Main Article Content
This paper aims to explain the influence of principal's leadership (PL), teacher competence (TC), literacy movement (LM), learning facilities (LF), and community involvement (CI) on the implementation of the "Mover School" policy, then its influence on the development profile Pancasila students. The manuscript is part of the results of research on 16 junior high schools that are classified as good in 4 (four) cities in 3 (three) provinces. Data was collected by distributing questionnaires to permanent teachers in the sample schools, with a sample of 20 teachers drawn at random from each school. On the other hand, the research also conducted interviews to collect information from several teachers, school supervisors, parents, religious leaders, and others. The results of the study indicate that the study variables have a significant influence on school management, so it is necessary to pay attention to schools that will be designated as "Mover School". The implementation of "Mover school" needs to pay attention to the indicators of each variable that contributes the strongest value, namely: emotional control and motivational guidance on the OT variable; continuous professional development, use of methods, and mastery of teaching materials in TC variables; involving community participation and strengthening literacy movement management on the LM variable; availability of adequate libraries, classrooms, and practicum laboratories on the LF variable; and involvement in character education and learning supervision in the CI variable. All of these tend to support the success of the “Mover School” and the achievement of the expected student profile.
This work is licensed under a Creative Commons Attribution 4.0 International License.