The Role of School Principals in Improving Teacher and Education Personnel Performance for Inclusive School Management

Ni Luh Gede Dian Puspitasari; Usfandi Haryaka; Adriana; Ivni Alfrisqa Mustafa

doi:10.59890/ijefbs.v3i6.261

Authors

Ni Luh Gede Dian Puspitasari Faculty of Teacher Training and Education, Mulawarman University
Usfandi Haryaka Faculty of Teacher Training and Education, Mulawarman University
Adriana Faculty of Teacher Training and Education, Mulawarman University
Ivni Alfrisqa Mustafa Faculty of Teacher Training and Education, Mulawarman University

DOI:

https://doi.org/10.59890/ijefbs.v3i6.261

Keywords:

Principal, Teacher Performance, Education Staff, Inclusive School Management, Inclusive Education

Abstract

Inclusive education requires school management that can guarantee equal access, participation, and learning outcomes for all students, including children with special needs (ABK). However, field findings in several elementary and junior high schools in Samarinda City show that the performance of teachers and educational staff in planning, implementing, and evaluating inclusive learning is still not optimal, and the support of school principals has not been consistent and structured. This Community Service Program (PKM) aims to strengthen the role of principals in improving the performance of teachers and educational staff through the strengthening of visionary, transformational, and instructional leadership in the context of inclusive school management. The program was implemented through a series of activities, including needs analysis, workshops on developing inclusive vision and policies, assistance in developing adaptive learning tools, as well as academic supervision and collaborative reflection with school principals, regular teachers, special assistant teachers, and educational staff. The results of the activities show an increase in school principals' understanding of inclusive education principles and policies, improvements in the quality of adaptive learning planning by teachers, and strengthened interprofessional collaboration in serving children with special needs in schools. This PKM recommends the development of a sustainable mentoring program and policy support from the education office to strengthen an inclusive school culture.

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