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All Journal International Journal of Pedagogy and Teacher Education Jurnal Pendidikan Edutama
Ratna Juwita
Sebelas Maret University
Education Social Sciences

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Teacher’s Readiness in the New Principal Preparation Program (PPP) Ratna Juwita; Siswandari Siswandari
International Journal of Pedagogy and Teacher Education Vol 2, No 2 (2018): International Journal of Pedagogy and Teacher Education
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (316.867 KB) | DOI: 10.20961/ijpte.v2i2.24008

Abstract

This descriptive study reports on the learning readiness of teachers in the Indonesia Principal Preparation Programme (PPP). The Republic of Indonesia Ministry of Education and Culture has decreed that school principal candidates are to have school principal certificates before they can be appointed as school principals. The school principal certificate can only be attained by completing the PPP, one of the important stages of which is education and training. As a form of learning, education and training in the PPP demands school principal candidates to exhibit learning readiness. It has long and widely been acknowledged that learning readiness is one of the most important determining factors of success in learning. The PPP itself, in short, is a programme designed to equip teachers with previously determined competencies to enable them to take on the role of school leader and school manager. The PPP consists of several stages, which are: proposal of principal candidates, selection, and education and training. Each stage of the PPP comes with certain requirements. This study focuses on the stage of education and training. The preconditions of this stage determine the success of the process of learning and the achievement of the learning goals. Based on this notion, this paper aims to describe the training readiness of teachers nominated as school principals, with particular regard to their physical, psychological, and material readiness. Further attention is given to proposing possible alternatives to improve PPP training readiness. The method used in this study is the descriptive qualitative method. Data were collected through pre-test and post-test, questionnaires, and document study. Descriptive statistics were employed to analyse the data. The analysis results show that, while teachers’ material readiness for training is relatively high, they lack psychological and physical readiness. Better time management, competent trainers, a contextual curriculum, and a matriculation programme are proposed as alternatives to improve psychological and physical readiness.
Beyond Proficiency: Assessing Coaching Competence in School Principal Candidates and Uncovering Pathways for Growth Ratna Juwita; Eka Budhi Santosa; Fatma Sukmawati
Jurnal Pendidikan Edutama Vol 11, No 1 (2024): January 2024
Publisher : IKIP PGRI Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30734/jpe.v11i1.4102

Abstract

As educational leadership increasingly recognizes the pivotal role of coaching competence, this study delves into the nuanced landscape of coaching competencies exhibited by a cohort of 2022 school principal candidates. Amidst the expectations for exemplary instructional leadership, this study reveals a disconcerting reality – school principal candidates exhibit coaching competence only at a fair level, falling short of the desired excellence. Utilizing a descriptive qualitative research design, the authors scrutinized the coaching competence of a diverse cohort of principal candidates through questionnaires and in-depth interviews. Results illuminate specific challenges in coaching, ranging from limited practical application of coaching skills to gaps in mentorship opportunities. Despite the fair level of competence, the study identifies untapped opportunities for improvement, suggesting tailored training and professional development initiatives. The findings not only contribute to the current discourse on coaching competence but also underscore the critical need for targeted interventions to elevate the proficiency of school principal candidates in navigating the complexities of educational leadership. 
Co-Authors Eka Budhi Santosa Fatma Sukmawati Siswandari Siswandari