Principal Leadership in the Implementation of Effective School Management

This research aims at describing the implementation of effective school management based on the principal leadership in one of Public Primary Schools in Sumedang Regency, West Java, Indonesia. The principal who implemented effective school management had the potential to produce high-achieving young generation because the school scope could optimize its function as an educational institution that carried out economic, humanitarian, social, political, cultural, and educational functions. One aspect that could support the implementation of effective school management was the principal leadership in making decisions, communicating, directing and developing the staff, solving problems and evaluating school activities. The data were collected through questionnaires, interviews and documentation studies. Furthermore, the results proved that the principal leadership was one of the main factors in implementing effective school management in terms of technology, school culture, information systems, and organizations.

INTRODUCTION ~ School management is one factor that determines the quality of the education (Lessa, Spier and Felipe, 2018), since it indirectly determines the effectiveness of the curriculum, learning facilities and infrastructure, time and learning process (Salmagundi, 2015).Seen from management perspective, effective schools seek optimal utilization of all school components (Kompri, 2017) (Brooks, 2005).
Principal leadership in school management implementation is considered important as it could ease sharing work activities.A well-organized school environment involves several [80] elements, including the principal, teachers, employees and students.Furthermore, good organization creates tasks and responsibilities divisions that were evenly distributed to facilitate the work process in achieving shared goals (Suryosubroto, 2010).Close cooperation and involvement between principals, teachers, employees and students through their respective responsibilities would improve the school quality (Umaedi, 1999).
Leadership is an essential part in achieving the desired school quality (Chow, Ph and Learning, 2013).Schools will progress if they have a visionary school principal, high integrity in carrying out quality improvements, and good managerial skills (Krug, 2004).The key to the success of the principal as a supervisor is to re-interpret the meaning of supervision (Suryosubroto, 2010).Supervision is an activity that determines the situation and conditions that are essential for achieving an educational goal.There are several goals of educational supervision such as helping to improve the quality of teachers, and helping principals adjust the appropriate programs to improve business in producing quality graduates (Pidarta, 2009).(Bergeron, 2011).While the basic skills that should be mastered are skills in building concepts in planning, establishing human relations by building good communication and technical skill is performing tasks directly in the field especially when finding a problem, this skill is often used to control subordinates in the field (Pidarta, 2009).In addition, school management productively becomes a support for the birth of a generation of high achievers and the application of school culture that adapted to the times.This attitude is shown by the principal sensitivity to all forms of reformation that could support the education reformation (Smith, 2013).Such school culture is closely related to the vision of the principal.Principal who has a vision to face the future challenges would be more successful in building a school culture (Kwek, Lau and Tan, 2010) focus on the fields they want to develop, which in turn could be an advantage (Asmani, 2014).

Successful division of tasks in
The concept of effective schools could be pursued through effective and efficient organizational procedures implemented by school principal in school organization managerial.The effective managerial is characterized by the functioning of a good organizational structure in order to meet schooling services (Ibrahim, 2016).A research states that the principal leadership style could determine the performance of the teacher under their leadership (Nurbaya, Harun, & Djaelani, 2015).Adequate organizational capacity created a good bureaucratic system.
Conversely, if the principal leadership could not work well, it would undermine the performance of the organization, which indirectly would become a weakness (Satriadi, 2016).Apart from the principal leadership which was inherently personal, there are other things that supported the creation of effective school management that involves the technology in school, a well-integrated information system, and school culture as bridges to create good relationships between principal, teachers, employees, students and communities around the school environment (Brooks, 2005).The way school principal manage schools will be more productive, which in turn would produce a generation of high achievers and the culture applied in schools that would be the balancing factor in establishing the vision and mission to achieve effective school management targets (Dreiss et al., 2017).examining the behavior and views the ordinary routine and natural activities.In addition, the subjects' behavior toward themselves, others and the surrounding were then analyzed in order to find the reasoning behind (Mulyana, 2010).This research views social reality as something intact, complex, dynamic, full of meaning, and the symptoms had an interactive relationship (Rahmat, 2009)

FINDINGS
The principal had a vision to develop    2. In the use of information system, even though the school had not had homemade applications yet, teachers could optimize every application available on a computer or laptop.
Following are the information system available:: 3.

DISCUSSION
In terms of concepts it could be said that the school had implemented effective school management, because the school had tried to optimize the stages of interconnected school activities, namely planning, implementation and evaluation (Kompri, 2017).These stages greatly influenced the determination of school quality.To increase the principal' potential schools also depends heavily on the ability of the principal to perform his leadership.In implementing the leadership, the principal can determine school management according to the organizational climate found in the school (FIP-UPI Education Science Development Team, 2007).Therefore, the principal is tasked with fostering the institution to achieve the educational goals that has been set together by always directing and coordinating with all parties involved in all activities.Principals in occupying their duties as managers should have basic functions and skills of a manager.The basic function that should be owned by the principal as a manager is a function in planning, organizing, mobilizing and controlling school management teacher professionalism through training.It was in accordance with government policy in Law No. 14 of 2005 concerning Teachers and Lecturers.This was one of the efforts made by the principal as a school leader to improve the quality of their subordinates, especially teachers.The efforts made were involving teachers in cluster activities, PKG, seminars, workshops and other coaching seminars.One of the principal's visions to achieve effective school management that strives to be productive was by instilling confidence through the experience of religious teaching, gradually completing learning facilities and infrastructure, and optimizing the learning process.The culture that was applied by the principal was outlined by optimizing extracurricular activities.It was done by maintaining the talents, principal leadership style, which was giving rewards and motivation to the teacher, became an added value of the principal's managerial abilities, since giving motivation to teachers is considered important.However, there was also an obstacle that was often faced by principal.This obstacle arose when the principal and teacher could not respect each other for their performance.Motivation given by principal was in the form of encouragement such as praises or incentives, depending on the type of achievement made.Motivation is usually closely related to the goals, why it is desired (motives), and the steps to take in achieving the goals (processes) that have been determined(Mulyasa, 2013).By giving motivation, the principal hoped the teachers be able to pursue the best possible achievements.Moreover, it was related to the applied curriculum, the 2013 Curriculum, which is oriented towards developing potential students.This certainly required the principal and teacher to provide the best performance in performing the task, so that the school could adjust to the changing environment and become a superior school in the community.Besides, not only being a superior school in the surrounding community, it could also generate achievement to compete with other schools in West Java.In addition,

1.
Principal leadership in implementing effective school management was inseparable from the use of technology, although there had only been a number of computers and laptops but principal was still trying to optimize the use of existing technology.Following are some efforts made by the principal: a. Information System related to staffing data on teachers and staff registered in the school.It consisted of curriculum vitae data, rank, in planning school programs such as giving special guidance for students who lacked in certain subjects and guidance for students who took part in competition.Students' participation in the competition indirectly nurtured the character so that it was embedded in a happy soul and accustomed in taking a challenge, and this definitely showed a positive correlation to the lives of students in the future.In this case, the school sought to provide the best service to the school community through the utilization and development of existing potential.The results of the research showed that the implementation of the principal leadership in effective school management was carried out optimally by the school., the concept was quite good, because it was in accordance with the concept of effective schools in general.The concept of effective schools was certainly oriented to the vision, mission and school goals that should be achieved as effectively as possible (Negulescu and Doval, 2014), which in its implementation relied on all forms of cooperation from all components of the school.Although it was not yet perfect, the school continued to try to optimize the achievement of effective school concept.2. Design, the activities implementation was made in accordance with the concept of effective schools, namely through school programs that support the development of students' potential, such as extracurricular, etc.This effective school design was adjusted to the curriculum set by the government.It was also related to the design , the criteria for effective school determination were adjusted to the school's vision and mission.4. Procedure, the carried out procedures were structured and systematic. 5. Impact, effective school management impacts could be seen and they provided positive results, one of which could be proven through the students' bridge of renewal in environmental change (Webster, 2017).It did not matter how adequate the technology facilities were, but the principal ability in managing the limitations would greatly affect the use of the technology itself in the school.7. Culture, the culture that had been implemented was good, so that it could improve the quality of educators.teachers to develop the students' potential and the surrounding community.Cucun Sunaengsih et.al., Principal Leadership in the Implementation of Effective School… towards achieving goals with the use of capable technology.The use of technology was not yet maximized, which could be seen from the limited and simple use of technology in completing tasks.With these findings, it is expected that there is an applicative model of principal leadership in realizing effective school management.Thus, the limitations of the school do not become a barrier in reaching the achievement and quality mandated by the Indonesian education system. .

Table 1 .
Data Collection Grid.
. Therefore, this research was conducted on objects that were not manipulated and the research also did not affect the dynamics of the object.Furthermore, it was conducted in a

Table 2 .
Data Collection Result.