Membangun Kepemimpinan

Guru yang Tangguh & Berpen-

garuh Terhadap Siswa

Tanjung Sari, 12 Juli 2023

Er Supeno
School Development Program and Training
Consultant
 Rundown

 08.00 - 10.00 : Opening, Session I

 10.00 – 10.15 : Break
 10.15 – 11.45 : Session II
 11.45 – 13.00 : Break (Dhuhur)
 13.00 – 15.00 : Session III
 15.00 – 15.30 : Break (Ashar)
 15.30 – 17.00 : Session IV, Reflection, Closing
 Visi – Misi – Moto
 VISI
Menjadi Lembaga Pendidikan yang Menghasilkan Lulusan Berkarakter
Musyrif yang Cerdas, Beriman, dan Bermanfaat dengan Menegakkan
Syariat Islam
 MISI
1. Melaksanakan pengelolaan pendidikan dengan pendekatan rahmatan

lilalamin
2. Menyelenggarakan pendidikan Islam dengan 3 tujuan utama yakni

menegakkan agama, menguatkan ukhuwah islamiyah dan menjadi

jalan jariyah banyak kaum muslimin
3. Mengusung pola pembelajaran Diniyah dan life-skill

 MOTTO
 Cerdas, Beriman dan Bermanfaat
PROFIL LULUSAN : Berkarakter Musyrif

 Berkarakter. pengertian karakter adalah “bawaan, hati, jiwa, kepribadian,

budi pekerti, perilaku, personalitas, sifat, tabiat, temperamen, watak”.
Sedangkan berkarakter adalah berkepribadian, berperilaku, bersifat,
bertabiat, dan berwatak” dalam arti pribadi yang berakar kuat dengan
memiliki tata nilai yang kuat dan melandasi pikiran, sifat prilaku dan
perkataan yang ditampilkan.
 Musyrif adalah istilah yang berasal dari bahasa Arab. Secara bahasa diambil
dari kata asyrafa-yusyrifu yang memiliki makna mengontrol,
mengawasi, memandang dari atas, mengamati, dan mengendalikan.
Karena merupakan bentuk isim fail, maka kata musyrif secara singkat memi-
liki makna orang yang mengontrol dan mengawasi.
 Lulusan Berkarakter Musyrif artinya Lulusan yang memiliki karakter sebagai
pembimbing, pengawas dengan kepribadian kuat hasil dari tata nilai kuat
yang melandasi segala aspek dalam dirinya baik sifat, pikiran, prilaku dan
perkataan yang ditampilkan.
 We will learn :
 5 Levels of Teacher Leadership
 4 H – Head, Heart, Hand, Health
 7 Profiles of Empathetic Teacher Lead-
ership
Leadership?
 Review - What is Leadership?

“Leadership is the
art of getting
someone else to do things
you want done because they
want to do it” Dwight D Eisen-
hower

“Leadership is about in-

fluence, nothing more nothing
less” John Maxwell
 Karakteristik Kepemimpinan
Islam
 Karakteristik spiri-
tual,
 Karakteristik moral
dan
 Karakteristik fisik

 (Haji Abdul Malik Karim Am-

rullah)
 Review - What is Teacher Leader-
ship?

“Teacher leadership is the process by which teachers, individually or

collectively; influence their colleagues, principals, and other
members of the school community to improve teaching and
learning practices with the aim of increased student learning
and achievement.” York-Barr & Duke
 Resources
“ “Five Levels of Leadership” by John C. Maxwell

11
 Head (Cognitive Domain of learning) aims at criti-
cal reflection. 
 Heart (Affective and Relational Domain of
Learning) works towards relational knowing. 
 Hands (Psychomotor domain of learning) is an
effort towards the active use of learned concepts.
 Health to better living
 Do As I Do
Research indicates that when
teachers model desired empathic
behaviors, others are more likely to
adopt these behaviors themselves
than when they are merely told to
behave in a certain manner.
 Why is Empathy Important for Students?

 Characteristic of the successful learner (Jones,

1990)
 Foundation of social intelligence (Mead, 1934)
 Related to cognitive development and moral de-
velopment (Atkins, 2000)
 Related to critical thinking skills and creative
thinking (Gallo, 1989)
The Payoff of Empathic Teacher Leadership

 “…When children feel safe, cared about, and

relaxed they will learn more, not less. Our
children are able to grapple with higher-order
thinking questions because they don’t face
the petty disturbances that arise in schools.
We resolve conflicts as they come up,
thereby reducing the children’s distrac-
tions.”
Shlossman
 What are the Profiles of Empathetic
Teacher Leadership?

1. Attitude
2. Facial expression
3. Voice
4. Body language
5. Positioning
6. Responses
7. Content of Interaction
The Profiles of Empathic Teacher
Leadership:

1. Attitude

 Open, warm, relaxed, good-humored,

ensures fairness, models and expects
common courtesy, explains how stu-
dents should work or behave prop-
erly
2.Facial Expression

 Frequent smiles, lots of eye-contact,

generally positive demeanor, expres-
sive face which shows emotions and
can switch emotions quite quickly,
can influence others’ emotions as well
3.Voice
 Positive, encouraging, expressive,
clear directions and explains the
meaning of directives when nec-
essary
4.Body Language
 Uses gesture, animated, tactile, moves
around, uses body for emphasis and ex-
planation
5.Positioning
 Generally gets closer to those he/she is
speaking to, less distance, less formality
and provides one-to-one support when
possible even in a large setting, moves
around quite a lot, sits down with the
community members, lowers whole body
down below student’s level
6.Responses
 Knows and uses names frequently, listens

carefully to others, gives them sole con-

centration when possible, elicits under-
standing from them, echoes and affirms
their comments, tries to give a positive re-
sponse but asks them to elaborate or de-
velop response if weak, prompts and helps
them when necessary
7.Content of Interactions

 Conveys relevance of topic, uses

personal interest, reflection in
teaching; the personal used as a
vehicle into topics
 Dua Hakikat Perilaku Guru
1. Perilaku Mengarahkan: Tindakan seorang guru
dalam bentuk komunikasi satu arah untuk menje-
laskan dan memerintah, yaitu tentang hal-hal yang
harus dilaksanakan, secara detail dimana, kapan,
mengapa, dan melakukan pengawasan terhadap
proses pekerjaan serta hasil yang diharapkan.
2. Perilaku Mendorong : Tindakan seorang guru
dalam bentuk komunikasi dua arah, lebih banyak
mendengarkan pendapat dan saran, memberi banyak
dukungan, dorongan,semangat dan melibatkan dalam
pengambilan keputusan.
 Tipe-Tipe Kepemimpinan Guru Situasional

1. Tipe : Memerintah (Telling), tipe ini adalah tipe kepemimp-

inan guru yang perilaku mengarahkan/memerintah tinggi dan
mendorong rendah
2. Tipe : Mengajak (Consulting), tipe ini adalah tipe kepemimp-
inan guru yang memiliki baik perilaku mendorong/memerintah
maupun mengarahkan tinggi.
3. Tipe : Melibatkan (Participating), tipe ini adalah tipe
kepemimpinan guru yang memiliki perilaku mengarahkan/
memerintah rendah, namun mendorong yang tinggi.
4. Tipe: Melimpahkan (Delegating), tipe ini adalah tipe
kepemimpinan guru yang memiliki baik perilaku mengarahkan
maupun mendorong yang sangat rendah.
 Kapabilitas
Apa yang bisa dilakukan siswa dalam
lingkungan kelas/sekolah

Kemauan = Komitmen

Kemampuan = Kompetensi

28
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served 29
 1. Instructing = Directing =
Telling
2. Consulting = Coaching
3. Participating = Supporting
4. Delegating

In another theory, terminology of “

task” & relation are applied

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S1 - Directing
 Every new student, team member
starts with some directing.
 This is the phase where a teacher
tells students what they have to do
and how to do it exactly.
 This is the phase of the almighty
teacher who provides the what,
how, why, when and where!
 In this phase an inexperienced(or
new) person will figure out what is
required of them and give them
detailed steps of how to achieve it.

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S2 - Coaching
 In this phase the individual has
already acquired some skills
but they are not fully devel-
oped.
 In addition to tasks here
teachers also focus at support-
ing the individual to improve
their skills and deepen the
connection and trust between
them and the teachers. This is
the basis of creating strong
commitment in the future.

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 S3 - Sup-
porting

 This phase comes naturally after coaching.

Here we can also make the parallel with
teams. In this phase team members are al-
ready competent in their skills but somewhat
inconsistent in their performance and not very
committed to the end goal of the team
 This is the phase in which shared decisions are
taken (what to test, how we should test, how
to split the tasks between team members) and
in which teams are formed.
 Here a teacher must focus less on the particu-
lar tasks and much more on the relationships
within the group (don't forget the leader is also
part of the group).

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S4 - Delegat-
ing

 This is the end phase in which we

have individuals with strong skills
and strong commitment. They are
able to work and progress on their
own. The job of the teacher here is
to monitor progress and still be part
of some decisions.
 In this phase there's no need for
the teacher to focus on tasks and
relationship but rather high level
goals and providing opportunities
for growth of each individual team
member. This is the phase where
future leaders will come from (de-
veloped level)
34
 54% of leaders can use only 1 style
 34% of leaders can use 2 styles
 11% of leaders can use 3 styles
 1% of leaders can use 4 styles
Pennsylvania State
University

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 DAUR PERKEMBANGAN ANGGOTA TIM DI KELAS
menurun kembali menurun kembali

kompetensi tidak kompeten menolak belajar

berkurang lagi
KEMAMPUAN BELAJAR - KOMPENTENSI
Rendah hanya
Kompetensi Kompetensi pada beberapa
Kompetensi
menengah Rendah
Tinggi ke tinggi kompetensi
(tapi belajar)
4 3 2 1
Komitmen Komitmen Komitmen Komitmen
Tinggi berubah-ubah Rendah Tinggi

KEMAUAN BELAJAR - KOMITMEN

Komitmen tidak Komitmen berubah
berkurang berkomitmen lagi (bertentangan)

36
 As you reflect back over this
lesson/reflection and previous
lessons/reflections, what ideas or
insights are you discovering about
this session?
 References
Berry, B. (1995). School restructuring and teacher power: The case of Keels
Elementary. In A. Leiberman (Ed.), The work of restructuring schools:
Building from the ground up (pp. 11-135). New York: Teachers College
Press.
Couchenour, D. & Dimino, B. (1999). Teacher power: Who has it, how to get
it, and what to do with it. Childhood Education, 75,194-198.
Coulucci, A. (10 September, 2013). Five beliefs that hold teachers back from
leading. Education Week Teacher. Retrieved from: http://
www.edweek.org/tm/articles/2013/09/10/ctq_colucci_leaders.html.
Dewey, J. (1933). How we think. Chicago, IL: Henry Regnery.
Mills, G. E. (2003). Action research: A guide for the teacher researcher (2 nd
Ed). Upper Saddle River, NJ: Merrill.
Yendol-Hoppey, D. (2006, Summer). Understanding the complexity of teacher
learning. Teaching and Teacher Education, Division K Newsletter: American
Educational Research Association, pp. 9-11.