Analysis of the Leadership Role of the School Principle in the Framework of Quality Improvement Technological and Vocational Education

Abstract

The principal's leadership role as an administrator is more prominent when compared to his role as a teaching leader. In order to become an effective school principal, five administrative skills and competencies are required as follows: (a) technical skills, including specific knowledge and expertise in a specific activity related to facilities, namely in how to use tools and techniques for carrying out activities; (b) human relations skills, related to cooperation with others. Ability to provide assistance and work together with other people, as well as groups to achieve organizational goals (more efficient and effective schools); (c) conceptual skills, the ability to summarize into one in the form of ideas or ideas to see the organization as a whole situation that is relevant to that organization; (d) educational and teaching leadership, including mastery of knowledge about teaching and learning ; (e) cognitive skills, including intellectual abilities and knowledge . Therefore, the principal as a person in charge of fostering his institution in order to succeed in achieving the predetermined quality educational goals must be able to direct and coordinate all activities. These tasks, among others, are the duties of a supervisor (supervisor), in addition to that it also contains the burden of management tasks. So the principal based on task analysis has two roles. The first emphasizes managerial administration, the second role emphasizes teaching leadership. Of these two roles, in the day-to - day activities the principal carries out more managerial administrative tasks. This role consumes more time than carrying out duties as a teacher. Therefore, the leadership role of the school principal is very significant as the key to success in improving the quality of technology and vocational education.