2.

1 Definition of School Principal

The principal is the highest school leader. The principal is a key person for the
success of a school. There is no good school without a good headmaster. Principals who are
able to put themselves efectively and efficiently will greatly influence the realization of
quality and good quality schools. The components of learning leadership include curriculum,
teaching and learning processes, assessment, teacher development, excellent service in
learning, and development of learning communities in schools.

Hellinger (1993), defines effective learning leadership as follows: 1. Meaning of the

school's vision through sharing opinions with school members and striving for the school's
vision and mission to thrive in its implementation; 2. The principal involves stakeholders in
school management (participatory management); 3. The principal provides support for
learning; 4. The school principal monitors the teaching and learning process to understand
more deeply and be aware of what is happening in the school; 5. The principal acts as a
facilitator so that in various ways he can find out about learning difficulties and can help
teachers overcome these learning difficulties.

Soutworth (2002) states that learning leadership is a strong concern for teaching and
learning, including professional learning by teachers according to student development.
Strategies to improve learning effectively, namely: (1) modeling; (2) monitoring; and (3)
professional dialogue and discussion. Modelling means that the example of the principal is an
example or model that is imitated by the teacher in the school he leads. Monitoring means
monitoring the teacher's performance to the class when the teacher carries out the learning
process in the classroom and utilizing the results of the monitoring for further guidance.
professional dialogue and discussion means talking actively, interactively, effectively,
aspiratively, inspirationally, productively, democratically and scientifically about the results
of performance appraisals and follow-up plans to improve the quality of the process and
results of student learning.

Meanwhile McEwan (2002) defines learning leadership as an action taken by the

principal in order to develop a productive and satisfying work environment for teachers, and
ultimately able to create improved student learning conditions.
2.2 Obstacles and Challenges to Principal as school leader

With the issuance of law number 20 of 2003 concerning the National Education
System (UU Sisdiknas), which was then followed by Government Regulation number 19 of
2005 concerning National Education Standards, the government deemed it neccesary to
estabilish other standarda to support the implemention of education reform based on the
mandate of the founding fathers.

Thus, to support the National Education system law (UU Sidiknas), one of the
standards is issued by the government is the standard concerning School Principals/
Madrasahs contained in the regulation of the Minister of National Education (Permendiknas)
Number 13 of 2007. This regulation number 13 concerning about standards for being
appointed as headmaster of a person must meet the standarts of qualifications and
competencies. For qualification standarts include general and spesific qualification. Because,
school performance is very dependent on the competence of the principal.

However, the Ministry of Nation Education estimates that 70 percent of the 250
thousand principals in indonesia are incompetent (Tempo, August 12,2008). This
phenomenon is a matter of concern, how the process of education in schools that have been
running so far has been handed over to someone who is incompetent.

Based on the explanation above, several factor and obstacles will be explaination
separately below.

2.2.1 Increased discipline

In growing proffesional school principals in the new paradigm of education
management in schools there needs to be an increase in discipline to create a more
conducive school climate and motivate work, and create a work culture and discipline
culture of education staff in carrying out their duties at school.
2.2.2 Improved libarary services and additions to collections
On of the means of increasing the proffesionals of prioncipals is the availabity
of books that can support school activities in encouraging vision into action. Because
it will be very difficult to develop and improve the proffesionalism of the principal if
not provides by adequate learning resources.
2.2.3 Reviralization of MGMP (Musyawarah Guru Mata Pelajaran) and MKKS
(Musyawarah Kerja Kepala Sekolah) at School
Through MGMP and MKKS you can think about how to get arround a solid
curriculum and find the right alternative learning and fiond a variety of methods and
variebles to improve the quality of learning. By making efective mgmp amd mkks all
the difiiculties and problems faced by teachers and prioncipals in educational activity
can be solved, and are expected tp improve the quality of education in schools.

School leaders, particularly principals, have a key role to play in setting directionand
creating a positive school culture including the proactive school mindset, and supporting and
enhancing staff motivation and commitment needed to foster improvement and promote
success for schools in challenging circumstances.

The challenges facing school leaders include:

 ensuring consistently good teaching and learning

 integrating a sound grasp of basic knowledge and skills within a broad and balanced
curriculum
 managing behaviour and attendance
 strategically managing resources and the environment
 building the school as a professional learning community
 developing partnerships beyond the school to encourage parental support forlearning
and new learning opportunities.

The key dimensions of successful leadership are identified as:

 defining the vision, values and direction

 improving conditions for teaching and learning
 redesigning the organisation: aligning roles and responsibilities
 enhancing teaching and learning
 redesigning and enriching the curriculum
 enhancing teacher quality (including succession planning)
 building relationships inside the school community
 building relationships outside the school community
 placing an emphasis on common values.