A. DEFINITION OF PROFESSIONALISM, LEADERSHIP, AND PRINCIPAL

1. PROFESSIONALISM

ANTON MULIONO (1989: 702), SUGGESTS THAT THE PROFESSION, IS THE FIELD OF

EDUCATION IS BASED ON JOB SKILLS (SKILLS, VOCATIONAL) SPECIFIC, PROFESSIONAL, IS

REQUIRES A KNACK FOR RUNNING, PROFESSIONALISM, IS A PROFESSIONAL NATURE, AND

PROFESSIONALIZATION IS THE PROCESS OF CREATING A BE A PROFESSIONAL BODY.

MEANWHILE, PROTECTION, IS A FORMAL JURIDICAL PROTECTION OF THE LAW.

FURTHERMORE, AS HORNBY (1952: 989), SAID THAT PROFESSIONALISM IS THE MARK OR

QUALITIES OF A PROFESSION.

2. LEADERSHIP

THE IMPORTANCE OF LEADERSHIP AS PROPOSED BY JAMES M. BLACK ON

MANAGEMENT: A GUIDE TO EXECUTIVE COMMAND IN SADILI SAMSUDIN (2006: 287) IS

THE "LEADERSHIP IS THE ABILITY TO CONVINCE AND MOBILIZE OTHERS TO WANT TO

WORK TOGETHER UNDER HIS LEADERSHIP AS A TEAM TO ACHIEVE A SPECIFIC PURPOSE ".

WHILE SOEKARTO INDRAFACHRUDI R. (2006: 2) DEFINES "LEADERSHIP IS AN ACTIVITY IN

GUIDING A GROUP SUCH THAT THE GOAL IS REACHED”.

CAN BE CONCLUDED THAT LEADERSHIP IS THE ABILITY OF A PERSON TO

INFLUENCE OTHERS TO COOPERATE TO WANT TO TAKE ACTION AND ACT IN ACHIEVING A

COMMON GOAL.

3. PRINCIPAL

THE PRINCIPAL IS DERIVED FROM TWO WORDS, NAMELY "HEAD" AND

"SCHOOL" MEANS THE CHAIRMAN CHIEF OR LEADER WITHIN AN ORGANIZATION OR

AN INSTITUTION. MEDIUM SCHOOL IS AN INSTITUTION WHERE A PLACE TO

RECEIVE AND GIVE LESSONS. SO IN GENERAL PRINCIPALS OR SCHOOL LEADERS

CAN MEAN AN INSTITUTION WHERE THE RECEIVING AND GIVING LESSONS.

CAN BE CONCLUDED THAT THE PRINCIPAL IS A TEACHER WHO HAS THE

ABILITY TO LEAD ALL THE RESOURCES AVAILABLE TO A SCHOOL THAT CAN BE

UTILIZED TO THE MAXIMUM TO ACHIEVE A COMMON GOAL.

SO PROFESSIONALISM SCHOOL LEADERSHIP MEANS A FORM OF

COMMITMENT OF THE MEMBERS OF A PROFESSION TO ALWAYS IMPROVE

AND DEVELOP COMPETENCIES THAT AIMS TO MAKE THE QUALITY OF

PROFESSIONALISM IN RUNNING AND LEAD ALL THE RESOURCES AVAILABLE

TO A SCHOOL TO COOPERATE TO ACHIEVE A COMMON GOAL.

4. DEMANDS PROFESSIONALISM PRINCIPAL

THE SCHOOL PRINCIPAL IS ONE OF THE MOST EDUCATIONAL

COMPONENT PLAYS A ROLE IN IMPROVING THE QUALITY OF EDUCATION. AS

STATED IN ARTICLE 12 PARAGRAPH 1 PP 28, 1990 THAT: "THE PRINCIPAL IS

RESPONSIBLE FOR THE ORGANIZATION OF EDUCATION, SCHOOL

ADMINISTRATION, COACHING OTHER EDUCATION PERSONNEL, AND

EFFICIENT UTILIZATION AND MAINTENANCE OF FACILITIES AND

INFRASTRUCTURE".

5. DEFINITION OF CONCEPTUAL BEING PRINCIPAL PROFESSIONAL

PRINCIPAL PROFESSIONALS MUST BE ABLE TO DISTINGUISH WHICH ARE THE

ESSENTIAL KNOWLEDGE RELATING TO THE DISCIPLINE OF SCIENCE AND NOT

ESSENTIAL IN ACCORDANCE WITH THE DEMANDS OF PROFESSIONALS. IN

CONNECTION WITH THE TERMINOLOGY, PAURE (1972: 25), CONFIRMS THAT

THE PROFESSIONALS HAVE TO REDUCE THE LENGTH OF EDUCATION TO

PROVIDE GOOD WITHOUT REDUCING THE QUALIFICATION STANDARDS AND

APPROPRIATE TEACHING METHODOLOGY, ACCELERATED LEARNING,

SELECTING THE EDUCATION THEY PROVIDE.

B. PROFESSIONALISM PRINCIPAL LEADERSHIP IN IMPROVING THE QUALITY OF EDUCATION

THE PRINCIPAL WORKS WITH AND THROUGH OTHERS.

PRINCIPALS BEHAVE AS A CHANNEL OF

COMMUNICATION IN THE SCHOOL ENVIRONMENT.

• THE PRINCIPAL IS RESPONSIBLE AND ACCOUNTABLE.

• WITH LIMITED TIME AND RESOURCES .

• PRINCIPALS SHOULD THINK ANALYTICALLY AND

CONCEPTUALLY.

• THE PRINCIPAL IS A MEDIATOR OR MEDIATOR.

• THE PRINCIPAL IS A POLITICIAN.

• THE PRINCIPAL IS A DIPLOMAT.

• PRINCIPALS TAKE TOUGH DECISIONS.

THE ROLES OF PRINCIPALS WHO PLAY ITS ROLE AS A MANAGER AS

EXPRESSED BY WAHJOSUMIDJO (2002: 90) IS: (A) THE ROLE OF

INTERPERSONAL RELATIONSHIPS; (B) THE ROLE OF INFORMATIONAL; (C) AS A

DECISION MAKER. OF THE THREE PRINCIPAL'S ROLE AS THE MANAGER, CAN

THE AUTHORS DESCRIBE AS FOLLOWS:

A. THE ROLE OF INTERPERSONAL RELATIONSHIPS

•FIGUREHEAD,

•LEADERSHIP

•LIAISON.

B. THE ROLE OF INFORMATIONAL

•AS THE MONITOR.

•AS A DISSEMINATOR.

•SPOKESMAN.

C. AS DECISION MAKERS

•ENTREPRENEUR

•DISTURBANCE HANDLER

•A RESOURCE ALLOCATER

•A NEGOTIATOR ROLES.

SOLVING THE PROBLEMS THAT HINDER THE PROFESSIONAL OF SCHOOL

PRINCIPAL

•DEVELOPMENT OF PROFESSIONAL CAPABILITIES PRINCIPALS

•REVITALIZATION MKKS

•INCREASED DISCIPLINE

•FORMATION OF PROFESSIONAL DISCUSSION GROUP

•IMPROVED LIBRARY SERVICES AND THE ADDITION OF THE COLLECTION

C. PROFESSIONALISM PRINCIPAL CONDUCTING CLINICAL SUPERVISION TO IMPROVE TEACHER PROFESSIONALISM

1. DEFINITION OF CLINICAL SUPERVISION

CLINICAL SUPERVISION IS A TECHNICAL SUPERVISION CONDUCTED

BY THE SUPERVISOR TO HELP TEACHERS OVERCOME THE PROBLEMS

ENCOUNTERED IN THE LEARNING PROCESS THROUGH INTENSIVE GUIDANCE

SYSTEMATICALLY ARRANGED IN ORDER TO IMPROVE TEACHING BEHAVIOR

WHILE ENHANCING THE PROFESSIONALISM OF TEACHERS.

2. CHARACTERISTICS OF CLINICAL SUPERVISION

• THERE IS AN AGREEMENT BETWEEN SUPERVISORS AND TEACHERS

• SUPERVISED OR REPAIRED ARE ASPECTS OF THE BEHAVIOR OF TEACHERS IN SPECIFIC

TEACHING AND LEARNING PROCESS

• FIXING ASPECTS OF BEHAVIOR

• THE ABOVE HYPOTHESIS IS TESTED WITH THE OBSERVED DATA SUPERVISOR

• THERE ARE ELEMENTS OF REINFORCEMENT ON BEHAVIOR

• THERE IS A PRINCIPLE OF COOPERATION BETWEEN SUPERVISORS AND TEACHERS

• SUPERVISION IS PERFORMED CONTINUOUSLY