The Pattern of Principal Instructional Leadership at Indonesian Senior High Schools

Abstract

This research aimed to find an effective pattern of instructional leadership for high school principals. This research was conducted using the qualitative approach. This research was conducted by analyzing and discussing effective instructional leadership practices in reference schools, as well as to find best practices that could have an impact on other schools. This research used the research object at the referral high schools in the Special Province of Yogyakarta, Indonesia, to determine what characteristics made effective instructional leadership in some of these reference schools. This research found that the principals inclusively carried out the instructional leadership in establishing the vision, instructional program, instructional supervision, and instructional evaluation by involving and giving greater autonomy to the staff, and indirectly executed through the development of a conducive culture and climate. Generally, instructional leadership practice starts from a complete understanding of the learning vision, communicating the vision, and then realizing the vision through the culture and school climate. The following vision is realized in the instructional program, instructional supervision, and instructional evaluation that are carried out inclusively by involving and giving greater autonomy to vice-principals, teachers, and staff. Monitoring and evaluation activities are carried out, including ensuring teachers teach the required curriculum, encouraging them to involve students in activities, meeting teachers individually to discuss student progress issues, discussing student learning outcomes with teachers, and requesting teachers to send reports on student progress to parents. Overall, learning evaluation is carried out jointly between the principal, teachers, and staff, both mutually (in formal meetings) and in personal consultations.