INTRODUCTION Contribution of Principal leadership, School Climate, and Compensation toward Teacher’s Professionalism (A Site Study at Junior High School Sub Rayon Weleri, Kendal).
1
CHAPTER I
INTRODUCTION
A. Background
One of the important issues faced by today’s education is the low
quality of the output. The National Final Examination test score which is
generally not good is one of indicators that becomes the guideline to the
question.
If explored further, the quality of educational output or characteristic
of school’s graduate is contributed by several related variables. As stated by
Suyanto, (2001: 68) as follows.
“Characteristic of good graduate requires good teaching and learning
process, while the good teaching and learning process requires good
teacher. To create a good teacher, it requires a conducive school
climate that enables teacher to work professionally, calm and full of
concentration with full equipments, creative, honest, and prosperous.
The climate requires periodic type school with a number of
characteristic that support it.”
From this, it is interesting to do a study of the teacher professionalism
with different background that contributes it. Things that can contribute of
teacher’s professionalism, as Mulyasa (2004: 139) are: (1) mental attitude, in
the form of motivation, discipline, and work ethic, (2) education level, (3)skill,
including ability and experience, (4) management, (5) industrial relation, (6)
income level, (7) nutrition and health, (8) social security, (9)environment and
work climate, (10 the quality of facilities, (11) the technology used, and (12)
outstanding opportunity.
1
2
Type of good principal is the principal that has good characteristic and
attitude so can create the good school climate and provides high work
satisfaction for teachers or subordinate.
The good school climate will make teachers feel happy, comfortable in
working, and can create professional teacher. Conversely, if the school climate
is not good, it can not create calm and fun feeling for teachers that effect to the
work stress and the professionalism of teacher is decreasing.
Then if we examine more closely, the creation of teacher that has high
professionalism has a strong relationship with compensation, because it is a
part of professional appreciation. The compensation has a big contribution to
the effort to raise teacher’s motivation to improve their professionalism. The
form of compensation can be a direct and indirect compensation.
Several relationships with colleagues, relationship with the principal,
colleagues, the principal leadership, salary, rules and regulation, teaching,
students’ behavior, and school’s physical environment will contribute on the
professionalism of a teacher. The realization of good school climate creates
high teacher’s professionalism that can also help the improvement of learning
quality.
The principal leadership, school climate, and compensation toward
work satisfaction is the important problem that is dynamic, change every time
so it needs to get enough attention for developing school and teachers’ career
and the improvement of education quality.
3
Based on the above description, then the researcher is interested to do a
study entitled “Contribution of the Principal Leadership, School Climate, and
Compensation toward Teacher’s Professionalism at Junior High School of
Weleri, Kendal.”
B. Identification of Problem
Based on the previous background, several factors that can contribute
the Principal Leadership, School Climate and Compensation toward Teacher’s
Professionalism at Junior High School Sub Rayon Weleri, Kendal can be
indentified as follow.
1. How are characteristic of principal leadership contribution toward
teacher’s professionalism?
2. How are characteristic of school climate contribution toward teacher’s
professionalism?
3. How are characteristic of compensation contribution toward teacher’s
professionalism?
4. How are characteristic of the low quality of education on every level and
unit of education, especially basic education and secondary education?
5. How are characteristic of teacher’s professionalism in Sub Rayon Weleri
Kendal that still need to be improved?
6. How are characteristic of interaction climate with colleagues, relationship
with the leader and colleagues, principal leadership, salary, rules and
4
regulation, teaching, student behavior and the physical environment of
school toward professionalism of teacher.
C. Limitation of Problem
In order to make the problem of this research do not deviate from what
is studied, the researcher limits this research on the contribution of principal
leadership,
school
climate,
and
compensation
toward
teacher’s
professionalism at Junior High School Sub Rayon Weleri, Kendal.
D. Problem Formulation
Based on the previous description, this research problem is formulated
as follow:
1. Is there a contribution of principal leadership, school climate and
compensation toward teacher’s professionalism at Junior High School Sub
Rayon Weleri, Kendal?
2. Is there a contribution of principal leadership toward teacher’s
professionalism at Junior High School Sub Rayon Weleri, Kendal?
3. Is there a contribution of school climate toward teacher’s professionalism
at Junior High School Sub Rayon Weleri, Kendal?
4. Is there a contribution of compensation toward teacher’s professionalism
at Junior High School Sub Rayon Weleri, Kendal?
5
E. Research Objective
1. To analyze and test the contribution of principal leadership, school climate
and compensation toward teacher’s professionalism at Junior High School
Sub Rayon Weleri, Kendal.
2. To analyze and test the contribution of principal leadership toward
teacher’s professionalism at Junior High School Sub Rayon Weleri,
Kendal.
3. To analyze and test the contribution of school climate toward teacher’s
professionalism at Junior High School Sub Rayon Weleri, Kendal.
4. To analyze and test the contribution of compensation toward teacher’s
professionalism at Junior High School Sub Rayon Weleri, Kendal.
F. Research Benefit
1. Theoretical Benefit
a. This research is expected to give a contribution on the development of
management theory development.
b. As a reference for subsequent researcher, especially for whom who are
interested to do a study related to teacher’s role and education quality.
2. Practical Benefit
a. To help the school and school board in planning of education quality.
b. This research is also expected can give information on the importance
of principal’s role and school board in supporting the success of
education quality achievement. For the Department of Sport and
6
Education Kendal, the result of this study is expected to be an
information that can be the guideline to take a decision related to the
educational quality improvement plan.
c. To assist teachers to evaluate themselves in order to improve the
professionalism of teacher.
CHAPTER I
INTRODUCTION
A. Background
One of the important issues faced by today’s education is the low
quality of the output. The National Final Examination test score which is
generally not good is one of indicators that becomes the guideline to the
question.
If explored further, the quality of educational output or characteristic
of school’s graduate is contributed by several related variables. As stated by
Suyanto, (2001: 68) as follows.
“Characteristic of good graduate requires good teaching and learning
process, while the good teaching and learning process requires good
teacher. To create a good teacher, it requires a conducive school
climate that enables teacher to work professionally, calm and full of
concentration with full equipments, creative, honest, and prosperous.
The climate requires periodic type school with a number of
characteristic that support it.”
From this, it is interesting to do a study of the teacher professionalism
with different background that contributes it. Things that can contribute of
teacher’s professionalism, as Mulyasa (2004: 139) are: (1) mental attitude, in
the form of motivation, discipline, and work ethic, (2) education level, (3)skill,
including ability and experience, (4) management, (5) industrial relation, (6)
income level, (7) nutrition and health, (8) social security, (9)environment and
work climate, (10 the quality of facilities, (11) the technology used, and (12)
outstanding opportunity.
1
2
Type of good principal is the principal that has good characteristic and
attitude so can create the good school climate and provides high work
satisfaction for teachers or subordinate.
The good school climate will make teachers feel happy, comfortable in
working, and can create professional teacher. Conversely, if the school climate
is not good, it can not create calm and fun feeling for teachers that effect to the
work stress and the professionalism of teacher is decreasing.
Then if we examine more closely, the creation of teacher that has high
professionalism has a strong relationship with compensation, because it is a
part of professional appreciation. The compensation has a big contribution to
the effort to raise teacher’s motivation to improve their professionalism. The
form of compensation can be a direct and indirect compensation.
Several relationships with colleagues, relationship with the principal,
colleagues, the principal leadership, salary, rules and regulation, teaching,
students’ behavior, and school’s physical environment will contribute on the
professionalism of a teacher. The realization of good school climate creates
high teacher’s professionalism that can also help the improvement of learning
quality.
The principal leadership, school climate, and compensation toward
work satisfaction is the important problem that is dynamic, change every time
so it needs to get enough attention for developing school and teachers’ career
and the improvement of education quality.
3
Based on the above description, then the researcher is interested to do a
study entitled “Contribution of the Principal Leadership, School Climate, and
Compensation toward Teacher’s Professionalism at Junior High School of
Weleri, Kendal.”
B. Identification of Problem
Based on the previous background, several factors that can contribute
the Principal Leadership, School Climate and Compensation toward Teacher’s
Professionalism at Junior High School Sub Rayon Weleri, Kendal can be
indentified as follow.
1. How are characteristic of principal leadership contribution toward
teacher’s professionalism?
2. How are characteristic of school climate contribution toward teacher’s
professionalism?
3. How are characteristic of compensation contribution toward teacher’s
professionalism?
4. How are characteristic of the low quality of education on every level and
unit of education, especially basic education and secondary education?
5. How are characteristic of teacher’s professionalism in Sub Rayon Weleri
Kendal that still need to be improved?
6. How are characteristic of interaction climate with colleagues, relationship
with the leader and colleagues, principal leadership, salary, rules and
4
regulation, teaching, student behavior and the physical environment of
school toward professionalism of teacher.
C. Limitation of Problem
In order to make the problem of this research do not deviate from what
is studied, the researcher limits this research on the contribution of principal
leadership,
school
climate,
and
compensation
toward
teacher’s
professionalism at Junior High School Sub Rayon Weleri, Kendal.
D. Problem Formulation
Based on the previous description, this research problem is formulated
as follow:
1. Is there a contribution of principal leadership, school climate and
compensation toward teacher’s professionalism at Junior High School Sub
Rayon Weleri, Kendal?
2. Is there a contribution of principal leadership toward teacher’s
professionalism at Junior High School Sub Rayon Weleri, Kendal?
3. Is there a contribution of school climate toward teacher’s professionalism
at Junior High School Sub Rayon Weleri, Kendal?
4. Is there a contribution of compensation toward teacher’s professionalism
at Junior High School Sub Rayon Weleri, Kendal?
5
E. Research Objective
1. To analyze and test the contribution of principal leadership, school climate
and compensation toward teacher’s professionalism at Junior High School
Sub Rayon Weleri, Kendal.
2. To analyze and test the contribution of principal leadership toward
teacher’s professionalism at Junior High School Sub Rayon Weleri,
Kendal.
3. To analyze and test the contribution of school climate toward teacher’s
professionalism at Junior High School Sub Rayon Weleri, Kendal.
4. To analyze and test the contribution of compensation toward teacher’s
professionalism at Junior High School Sub Rayon Weleri, Kendal.
F. Research Benefit
1. Theoretical Benefit
a. This research is expected to give a contribution on the development of
management theory development.
b. As a reference for subsequent researcher, especially for whom who are
interested to do a study related to teacher’s role and education quality.
2. Practical Benefit
a. To help the school and school board in planning of education quality.
b. This research is also expected can give information on the importance
of principal’s role and school board in supporting the success of
education quality achievement. For the Department of Sport and
6
Education Kendal, the result of this study is expected to be an
information that can be the guideline to take a decision related to the
educational quality improvement plan.
c. To assist teachers to evaluate themselves in order to improve the
professionalism of teacher.