outlined in the Perdirjen Regulation No. 7327 of 2023 on the Model of School Principal Competencies. The research design used is a qualitative research model to describe the achievement of professional competencies of school principals in leading schools. The sample was determined using purposive sampling, namely school principals in schools participating in the School Movement Program, consisting of three schools in Surakarta City and seven schools in Klaten Regency. The data analysis technique used in this study employs thematic analysis, which identifies themes or patterns in the data obtained through interviews and reflective journals. The results of this study indicate that in the implementation of professional competencies, school principals are able to achieve expert, competent level.

Review

This paper, "Professional Competence in School Leadership: Reflections on Implementation in Penggerak School," addresses a timely and critical topic concerning the vital role of school principals in effectively implementing the Merdeka Curriculum and fostering student-centered learning environments. The study aims to explore self-reflections on the professional competencies of principals within Indonesia's School Movement Program (Penggerak School) across Surakarta City and Klaten Regency. Utilizing a qualitative research design, it seeks to describe the achievement of these competencies, informed by the relevant framework provided by the Perdirjen Regulation No. 7327 of 2023 on the Model of School Principal Competencies, which establishes a clear standard for this investigation. The choice of a qualitative research model is well-suited for exploring the nuanced self-reflections of principals on their professional competencies, with interviews and reflective journals serving as appropriate data sources for capturing in-depth perceptions. However, the relatively small sample size of ten principals, while typical for qualitative studies, might limit the breadth of perspectives and generalizability of the findings beyond the specific context of Surakarta and Klaten. While purposive sampling ensures participant relevance to the Penggerak School program, further details on the selection criteria for these specific schools and principals could enhance understanding of the study's scope. Additionally, a sole reliance on self-reflection, while valuable, inherently carries the potential for social desirability bias, which could lead to a more favorable portrayal of competence. The study's main finding, indicating that principals achieve an "expert, competent level" in their professional competencies, offers an encouraging initial insight into leadership effectiveness within the Penggerak School program under the Merdeka Curriculum. While positive, the abstract could benefit from elaborating on *how* this "expert, competent level" was qualitatively determined from the self-reflections and what specific aspects of the Perdirjen Regulation's competency model were most prominently demonstrated. Future research could expand upon these findings by exploring the correlation between self-reported competence and observable leadership practices, as well as the actual impact of these competencies on student learning outcomes and the broader school transformation process. Despite these suggestions, this study provides a valuable initial reflection on a crucial aspect of educational leadership in the Indonesian context.

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