Strategi Kepala Sekolah dalam Meningkatkan Kompetensi Profesional Guru di MIS Hayatul Islam Bogor

Abstract

Education is something that is needed to improve the quality of a person, so it is necessary to go to school to develop knowledge in the form of skills, thoughts, character and others. However, currently there are still many teachers in an educational institution who do not have the qualifications as a teacher or are not competent in carrying out good learning, so there is a need for a principal's strategy by looking at his function as an educator, manager, administrator, and supervisor in improving teacher competence, especially the professional competence of teachers related to learning. The purpose of this study is to describe the principal's strategy in improving the professional competence of teachers at MIS Hayatul Islam Bogor. Meanwhile, the benefits of this research are expected to be used as an object of further scientific study and used as a contribution to thinking in improving the professional competence of teachers in schools. In this study, the author used a descriptive qualitative research method with a phenomenological approach, meaning that the author describes the phenomena that occur in the field as they are in accordance with the facts that actually occurred. The subjects of this study were the principal and also the teacher at MIS Hayatul Islam Bogor. In this study, the authors used data collection techniques by conducting observations, interviews and documentation. Meanwhile, test the validity of this research data by extending observations, increasing persistence, and triangulation. Based on the results of the study, it was concluded that the strategies carried out by the principal in improving the professional competence of teachers are, first as an educator, the principal guides and directs teachers to attend training such as PGRI, KKG, PPG, regular meetings every fourth week on Saturdays, peer tutors and workshop activities held in the official and outside the office. Second, as a manager, the headmaster involves teachers in setting school policies, cooperating with others and mediating in solving problems. Third, as an administrator, the principal distributes teacher duties based on teacher ability, checking teacher performance and teacher discipline. Fourth, as a supervisor, the principal supervises and monitors teachers.