Electronic Theses and Dissertation

KEPEMIMPINAN AUTENTIK KEPALA SEKOLAH DALAM MENINGKATKAN KINERJA GURU DI TK INKLUSI
SWASTA BANDA ACEH

Oleh : Saprina Siregar
NPM: 2309200050019

Komisi Pembimbing:
1. Dr. Ismail, M. Pd.
2. Prof. Dr. Murniati AR, M. Pd.

ABSTRAK

Kepemimpinan autentik berbasis psikologi positif, integritas, dan tranparansi kunci untuk meningkatkan kinerja guru. Penelitian ini menganalisis kepemimpinan autentik kepala sekolah dalam meningkatkan kinerja guru di TK Inklusi Swasta Kota Banda Aceh, melalui proses perencanaan, pelaksanaan, evaluasi, serta hambatan yang dihadapi kepala sekolah dalam memajukan kinerja guru dalam konteks sekolah inklusi. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kasus pada tiga TK swasta inklusi: TKIT Al Fatih, TK My Dream School, dan TK Kiddos English School. Hasil penelitian menemukan bahwa perencanaan kepemimpinan autentik berbeda disetiap sekolah. TKIT Al Fatih dan TK My Dream School tidak melibatkan guru dalam perumusan visi-misi dan tidak memiliki regulasi sekolah inklusi, sementara TK Kiddos English School melibatkan guru, dan yayasan dalam perumusan visi-misi serta memiliki regulasi penerimaan Anak Berkebutuhan Khusus dan memiliki Guru Pendamping Khusus. Dalam pelaksanaan, kepala sekolah di ketiga sekolah mendorong guru menyusun kurikulum relevan, menjaga komunikasi terbuka dengan orang tua, memberikan kebebasan dalam mengembangkan metode mengajar. Evaluasi dan pengawasan dilakukan secara rutin melalui supervisi kelas dan penilaian kinerja guru. Penelitian juga mengidentifikasi berbagai hambatan dalam kepemimpinan autentik, seperti kurangnya sumber daya untuk mendukung pendidikan inklusi, pemahaman yang terbatas tentang pendidikan inklusi serta tekanan yang dirasakan guru dalam menangani ABK. Penelitian ini menyimpulkan bahwa meskipun ada kemajuan dalam pelaksanaan pendidikan inklusi di Banda Aceh, serta meningkatnya kinerja guru tantangan struktural dan pengetahuan yang terbatas masih menghambat optimalisasi kinerja guru dalam mendidik siswa inklusi.
Kata kunci: Kepemimpinan Autentik, Kinerja Guru, Pendidikan Inklusi

AUTHENTIC LEADERSHIP OF SCHOOL PRINCIPALS IN IMPROVING TEACHER PERFORMANCE IN PRIVATE INCLUSIVE KINDERGARTENS IN BANDA ACEH ABSTRACT (Saprina Siregar) Authentic leadership based on positive psychology, integrity, and transparency is key to improving teacher performance. This study analyzed the principal's authentic leadership in improving teacher performance in private inclusive kindergartens in Banda Aceh, through the process of planning, implementation, evaluation, and obstacles faced by principals in advancing teacher performance in the context of inclusive schools. This research used a qualitative method with a case study approach in three private inclusive kindergartens: TKIT Al Fatih, My Dream School, and Kiddos English School. The results showed that authentic leadership planning was different in each school. TKIT Al Fatih and TK My Dream School did not involve teachers in the formulation of the vision and mission and did not have inclusive school regulations, while TK Kiddos English School involved teachers, and the foundation in the formulation of the kindergartens’ vision mission and has regulations for accepting children with special needs and has Special Assistance Teachers. In terms of implementation, principals in all three schools encouraged teachers to develop a relevant curriculum, maintained open communication with parents, and provided freedom in developing teaching methods. Evaluation and supervision were conducted regularly through classroom supervision and teacher performance appraisals. The research also identified barriers to authentic leadership such as the lack of resources to support inclusive education, limited understanding of inclusive education, and the pressure teachers feel in working with children with disabilities. This study concluded that, despite progress in the implementation of inclusive education in Banda Aceh and the improvement in teacher performance, structural challenges, and limited knowledge continue to hinder the optimization of teachers' performance in educating inclusive students. Keywords: Authentic Leadership, Teacher Performance, Inclusive Education