Analisis Kepemimpinan Visioner Kepala Sekolah Dalam Meningkatkan Kinerja Guru Di Taman Kanak-Kanak Pertiwi 12 Gading
Penelitian ini bertujuan untuk menganalisis peran kepemimpinan visioner kepala sekolah dalam meningkatkan kinerja guru di TK Pertiwi 12 Gading. Metode dalam penelitian ini adalah pendekatan kualitatif dengan desain penelitian deskriptif. Pengumpulan data dilakukan melalui wawancara, observasi, dan dokumentasi yang melibatkan kepala sekolah dan guru. Hasil penelitian menunjukkan bahwa kepala sekolah menerapkan gaya kepemimpinan visioner yang efektif sebagai penentu arah, agen perubahan, juru bicara, dan pelatih. Penerapan kepemimpinan visioner ini berdampak positif pada kinerja guru melalui kemampuan profesional, kemampuan sosial, dan kemampuan pribadi. Kemudian, terdapat faktor pendukung yang berperan dalam keberhasilan kepemimpinan visioner, seperti komunikasi yang baik dengan pemangku kepentingan, keinginan guru untuk mengembangkan sekolah, dukungan orang tua, pelatihan pengembangan profesional, dan infrastruktur yang memadai. Namun, terdapat faktor penghambat seperti keterbatasan sumber daya manusia, kekurangan anggaran, beban kerja yang berlebihan, dan kurangnya dukungan dari pihak terkait.
This research aims to analyze the role of the school principal’s visionary leadership in improving teacher performance at Pertiwi 12 Gading Kindergarten. The method in this research is a qualitative approach to descriptive research design. Data collection was carried out through interviews, observation and documentation involving school principals and teacher. The research results show that the principal applies an effective visionary leadership style as a direction setter, change agent, spokesperson, and coach. The application of this visionary leadership has a positive impact on teacher performance through professional abilities, social abilities and personal abilities. Then, there are supporting factors that play a role in the success of visionary leadership, such as good communication with stakeholders, teachers’ desire to develop the school, parental support, professional development training, and adequate infrastructure. However, there are inhibiting factors such as limited human resources, budget shortages, excessive workload and lack of support from related parties.
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