Email this article The Principal Management in Implementing Islamic School Culture at SMAN Unggul Tunas Bangsa, Southwest Aceh
), Yusrizal Yusrizal(2), Nasir Usman(3)
| 
Country:
(1) Universitas Syiah Kuala,
(2) Universitas Syiah Kuala,
(3) Universitas Syiah Kuala,
Corresponding Author
The purpose of this research is to understand the plan, implementation, supervision and evaluationin implementing Islamic school culture. This research uses descriptive method with qualitative approach. Data collection were conducted through interviews,observations, and documentation studies. The subjects of this research are principal, religion teacher, homeroom teacher of grade X, XI, XII, and president of student council as student representative. The results of this research shows islamic school cultural planning is planned in school meetings, special programs concerning religious events, clean Friday group schedules, homeroom notes, making rewards and punishments. Implementation by providing motivation to students, support, commitment and cooperation in school equipment so that it can be implemented properly. Supervision is carried out jointly such as the existence of representatives of principals who help, teachers, homeroom teachers and this supervision is carried out every day. The results of the evaluation carried out showed that there was a development of students’ awareness in carrying out Islamic culture in schools, and also that there were still violating students who had not fully implemented this Islamic school culture.
Keywords: principal management, culture, islamic school.
DOI: 10.23960/jpp.v11.i2.202121
Adams, C. M., Olsen, J. J., & Ware, J. K. (2017). The school principal and student learning capacity. Educational Administration Quarterly, 53(4), 556–584.
Anderson, L., Ellwood, P., & Coleman, C. (2017). The impactful academic: Relational management education as an intervention for impact. British Journal of Management, 28(1), 14–28.
Baharuddin, M. (2017). The influence of diploma background, working life, and situational leadership factor of headmaster toward the performance of head of state school in Samarinda. European Journal of Research and Reflection in Educational Sciences, 5(4).
Bairaðauskienë, L. (2017). Headmaster’s competencies in management area: Evaluating the significance level of managerial competencies in Lithuanian comprehensive schools. European Journal of Multidisciplinary Studies, 2(5), 158–164.
Böhlmark, A., Grönqvist, E., & Vlachos, J. (2016). The headmaster ritual: The importance of management for school outcomes. The Scandinavian Journal of Economics, 118(4), 912–940.
Bush, T., Bell, L., & Middlewood, D. (Eds.). (2019). Principles of educational leadership & management. SAGE Publications Limited.
Cajiao, J., & Burke, M. J. (2016). How instructional methods influence skill development in management education. Academy of Management Learning & Education, 15(3), 508–524.
Chan, M. L. (2018). Management education in the People’s Republic of China. In Management issues in China: Volume 1 (pp. 237–257). Routledge.
Dandan, M. M., & Marques, A. P. (2017). Higher education leadership and gender gap in Jordan. Asian Development Policy Review, 5(3), 131–139.
Griffith, K. G., Jones, K., Howard, E., & Winship, J. (2017). Rural school administrators’ perceptions of educators’ skills needed for effective inclusion classrooms. In City meets country: Educators working to solve the challenges of special education (Vol. 60, pp. 52).
Jamli, N. F. A., & Salim, S. S. S. (2019). Development of an instrument to evaluate emotional intelligence and leadership style of headmasters across primary schools in Malaysia. International Journal of Academic Research in Business and Social Sciences, 9(7).
Kairys, M. R. (2018). The influence of gender on leadership in education management. International Journal of Educational Management.
Kempa, R., Ulorlo, M., & Wenno, I. H. (2017). Effectiveness leadership of principal. International Journal of Evaluation and Research in Education, 6(4), 306–311.
Meyers, C. V., & Hambrick Hitt, D. (2017). School turnaround principals: What does initial research literature suggest they are doing to be successful? Journal of Education for Students Placed at Risk (JESPAR), 22(1), 38–56.
Mohammed, K., Alotibie, B. A., & Abdulaziz, A. (2016). Total quality management in Saudi higher education. International Journal of Computer Applications, 135(4), 6–12.
Ololube, N. P., Agbor, C. N., & Agabi, C. O. (2017). Effective leadership and management in universities through quality management models. In Innovation and shifting perspectives in management education (pp. 224–245). IGI Global.
Serdyukov, P. (2017). Innovation in education: What works, what doesn’t, and what to do about it? Journal of Research in Innovative Teaching & Learning.
Wong, A. Y., & Daud, K. (2017). Headmaster technology leadership in Malaysia elementary schools. Journal of Education and Learning, 11(2), 154–164.
Yieng, W. A., & Daud, K. B. (2017). Technology leadership in Malaysia’s high performance school. Journal of Education and e-Learning Research, 4(1), 8–14.
Zuilkowski, S. S., Piper, B., Ong’ele, S., & Kiminza, O. (2018). Parents, quality, and school choice: Why parents in Nairobi choose low-cost private schools over public schools in Kenya’s free primary education era. Oxford Review of Education, 44(2), 258–274.
No supplementary information available.
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
View My Stats