Mapping Managerial Competence of Primary School Principals in
South Sumatera
Muhammad Kristiawan
a
, Nila Kesumawati
b
, and Rohana
c
Universitas PGRI Palembang, Indonesia
Keywords: Managerial competence, primary school, principals
Abstract: In this quantitative research, we drew the managerial competence considered weak from 16 (sixteen)
managerial competencies of Primary School’s Principals in South Sumatera based on Regulation of
National Education Minister Republic Indonesia Number 13 of 2007. The instrument used was
questionnaire. The result mentioned that there were 8 (eight) sub managerial competencies considered weak
and need to be coached 1) developing the school’s organization; 2) creating the conducive and innovative
school’s culture; 3) managing teachers and staff optimally; 4) managing school and community
relationships; 5) managing students; 6) managing curriculum development and learning activities; 7)
managing school information system; 8) monitoring, evaluating and reporting the implementation of
school’s program activities. The results contributed to the Ministry of Education and Culture Republic
Indonesia in conducting the managerial competence of Primary School’s Principals in South Sumatera.
1 INTRODUCTION
This research started from the principal’s strategic
issue has a very decisive role in the learning process
by involving various components around the school
(Ali et al., 2014). The principal is required to have
relevant competencies to fulfill his duties and
functions, they could manage administration of
students’ recruitment, curriculum, educators and
staff, and counseling (Kristiawan et al., 2018). The
principal is responsible on determining the direction
and purpose of the school, organizing the school,
communicating, motivating and solving problems,
improving teachers’ competence, teachers’ work
performance and teachers’ discipline. In line with
Sulan (2008), the principals leadership role is very
influential on teachers’ performance and students’
achievement, he states job satisfaction amongst
teachers in the school is closely related to teacher
effectiveness that contributes to student
achievement. Then Babayimi (2006) states that
principals’ managerial competency has a
relationship with students’ academic performance.
The qualified teachers’ performance will have an
impact on improving students’ achievement. Thus
the leadership of the principal both directly and
indirectly will effect toward the improvement of
learning outcomes. Cruz (2005) found the students’
performance is related to teacher factor, parental
factor, economic factor, social factor and principal’s
leadership behavior and competence. The principal’s
managerial competency as a potent factor for
students’ performance.
The Principal’s duties should be applied
maximally, because excellence and high
performance of a school is determined by the ability
of principals in mobilizing the staff and stakeholder
efficiently and effectively to achieve the goals of the
school (Ministry of Education Malaysia, 2014;
Leithwood, 2012; Hallinger, 2007). Amuche et al.
(2013) positioned the level of achievement in any
institution of learning lies mainly with how
competent the school leadership is in the area of
managing the human, material and financial
resources at his disposal.
Improving the quality of education should be
begun from the improvement of the Principal’s
professionalism. The key to quality improvement is
the commitment to change, always innovating to
develop themselves and keep the development and
demands of the profession. Therefore, the
improvement of educational quality needs to be
supported by optimal management by the Principal
(Kristiawan et al., 2017). The success of a school is
heavily influenced and caused by the Principal’s
38
Kristiawana, M., Kesumawati, N. and Rohana, .
Mapping Managerial Competence of Primary School Principals in South Sumatera.
DOI: 10.5220/0009994400002499
In Proceedings of the 3rd Sriwijaya University International Conference on Learning and Education (SULE-IC 2018), pages 38-45
ISBN: 978-989-758-575-3
Copyright
c
2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)
effective leadership. Leadership is the one that
moves a school forward or otherwise (Ministry of
Education Malaysia, 2014; Ibrahim, 2012; Marzuki,
1997)
From the various explanations, it gives an idea
that the principal in directing and utilizing all
available resources greatly determine the quality of
teachers’ performance and will also impact on
students’ learning outcomes. As stated by Wahab et.
al. (2014) there was a significant relation between
the level of transformational leadership and teachers
work commitment. The Principal should also
achieving efficient teaching and learning in the
school. Since the missionaries handed over the
responsibilities of the schools, there had not been
any significant successes in the mission schools
(Okpilike, 2010). In order to realize these
responsibilities, the principal is an instrument in
controlling the success of educational activities,
improving the implementation of school
administration according to educational goals, and
professionally manage the utilization and
maintenance of educational facilities and
infrastructure.
Hamzah (2009) found the Principal should make
sure that the physical aspects of the school are clean,
neat, safe and adequate. To fulfill these challenging
tasks, a Principal has to be excellent in
administrating his school. The principal’s
managerial technical skills include a wide range of
skills, a broad understanding of all school’s
operations related to the technical demands
including curriculum development, students’
management, personal, finance, administration,
facility maintenance, support services and school’s
relationships with community.
Based on the explanation about the importance
of the Principal’s role on the quality of learning
encourages researchers to map the managerial
competence of the Primary School’s Principal in
South Sumatera. This research maps the managerial
competence considered weak from 16 (sixteen)
managerial competencies of Primary School’s
Principals in South Sumatera based on (National
Education Minister Republic Indonesia Number 13
of 2007). This study contributed to the Ministry of
Education and Culture Republic Indonesia in
conducting the managerial competence of Primary
School’s Principals in South Sumatera. This research
was supported by (Amuche, 2013) from Nigeria
states the most ECWA Secondary School principals
were not professionally competent in school
administration and planning. Also, principals’
managerial competence had a negative relationship
(-0.02) with students performance in ECWA
secondary schools.
Mapping the managerial competence of the
Primary School’s Principal in South Sumatera was
done because (Sergiovanni, 1987) argues the school
principal is the most important and influential in any
schools. He sets the tone of the school, the climate
of learning, the level of professionalism and morale
of teachers and the degree of concern for what
students may or may not become. Fullan (2000) also
states almost every single study of school
efffectiveness has shown both primary and
secondary leadership to be key factors. Udoh, et. al.
(2000) states the level of achievement in any
institution of learning lies mainly with how
competent the school leadership is in the area of
managing the human, material and financial
resources at his disposal.
The importance of mapping the managerial
competence of the Primary School’s Principal in
South Sumatera relevant with the argumentation of
Ministry of Higher Education (KPT) monitoring the
management level at the schools level is imposed
that the Principals should be given training in
management (Ministry of Higher Education, 2007).
This course has to expose new development in the
management fields to all Principals so that they will
be able to give more effective leadership. The
research results from Ali et al. (2014) and Ibrahim et
al. (2012) also state that Principals are often seen as
a determinant towards the sustainability of a
school”. Therefore a school’s academic success is
very dependent on school’s leader. Other relevant
research also found the school leaders had links with
academic success either directly or indirectly
(Ibrahim et al., 2012; Leithwood, 2008; Hallinger,
2007; Mortimore, 1995; Purkey, 1983).
2 RESEARCH METHOD
This research used quantitative (Creswell, 2014).
The quantitative approach used to obtain data
assessment of managerial competence Principal.
Data were collected by using questionnaire. This
research was conducted to produce descriptive data
of managerial competence considered weak from 16
(sixteen) managerial competencies of Primary
School’s Principals in South Sumatera. The
population in this study is the managerial capability
of Primary School’s Principal in South Sumatera (17
districts). The sample selection was done
purposively. According to Sudjana (1988),
purposive sampling occurs when sampling is done
Mapping Managerial Competence of Primary School Principals in South Sumatera
39
based on consideration of researcher. Based on the
consideration, the Regency election is conducted
based on the representation of urban and regency
areas and the distance to the provincial capital. The
sample in this research was the managerial
capability of Primary School Principal in 6 (six)
districts included in South Sumatera were Kota
Palembang, Kota Prabumulih, Ogan Ilir, Ogan
Komering Ilir, Ogan Komering Ulu, Banyuasin, and
Musi Banyuasin. Quantitative data analysis was
done by descriptive statistics aimed at describing the
principal’s mastery of managerial competence.
3 RESULT AND DISCUSSION
Here, we reported eight competencies were low.
First, respondents’ ability in developing the school
organization according to the need concluded that
the respondents’ ability was low because the average
score of their achievement was 60,71.
Table 1: Respondents’ ability in developing the school organization
No. Sub-Competence
Total
Score
Aver
age
Achiev
ement
Average
achievemen
t
1 School organization structure 34 2,43 60,71
60,71
2 The unit of organizational structure 35 2,50 62,50
3
The committee composition of the
temporar
y
activities
33 2,36 58,93
Second, the respondents’ ability in creating a
conducive and innovative school’s culture and
climate for the learning of students showed that the
ability of respondents is not good because the
average score of achievement was 64,50.
Table 2: Respondents’ ability in creating a conducive and innovative climate
No. Sub-Competence
Total
Score
Aver
age
Achiev
ement
Avera
g
e
achievemen
t
1
Able to arrange a comfortable and
conducive school headroo
m
46 3,29 82,14
64,50
2
Able to arrange teacher room, BK room,
comfortable and conducive office space
46 3,29 82,14
3
Able to arrange learning space/skill
room/practice room that is comfortable
and conducive
32 2,29 57,14
4
Able to organize laboratory space,
computer room, exhibition space
comfortable and conducive
37 2,64 66,07
5
Able to arrange a comfortable and
conducive library space
35 2,50 62,50
6 The presence of the students' restroo
m
29 2,07 51,79
7
Able to manage the OSIS room, UKS
space, cooperative room comfortably
32 2,29 57,14
8
Able to arrange other spaces
comfortable and conducive
31 2,21 55,36
9
Able to organize pages and school’s
environmen
t
31 2,21 55,36
10
Able to create a harmonious working
relationship among teachers
34 2,43 60,71
11
Able to create harmonious working
relationships amon
g
emplo
y
ees
36 2,57 64,29
SULE-IC 2018 - 3rd Sriwijaya University International Conference on Learning and Education
40
Third, the respondents’ ability in managing
teachers and staff in the framework of optimal
utilization of human resources concluded that the
ability is less good because the average score of
achievement was 70,89.
Table 3: Respondents’ ability in managing teachers and staff
No. Sub-Competence
Total
Score
Aver
age
Achiev
ement
Avera
g
e
Achievemen
1
There are references to broaden
teacher/emplo
y
ee insi
g
h
t
38 2,71 67,86
70,89
2
There are educational programs/training of
teachers and emplo
y
ees
33 2,36 58,93
3
There is a note of guidance on MGMP school
activities
38 2,71 67,86
4
Having a record of participation of
teachers/other personnel in MGMP activities
39 2,79 69,64
5
There is a collection of Teacher
certificates/employees attending the
trainin
g
/seminars/ workshops
41 2,93 73,21
6
Having a program and record of conducting
comparative studies for principals and teachers
41 2,93 73,21
7
There are notes about teachers/ employees who
continue their formal education
39 2,79 69,64
8
There is a career enhancement program for
teachers/emplo
y
ees
38 2,71 67,86
9
There are notes/documents on teacher/employee
p
romotion and career developmen
t
36 2,57 64,29
Fourth, the respondents’ ability in managing
school and community relationships in order to
search support ideas, learning resources, and
financing schools concluded that the ability of
respondents is not good, because the average
achievement was 64,56.
Table 4: Respondents’ ability in managing school and community relationships
No. Sub-Competence
Total
Score
Ave
r
a
g
e
Achiev
emen
t
Avera
g
e
Achievemen
1 Likes to cooperate 39 2,79 69,64
64,56
2 Havin
g
extensive networ
k
42 3,00 75,00
3 Coordinating the related parties 37 2,64 66,07
4 Havin
g
a spirit of investmen
t
35 2,50 62,50
5 Abilit
y
to minimize the ne
g
ative risks 29 2,07 51,79
6 Having a spirit of renewal 32 2,29 57,14
7 Able to identif
y
school’s excellence 31 2,21 55,36
8
Able to read the situation of community
needs
31 2,21 55,36
9
Able to communicate with various
communities
34 2,43 60,71
10 Able to promote school’s excellence 36 2,57 64,29
11
Able to foster commitment to achieve
school’s independence
45 3,21 80,36
12
Able to equip school’s facilities for
independent business
41 2,93 73,21
13
Able to improve the welfare of
teachers/employees for independent
b
usiness
38 2,71 67,86
Mapping Managerial Competence of Primary School Principals in South Sumatera
41
Fifth, the respondents' ability in managing
learners in order to receive new learners, and
placement of learners and capacity building learners
concluded that the ability of respondents is not good,
because the average score of achievement was
65,05.
Table 5: Respondents’ ability in managing learners
No. Sub-Competence
Total
Score
Aver
age
Achiev
ement
Avera
g
e
Achievemen
1 Havin
g
new student admission data 34 2,43 60,71
65,05
2 Havin
g
student administration data 35 2,50 62,50
3 Having extracurricular activity data 33 2,36 58,93
4
Having a complete data of relation school
with parents
42 3,00 75,00
5 Having a student attendance document 40 2,86 71,43
6
Having documents of active student
awareness and involvement
33 2,36 58,93
Sixth, the respondents’ ability in managing
curriculum development and learning activities
according to objectives of national education
concluded that the ability of respondents is not good,
because the average score of achievement was
69,90.
Table 6: Respondents’ ability in managing curriculum
No. Sub-Competence
Total
Score
Aver
age
Achiev
ement
Avera
g
e
Achievemen
1
Having complete administrative data of
learning process
38 2,71 67,86
69,90
2 Havin
g
complete administrative laborator
y
33 2,36 58,93
3 Havin
g
complete administrative librar
y
38 2,71 67,86
4 Having data of teachers 39 2,79 69,64
5 Havin
g
data of staff 41 2,93 73,21
6
Having list of attendance and recap of
teachers and staff
41 2,93 73,21
Seventh, the respondents’ ability in managing
school information systems to support program and
decision making concluded that the ability of
respondents is not good because the average
achievement was 63,39.
Table 7: Respondents’ ability in managing school information system
No. Sub-Competence
Total
Score
Average
Achieve
ment
Avera
g
e
Achievemen
1 Having school information systems 35 2,50 62,50
63,39
2
Implementing Information Based
Systems Website
36 2,57 64,29
Eighth, the respondents’ ability to monitor,
evaluate, and report the implementation of school’s
activities with appropriate procedures, and plan the
follow-up concluded that the ability of respondents
less good because the average achievement was
73,81.
SULE-IC 2018 - 3rd Sriwijaya University International Conference on Learning and Education
42
Table 8. Respondents’ ability to monitor, evaluate, and report school’s activities with appropriate procedures, and plan the
follow-up
No. Sub-Competence
Total
Score
Aver
age
Achieve
ment
Avera
g
e
Achievemen
1
Implementing a clinical supervision
p
rogram and counseling guidance
42 3,00 75,00
73,81
2
Implementing an extracurricular
supervision pro
g
ram
41 2,93 73,21
3
Implementing a library supervision
p
ro
g
ra
m
41 2,93 73,21
4
Implementing a laboratory supervision
p
rogra
m
42 3,00 75,00
5
Implementing supervision program of
comprehensiveness assessment of each
competency
40 2,86 71,43
6 Carr
y
in
g
out supervision of other activities 42 3,00 75,00
This research found there were 8 (eight) sub
managerial competencies considered weak and need
to be coached. Many aspects of managerial
competence, to meet the aspects of managerial
competence, the principal’s skill is required to
always grow. The development of the principal is
required because Gibson et. al. (1982) state that
principal is perhaps the single most significant factor
in establishing an effective school. Maekenzie,
(1983) argues effective school is school that
demonstrate high standards of achievement in
academics have a culture characterized by a well-
defined set of goals that all member of school
administration, faculty and student-value and
promote. According to Shannon, et. al. (2007) in
obtaining an effective school predicate, the school
must implement nine criteria are a clear and shared
focus; high standards and expectations for all
students; effective school leadership; high levels of
collaboration and communication; curriculum,
instruction and assessments aligned with state
standards; frequent monitoring of learning and
teaching; focused professional development; a
supportive learning environment; and high levels of
family and community involvement. To meet the
nine criteria, the principal’s managerial competence
is the answer in making it happen. Karpin, (1995)
states good managers are the key for a better
competitive economy and better organizational
results.
Krajcovicova, (2012) argues managerial
competence is more than just knowledge and skills.
It involves the ability to meet complex demands, by
drawing on and mobilising psychosocial resources
(including skills and attitudes) in a particular
context. Wahab, et. al. (2014) argues the managerial
competence as sets of behaviors that enable
individuals demonstrate the effective performance of
tasks within the organization. The result
investigation of Martina, et. al. (2012) assume the
managerial competence consists in its application in
the areas (1) recruitment, (2) employee evaluation,
(3) training, (4) employee development, (5) carrier
management, (6) adaptation to changes, (7)
enhancement of productivity of labour and (8) an
organization’s performance. According to [28]
managerial competence provides a sound basis for
an effective performance management program. So
did the results of the investigation Abraham, et. al.
(2001) concluded that the successful manager was
substantially greater than the percentage of
organizations that used the same competency in the
managerial performance appraisal process. Chen, et.
al. (2010) also state the managerial competence
strategically driven by organizational core
competence. Employee competency and
organizational core competence are similar and
linked in terms of person-organization fit and
person-job fit. The last, Mumford, et. al. (2002) state
the successful innovation management, a manager
must acquire or possess expertise in the domain at
hand, creativity, ability to carry out transformational
leadership behaviours, planning and sense-making,
and social skills.
4 CONCLUSION
There were 8 (eight) sub managerial competencies
considered weak and need to be coached; 1)
developing the school’s organization according to
the need, 60,71%; 2) creating the conducive and
innovative school’s culture and climate, 64.50%; 3)
managing teachers and staff optimally, 70.89%; 4)
Mapping Managerial Competence of Primary School Principals in South Sumatera
43
managing school and community relationships,
64.56%; 5) managing students 65.05%; 6) managing
curriculum development and learning activities
according to national educational goals, 69,90%; 7)
managing school information system, 63,39%; 8)
monitoring, evaluating and report the
implementation of school’s program activities
appropriate with procedures, and planning for
follow-up 73.81%. The results of this study
contributed to the Ministry of Education and Culture
Republic Indonesia in conducting the managerial
competence of Primary School’s Principals in South
Sumatera.
ACKNOWLEDGEMENTS
We would like to express our special thanks and
gratitude to our rector (Bukman Lian) who gave us
the golden opportunity to do this wonderful project
on the topic (Mapping Managerial Competence of
Primary School Principals in South Sumatera).
Secondly, we would also like to thank our graduate
director (Houtman) dean (Dessy Wardiah) and
friend (Muhammad Syukri) who helped us a lot in
finalizing this project within the limited time frame.
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