Electronic Theses and Dissertation

Rendahnya mutu guru di sekolah dasar tidak hanya dipengaruhi oleh faktor individu, tetapi juga oleh efektivitas strategi kepemimpinan kepala sekolah dalam membina dan mengembangkan kinerja guru. penelitian ini bertujuan untuk mengetahui manajemen kepala sekolah dalam meningkatkan mutu guru sekolah di kecamatan pidie. penelitian ini menggunakan pendekatan deskriptif kualitatif untuk memperoleh pemahaman mendalam mengenai manajemen kepala sekolah dalam meningkatkan mutu guru di sekolah dasar kecamatan pidie. pendekatan ini berlandaskan filosofi postpositivisme dan menempatkan peneliti sebagai instrumen utama dalam pengumpulan data mengaunakan teknik triangulasi. subjek penelitian terdiri dari lima kepala sekolah dan lima guru sebagai narasumber yang memberikan data lengkap dan cermat terkait fenomena yang diamati. teknik pengumpulan data meliputi observasi partisipatif, wawancara mendalam dan bebas terpimpin, serta dokumentasi program peningkatan mutu guru. validitas data diuji melalui uji kredibilitas, transferabilitas, dependabilitas, dan konfirmabilitas dengan berbagai strategi, termasuk perpanjangan pengamatan, triangulasi, analisis kasus negatif, dan member check. analisis data dilakukan secara deskriptif induktif dengan tahapan pengumpulan, reduksi, penyajian, dan penarikan kesimpulan, yang mengorganisasikan data ke dalam pola dan tema utama. instrumen penelitian berupa lembar observasi, pedoman wawancara, dan dokumentasi nilai siswa digunakan untuk memperoleh data yang akurat dan valid. hasil penelitian menunjukkan bahwa perencanaan program dilakukan melalui analisis data akademik, wawancara, serta pelibatan aktif guru, menghasilkan pendekatan yang relevan dan kontekstual di masing-masing sekolah. program menekankan bimbingan, supervisi, komunitas belajar, serta pemanfaatan teknologi, dengan strategi yang disesuaikan kebutuhan setiap sekolah dan upaya menjaga motivasi guru melalui penghargaan dan pengembangan karier. evaluasi dilakukan secara rutin melalui supervisi kelas dan refleksi, menghasilkan peningkatan efektivitas pengajaran dan hasil belajar siswa. tindak lanjut berupa monitoring jangka panjang, pendampingan mentor, serta inovasi dalam pembelajaran memastikan keberlanjutan dan dampak positif program.

The low quality of teachers in elementary schools is not solely influenced by individual factors, but also by the effectiveness of school principals' leadership strategies in guiding and developing teacher performance. This study aims to explore the school principal's management in improving teacher quality in schools within the Pidie District. A qualitative descriptive approach was used to gain an in-depth understanding of how school principals manage efforts to improve teacher quality in elementary schools across the district. This approach is based on the philosophy of post-positivism and positions the researcher as the main instrument in data collection using triangulation techniques. The research subjects consisted of five school principals and five teachers who served as key informants, providing complete and accurate data related to the observed phenomena. Data collection techniques included participant observation, in-depth and semi-structured interviews, as well as documentation of teacher quality improvement programs. Data validity was tested through credibility, transferability, dependability, and confirmability using various strategies such as prolonged engagement, triangulation, negative case analysis, and member checking. Data analysis was carried out using an inductive descriptive method, involving the stages of data collection, reduction, display, and conclusion drawing, with the data organized into main patterns and themes. Research instruments included observation sheets, interview guides, and documentation of student assessments to obtain accurate and valid data. The results of the study indicate that program planning was conducted through academic data analysis, interviews, and active involvement of teachers, resulting in contextually relevant approaches at each school. The programs emphasized guidance, supervision, professional learning communities, and the use of technology, with strategies tailored to the needs of each school. Efforts to maintain teacher motivation were supported through recognition and career development initiatives. Evaluation was routinely carried out through classroom supervision and reflection, leading to improved teaching effectiveness and student learning outcomes. Follow-up actions included long-term monitoring, mentoring support, and innovations in teaching practices to ensure sustainability and positive program impact.