KEPEMIMPINAN PENDIDIKAN

Kepemimpinan Pendidikan

1.      Gaya kepemimpinan / Leadership Style

Some leaders seem autocratic : they dictate orders and determine all policy without involving group mempers in decision making. Some leaders seem democratic : they set policies through group discussion and decision, encouraging and helpin group members to interact, requesting the coorperation of others, and being considerate of members feelings and needs. Finally, some leaders take a laissez-faire approach: they do not participate in their group’s decision making at all. It seems obvious that such differences in leadership style should affect group productivity and the attitudes of group members.

Bahasan

Kepemimpinan otokratis yaitu gaya kepemimpinan dimana pemimpin  mendikte perintah dan menentukan semua kebijakan tanpa melibatkan anggota kelompok dalam pengambilan keputusan cenderung mendominasi dalam suatu kelompok. Sedangkan . kepemimpinan demokratis yaitu gaya kepemimpinan dimana mereka menetapkan kebijakan melalui diskusi atau musyawarah mufakat, dan mempertimbangkan perasaan, pendapat dan kebutuhan para anggotanya. Kepemimpinan laissez-fire yaitu mereka sama sekali tidak tidak berpartisipasi dalam pengambilan keputusan kelompok mereka.

2.      Syarat-syarat pemimpin yang baik / The Term of a good leader

Leaders focus on motivation, and inspiration (Kotter, 1990). Leaders aim to create passion to follow their vision, to reach long term goals, take risks to accomplish common goals, and challenge the current status quo (Bennis and Nanus, 1997). The leader keeps an open eye on his followers’ benefits, so people follow the leader voluntarily, and the leader directs the follower by using a transformational style (Bass, 1990). Leaders should have some critical qualities such as integrity; vision; toughness; decisive; trust; commitment; selflessness, creativity; risk taking; toughness; communication ability, and visibility (Capowski, 1994). Moreover, leaders should have charisma; a sense of mission; ability to influence people in a positive environment; and ability to solve problems (House, 1977).

Bahasan

Pemimpin harus menciptakan semangat untuk mengikuti visi mereka, mencapai tujuan jangka panjang, mengambil risiko untuk mencapai tujuan bersama, dan menantang status quo saat ini. Pemimpin juga harus terus mengawasi manfaat para pengikutnya, sehingga orang-orang mengikuti pemimpin secara sukarela, dan pemimpin mengarahkan pengikut dengan menggunakan gaya transformasional. Pemimpin harus memiliki beberapa kualitas kritis seperti integritas; penglihatan; kekerasan; menentukan; kepercayaan; komitmen; tidak mementingkan diri sendiri, kreativitas; Mengambil resiko; kekerasan; kemampuan berkomunikasi, dan visibilitas. Selain itu, pemimpin harus memiliki karisma; rasa misi; kemampuan untuk mempengaruhi orang di lingkungan yang positif; dan kemampuan untuk memecahkan masalah.

3.      Sifat-sifat pemimpin yang baik / Traits of good leader

Leader’s character influences his ethical performance, but solely poor character does not fully explain ethical lapses in corporations. However, it is true, that a strong character plays an important role in effective self-leadership and in the process of leading others. Leaders therefore must rely on their inner voice, inner compass that points them in the ethical direction (Brown, 2007) In his book, Covey addresses the issue of ethical leadership with the term “Character ethics”, that he understands not as of individual character, but of “principles that govern human effectiveness” being self-validating natural laws (Covey, 2004, p. 32).The mode in which ethical standards and consequently conduct are neglected or applied is a function of individual characteristics. Covey’s view on effective leadership with a strong ethical component is described in the following sentence: “To value oneself and, at the same time, subordinate oneself to higher purposes and principles is the paradoxical essence of the highest humanity and the foundation of effective leadership (Covey, 2004, p. 19).

Jones asserts that ethical conduct is a result of one’s personal dispositions, his character and not a result of learning experience. He asserts that ethical leader is an ascetic construct, whereby ascetic describes a self-controlled,

purposeful person who is mindful with regard to consequences (Jones, 1995).He continues that “the ascetic person lives from within. He or she is aperson who regards life as the occasion for commitment to ends higher than one’s own immediate happiness and well-being (Jones, 1995, p. 869). He believes that being ethical is a personal quality tied to characteristic habits, therefore training programs emphasizing self-evident moral principles might not be as effective as we wish. It is assumed that consistently ethical behaviour is the result of the process of socialization infinitely more thoroughly than any organizational training program. The criteria relevant for judging ethical behaviour of a leader include individual values, conscious intentions, freedom of choice, stage of moral development, types of influence used, and use of ethical as well as unethical behaviour (G. Yukl, 2006). Some of the characteristic behaviours of ethical and unethical leaders are :The Ethical Leaders is humble, concerned for the greater, goods honest and straight forward, Fulfils commitments, Strives for fairnessTakes responsibility Shows respect

for each individual Encourages and develops others Serves others Shows courage to stand up for what is righ

Bahasan

Karakter pemimpin mempengaruhi kinerja etisnya, namun karakter yang sangat buruk tidak sepenuhnya menjelaskan penyimpangan etis di perusahaan. Namun, memang benar, bahwa karakter yang kuat memegang peranan penting dalam kepemimpinan diri yang efektif dan dalam proses memimpin orang lain. Beberapa perilaku khas pemimpin etis dan tidak etis adalah: Pemimpin Etika rendah hati, peduli terhadap barang yang lebih besar, jujur dan lurus ke depan, Memenuhi komitmen, berusaha untuk keadilan. Tanggung jawab, Menunjukkan rasa hormat
untuk masing-masing individu, Mendorong dan mengembangkan orang lain, Melayani orang lain, Menunjukkan keberanian untuk membela apa yang baik.

4.      Peran kepala sekolah sebagai pemimpin pendidikan

Traditionally, the principal resembled the middle manager suggested in William Whyte’s 1950’s classic The Organization Man – an overseer of buses, boilers and books. Today, in a rapidly changing era of standards-based reform and accountability, a different conception has emerged– one closer to the model suggested by Jim Collins’ 2001 Good to Great, which draws lessons from contemporary corporate life to suggest leadership that focuses with great clarity on what is essential, what needs to be done and how to get it done. This shift brings with it dramatic changes in what public education needs from principals. They can no longer function simply as building managers, tasked with adhering to district rules, carrying out regulations and avoiding mistakes. They have to be (or become) leaders of learning who can develop a team delivering effective instruction.

Wallace’s work since 2000 suggests that this entails five key responsibilities:

Shaping a vision of academic success for all students, one based on high standards. Creating a climate hospitable to education in order that safety, a cooperative spirit and other foundations of fruitful interaction prevail. Cultivating leadership in others so that teachers and other adults assume their parts in realizing the school vision. Improving instruction to enable teachers to teach at their best and students to learn to their utmost. Managing people, data and processes to foster school improvement.

Bahasan

Secara tradisional, kepala sekolah menyerupai manajer menengah. Mereka tidak bisa lagi berfungsi hanya sebagai manajer bangunan, bertugas untuk mematuhi peraturan kabupaten, melaksanakan peraturan dan menghindari kesalahan. Mereka harus menjadi (atau menjadi) pemimpin pembelajaran yang bisa mengembangkan tim yang memberikan pengajaran yang efektif. Kepala sekolah yakni :

·         Sebagai pembentuk visi kesuksesan akademik bagi semua siswa, satu berdasarkan standar tinggi.

·         Pencipta iklim yang ramah terhadap pendidikan agar keselamatan, semangat kerja sama dan dasar interaksi bermanfaat lainnya bisa terjadi.

·         Menumbuhkan kepemimpinan di tempat lain sehingga guru dan orang dewasa lainnya menganggap peran mereka dalam mewujudkan visi sekolah.

·         Meningkatkan pengajaran agar guru bisa mengajar sebaik mungkin dan siswa untuk belajar sebaik mungkin.

·         Mengelola orang, data dan proses untuk mendorong perbaikan sekolah.