PRINCIPAL MANAGEMENT IN DEVELOPING TEACHERS’ SOCIAL COMPETENCE
A CASE STUDY IN JUNIOR HIGH SCHOOLS
DOI:
https://doi.org/10.30868/ei.v14i04.10906Keywords:
Teacher Social Competence, School Principal Management, Teacher Development, Educational Leadership, Islamic EducationAbstract
Background: Teachers’ social competence is an important component of professional competence that supports effective communication, collaboration, and interpersonal relationships within the school community. Its development requires systematic management by school principals. Purpose of the Study: This study aims to analyze the management of school principals in developing teachers’ social competence at SMP Al-Fattah Semarang City and SMP Baiturrosyad Bandung Regency. Methods: This study employed a qualitative approach with a case study method. Data were collected through interviews, observations, and documentation involving principals, vice principals, and teachers. Data were analyzed through data reduction, data display, and conclusion drawing based on five management functions: planning, organizing, directing, coordinating, and controlling. Results: The findings indicate that teachers’ social competence is developed through needs-based planning, delegation and shared responsibility, exemplary leadership, communication, motivation, mentoring, professional coordination through MGMP and learning communities, as well as supervision, evaluation, and feedback. However, challenges include dependence on individual principals, limited documentation, leadership transitions, differences in teacher characteristics, and irregular evaluation. Conclusions: Teachers’ social competence can be strengthened more effectively through integrated and continuous school management supported by exemplary conduct, deliberation, collaboration, and ethical values. Institutional strengthening through development teams, clear indicators, periodic evaluation, mentoring, and professional learning communities is needed to ensure sustainable development.
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