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All Journal SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Kusdianto Kusdianto
Fakultas Keguruan dan Ilmu Pendidikan, Universitas Cenderawasih, Jayapura, Indonesia
Education Social Sciences Other

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PRINCIPAL COMMUNICATION STRATEGIES FOR ENHANCING TEACHER PERFORMANCE IN A REMOTE INDONESIAN SCHOOL Yomiles Kogoya; Kusdianto Kusdianto; Yuliana Waromi; Yuliusmataputun Yuliusmataputun; Robert Masreng
SOSIOEDUKASI Vol 15 No 3 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i3.9439

Abstract

This study aims to analyze the principal’s communication strategies for enhancing teacher performance at SMP Negeri 1 Gamelia, Lanny Jaya Regency, Highland Papua Province. The study focuses on the principal’s verbal and nonverbal communication, openness and transparency in managerial information, interpersonal communication, and the development of a cohesive teacher team through participatory, collaborative, and problem-solving-oriented approaches. This study employed a descriptive qualitative approach involving the principal, three subject teachers, a school operator, and a school committee representative as participants. Data were collected through interviews and analyzed using data reduction, data display, and conclusion drawing and verification. The findings indicate that the principal effectively performed leadership roles across various dimensions of communication and school management. The principal communicated instructions clearly, consistently, and comprehensibly through both verbal and nonverbal communication while fostering a supportive working environment. Practices of transparency and openness in information sharing strengthened trust among school members and the school committee, whereas empathetic and supportive interpersonal communication contributed positively to the school climate. Furthermore, the principal successfully developed a cohesive teacher team through collaboration, participatory decision-making, and effective coordination, fostering a strong sense of togetherness, collective responsibility, and shared commitment to achieving the school's goals.
Co-Authors Robert Masreng Yomiles Kogoya Yuliana Waromi Yulius Mataputun