Principal's Policy Analysis in the Development of Teachers’ Professional Competence

Abstract

The school principal's policy in developing teachers' professional competencies is a crucial element in efforts to improve the quality of education at schools. As educational leaders, principals are responsible for designing, implementing, and evaluating policies that support the sustainable professional development of teachers. This study aims to analyze the role of the principal in encouraging the improvement of teachers' professional competencies at SMK Ma’arif Sudimoro. This research employs a descriptive qualitative approach conducted at SMK Ma’arif Sudimoro, Pacitan Regency, East Java. The research subjects include the principal, teachers, and other relevant parties. Data were collected through in-depth interviews, observations, and documentation of policies and teacher competency development programs. Data analysis was performed using thematic analysis techniques. The research findings indicate that the principal at SMK Ma’arif Sudimoro plays a central role in enhancing teachers' professional competencies through several strategies. As a learning leader, the principal designs and implements training programs that align with teachers' needs and curriculum demands. As an academic supervisor, the principal routinely conducts classroom supervision to provide constructive feedback to teachers. As a motivator and facilitator, the principal creates a conducive work environment by providing moral and material support to teachers. As a resource manager, the principal ensures adequate budget allocation for teachers' professional development activities and establishes partnerships with various parties to expand teachers' access to quality resources and training.