Performance Evaluation Models for School Principals: Insights from Supervisory Practices in Yogyakarta, Indonesia

Ernani Astuti; Lia Yuliana; Muh. Saidil Ikhwan

doi:10.35445/alishlah.v17i3.7110

Performance Evaluation Models for School Principals: Insights from Supervisory Practices in Yogyakarta, Indonesia

Ernani Astuti, Lia Yuliana, Muh. Saidil Ikhwan

Abstract

Effective principal performance assessment plays a vital role in enhancing school leadership, teacher effectiveness, and student outcomes. However, the implementation of such evaluations often faces various practical challenges. This study investigates the principal assessment process at SMA Pangudi Luhur Yogyakarta, aiming to identify key obstacles and propose actionable improvements. A qualitative research design was employed, incorporating in-depth interviews with principals, vice principals, and school supervisors, as well as document analysis. The data were thematically analyzed to uncover recurring issues and patterns in the assessment process. The findings reveal three primary challenges: (1) limited understanding of assessment criteria and components among vice principals, (2) insufficient technical support provided by school supervisors, and (3) lack of structured mentoring during the verification stage. These issues hinder the reliability and effectiveness of the principal evaluation process. To improve the assessment system, the study recommends targeted technical training for school staff, integration of digital tools for efficient data management, and strengthened collaboration among stakeholders involved in the evaluation process. These strategies are expected to enhance the transparency, accuracy, and impact of principal performance assessments. This study contributes to the discourse on educational leadership by identifying critical gaps in current assessment practices and offering practical solutions. Although limited to a single institution, the findings provide a foundation for broader investigations into principal evaluations across different school contexts and their long-term effects on school improvement.

Keywords

principal performance assessment; school leadership; verification process; educational supervision

References

Abbas, A. (2019). Penilaian kinerja kepala sekolah. Didaktika: Jurnal Kependidikan, 11(1), 12–19.

Ahn, J., Lee, S., & Yun, S. (2018). Leaders’ core self-evaluation, ethical leadership, and employees’ job performance: The moderating role of employees’ exchange ideology. Journal of Business Ethics, 148, 457–470.

Botha, R. J. N., & Aleme, S. G. (2023). Integrative Principals’ Leadership Behaviour Approach to Improve Student Academic Outcomes in Ethiopian Secondary Schools. International Journal of Learning, Teaching and Educational Research, 22(1), 72–93.

Campbell, S., Greenwood, M., Prior, S., Shearer, T., Walkem, K., Young, S., Bywaters, D., & Walker, K. (2020). Purposive sampling: complex or simple? Research case examples. Journal of Research in Nursing, 25(8), 652–661.

Christopoulos, A., & Sprangers, P. (2021). Integration of educational technology during the Covid-19 pandemic: An analysis of teacher and student receptions. Cogent Education, 8(1), 1964690.

Creemers, B. P. M., Peters, T., & Reynolds, D. (2022). School effectiveness and school improvement. Routledge.

Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.

Day, C., Gu, Q., & Sammons, P. (2016). The impact of leadership on student outcomes: How successful school leaders use transformational and instructional strategies to make a difference. Educational Administration Quarterly, 52(2), 221–258.

Deng, W., Li, X., Wu, H., & Xu, G. (2020). Student leadership and academic performance. China Economic Review, 60, 101389.

Dirani, K. M., Abadi, M., Alizadeh, A., Barhate, B., Garza, R. C., Gunasekara, N., Ibrahim, G., & Majzun, Z. (2020). Leadership competencies and the essential role of human resource development in times of crisis: a response to Covid-19 pandemic. Human Resource Development International, 23(4), 380–394.

Dutta, V., & Sahney, S. (2016). School leadership and its impact on student achievement: The mediating role of school climate and teacher job satisfaction. International Journal of Educational Management, 30(6), 941–958.

Edamo, D. L., & Netshitangani, T. (2018). Leadership, School Improvement and Effectiveness: The Experiences of the Schools Community in Ethiopia. Problems of Education in the 21st Century, 76(5), 587–600.

Flores, M. A., & Derrington, M. L. (2017). School principals’ views of teacher evaluation policy: Lessons learned from two empirical studies. International Journal of Leadership in Education, 20(4), 416–431.

Grissom, J. A., & Loeb, S. (2017). Assessing principals’ assessments: Subjective evaluations of teacher effectiveness in low-and high-stakes environments. Education Finance and Policy, 12(3), 369–395.

Hallinger, P. (2011). Leadership for learning: Lessons from 40 years of empirical research. Journal of Educational Administration, 49(2), 125–142.

Huber, S. G., & Helm, C. (2020). COVID-19 and schooling: evaluation, assessment and accountability in times of crises—reacting quickly to explore key issues for policy, practice and research with the school barometer. Educational Assessment, Evaluation and Accountability, 32(2), 237–270.

Hvidston, D. J., McKim, C. A., & Holmes, W. T. (2018). What are principals’ perceptions? Recommendations for improving the supervision and evaluation of principals. NASSP Bulletin, 102(3), 214–227.

Ikhwan, M. S., & Rabbani, S. A. (2024). Principal Supervision Strategies in Improving Teacher Professionalism. Pedagogia: Jurnal Pendidikan, 13(2), 211–215.

Kibtiyah, M., & Masitoh, S. (2024). Implementation of Learning Leadership, School Principal Supervisor, and Teacher Performance on Students’ Learning Outcomes. Journal of Higher Education Theory & Practice, 24(1).

Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22.

Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons.

Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook. 3rd. Thousand Oaks, CA: Sage.

Rafid, R., & Tinus, A. (2019). Kinerja kepala sekolah dalam meningkatkan mutu tenaga pendidik di sekolah menengah atas negeri 1 latambaga, kolaka. Jurnal Akuntabilitas Manajemen Pendidikan, 7(2), 188–198.

Sari, Y., & Ikhwan, M. S. (2024). SWOT ANALYSIS IN PREPARING STRATEGIC PLANS FOR IMPROVING THE QUALITY OF EDUCATION. Jurnal Tinta: Jurnal Ilmu Keguruan Dan Pendidikan, 6(1), 157–164.

Tobón, S., Juárez-Hernández, L. G., Herrera-Meza, S. R., & Núñez, C. (2020). Assessing school principal leadership practices. Validity and reliability of a rubric. Educación XX1, 23(2), 187–210.

Tumanggor, A., Tambunan, J. R., SE, M. M., & SIMATUPANG, P. (2021). Manajemen Pendidikan. Penerbit K-Media.

Utiarahman, T. B. (2020). Meningkatkan Kompetensi Pedagogik Guru Melalui Pelatihan Berjenjang. Aksara: Jurnal Ilmu Pendidikan Nonformal, 5(3), 215–222.

DOI: https://doi.org/10.35445/alishlah.v17i3.7110