Curriculum Management and Head Leadership Style Schools in Efforts to Improve Teacher Performance

Abstract

The aim of this study is to analyze curriculum management and leadership style of school principals in an effort to foster teacher performance at SD 3 Terban Jekulo, Kudus. This research is qualitative research. Data collection techniques used are interviews, observation and documentation studies. Data analysis in this study used the Miles and Huberman model, through data reduction, data presentation, and drawing conclusions. The results of the research are: (1) Management Planning for SD 3 Terban curriculum is carried out with Teamwork, involving various parties. The curriculum planning process is guided by government policies, the vision, mission and goals of the school by taking into account the needs of students, the characteristics of the school environment, and the progress of the times as well as an evaluation of the implementation of the previous year's curriculum. Planning is done using the planning model The Discipline Model; (2) The management of terban 3 elementary school curriculum is carried out using two approaches, namely structurally in a management context it is carried out through organizing human resources with a clear division of tasks and authority, and functionally in an academic context which is carried out through organizing the time allocation of the curriculum structure and and organizing content learn by compiling RPP learning tools and teaching modules that contain teaching materials, steps of learning activities, learning media, learning methods or models, and assessments used in learning; (3)Management of the implementation of the Terban 3 Elementary Curriculum is manifested in various school activities related to the duties of the principal, school activities related to teachers, school activities related to learning activities, school activities related to student activities, school activities related to school facilities; (4) Management of Curriculum Evaluation of SD 3 Terban has implemented 5 principles of curriculum evaluation, namely continuity, objective principles, objective principles, cooperative and comprehensive; (5) In making academic policies, school principals apply a democratic leadership style. In planning and improving teacher performance, the principal of SD 3 Terban applies a team leadership style.