Integrasi Nilai Kepemimpinan Autentik dalam Praktik Supervisi Akademik: Strategi Menuju Sekolah Bermutu di SDN 50 Cendana
DOI:
https://doi.org/10.31605/cjee.v3i2.5342Keywords:
Authentic leadership; Academic supervision; School quality.Abstract
This study aims to describe the integration of authentic leadership values into academic supervision practices and how this integration becomes a strategy in realizing a quality school at SDN 50 Cendana, Enrekang Regency. The approach used is descriptive qualitative, with data collection techniques through in-depth interviews, direct observation, and documentation. The results show that the principal has integrated authentic leadership values such as self-awareness, relational transparency, balanced information processing, and an internalized moral perspective in academic supervision practices. The integration of these values has a positive impact on teacher motivation, a conducive work climate, improved learning quality, and the formation of a supportive and reflective school culture. These findings indicate that authentic leadership-based academic supervision can be an effective strategy in improving the quality of education sustainably.
References
Avolio, B. J., & Gardner, W. L. (2005). Authentic leadership development: Getting to the root of positive forms of leadership. The Leadership Quarterly, 16(3), 315–338. https://doi.org/10.1016/j.leaqua.2005.03.001
Ampry, E. S., Komariah, A., Rozak, L. A., & Aslam. (2020). Academic supervision using professional learning community (PLC) by principals of public elementary schools in Enrekang Regency. Proceedings of the 4th International Conference on Research of Educational Administration and Management (ICREAM 2020), 44–49. https://doi.org/10.2991/assehr.k.210212.009Atlantis Press+1Atlantis Press+1
Ampry, E. S., Wahab, A. A., Purrohman, P. S., & Zulherman. (2021). Internet user behavior and social media in learning. Proceedings of the 4th International Conference on Research of Educational Administration and Management (ICREAM 2020), 50–55. https://doi.org/10.2991/assehr.k.210212.010Atlantis Press+1Google Scholar+1
Ampry, E. S., Arsiah, Fatwa, M. F., & Inayah, M. A. M. (2022). Supervisi kepala sekolah terhadap kinerja guru sekolah dasar. Madako Elementary School Journal, 1(2), 1–10.UPI Repository+2Academia+2ojs.fkip.umada.ac.id+2
Ampry, E. S. (2024). Model kepemimpinan autentik dalam supervisi akademik untuk meningkatkan kinerja guru sekolah dasar di Kabupaten Enrekang.Disertasi, Universitas Pendidikan Indonesia. Bandung.
Bass, B. M., & Steidlmeier, P. (1999). Ethics, character, and authentic transformational leadership behavior. Leadership Quarterly, 10(2), 181–217. https://doi.org/10.1016/S1048-9843(99)00016-8
Bryk, A. S., & Schneider, B. (2002). Trust in Schools: A Core Resource for Improvement. New York: Russell Sage Foundation.
Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2014). Supervision and Instructional Leadership: A Developmental Approach (9th ed.). Boston: Pearson Education.
Manda, D., Darmayanti, D. P., & Arifin, I. (2026). Pembelajaran IPS sebagai Sarana Pengembangan Karakter Keberanian dalam Berpendapat di Sekolah Dasar. Didaktik: Jurnal Ilmiah PGSD STKIP Subang, 11(04), 250-270.
Manda, D., & Arifin, I. (2024). Teacher's strategy in fostering students empathy through thematic learning approach in elementary school. Celebes Journal of Elementary Education, 2(2), 92-100.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative Data Analysis: A Methods Sourcebook (3rd ed.). Thousand Oaks, CA: SAGE Publications.
Robbins, S. P., & Judge, T. A. (2017). Organizational Behavior (17th ed.). Boston: Pearson.
Sergiovanni, T. J. (2009). The Principalship: A Reflective Practice Perspective (6th ed.). Boston: Pearson.
Sutikno. (2014). Supervisi Pendidikan: Dalam Rangka Peningkatan Profesionalisme Guru. Bandung: Refika Aditama.
Yukl, G. (2013). Leadership in Organizations (8th ed.). Boston: Pearson.
