Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH
Srina Desmira
Universitas Negeri Padang, Indonesia
Education

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
PERAN KEPEMIMPINAN TRANSFORMASIONAL DALAM MEMBANGUN BUDAYA SEKOLAH YANG INOVATIF DAN KOLABORATIF DI SMPN 2 LUBUK ALUNG KABUPATEN PADANG PARIAMAN Yanti Azmaniar; Srina Desmira; Nurhizrah Gistituati; Rusdinal Rusdinal; Nellitawati Nellitawati
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 10 No. 4 (2025): December
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v10i4.1159

Abstract

Transformational leadership is a leadership style that has the power to transform organisational behaviour, values, and culture through a process of motivating, inspiring, and encouraging innovative thinking. In the context of schools, the transformational leadership of the headteacher is a key factor in creating a collaborative work culture and a sustainable climate of innovation. This article aims to analyse how transformational leadership plays a role in building an innovative and collaborative school culture at SMPN 2 Lubuk Alung, Padang Pariaman Regency. The research uses a qualitative method with a literature study, namely analysing theories, empirical findings, and relevant articles from the last 10 years. The results of the study show that transformational leadership is capable of creating an innovation-oriented school culture through an inspiring vision, teacher empowerment, intellectual stimulation, and individual attention. This leadership also strengthens teacher collaboration through the formation of learning communities, effective communication, and the provision of space for cross-subject cooperation. This article provides a comprehensive overview of the role of the principal as an agent of change and recommendations for SMPN 2 Lubuk Alung in building a sustainable innovative and collaborative school organisational culture.
"PELAKSANAAN SUPERVISI KOLEGIAL BERBASIS PENDEKATAN DEVELOPMENTAL DALAM MENINGKATKAN KOMPETENSI PENGAJARAN GURU DI SMAN 15 PADANG" Sumiarni Sumiarni; Reni Gusnita; Srina Desmira; Sufyarma Sufyarma; Rifma Rifma; Tia Ayu Ningrum
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 3 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i3.2293

Abstract

Teacher professional competence constitutes a fundamental determinant of instructional quality across all phases of learning—from planning and implementation to evaluation. Collegial supervision rooted in a developmental framework presents a contextually grounded and democratic avenue for advancing teacher professionalism. This study investigated the implementation of developmental-based collegial supervision at SMAN 15 Padang, examining its effects on instructional competence and identifying the factors that either facilitate or constrain its execution. A qualitative approach employing a case study design was adopted. Data were gathered through participatory observation, in-depth semi-structured interviews, and document review, subsequently validated using source and technique triangulation. Analysis followed the interactive model proposed by Miles, Huberman, and Saldana (2014). Findings reveal that collegial supervision was carried out through five systematic stages: peer pairing formation, professional development mapping, technical preparation, a three-phase observation cycle, and documentation of outcomes. The collaborative approach emerged as the most frequently applied. Positive outcomes included enhanced pedagogical competence, the cultivation of professional reflection habits, encouragement of instructional innovation, and the establishment of a professional learning community. Enablers included transformational school leadership, a collegial institutional climate, and structural support systems; constraints encompassed cultural resistance among some teachers, limited constructive feedback skills, and excessive workload.
Co-Authors Nellitawati Nellitawati Ningrum, Tia Ayu Nurhizrah Gistituati Reni Gusnita Rifma Rifma Rusdinal Rusdinal Sufyarma Sufyarma Sumiarni Sumiarni Yanti Azmaniar