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Abstract

INFLUENCE BEHAVIOR OF LEADERSHIP, SCHOOL COMMUNICATION, SCHOOL CULTURE AND TEACHERS PERFORMANCE TOWARDS SCHOOL PERFORMANCE In state Primary School Throughout Bandung regency, west Java
SUMARNA JAELUDIN

Universitas Pendidikan Indonesia

This study aims to assess the influence of factors that are closely related to school performance, which includes factors; the behavior of school leadership, communication schools, school culture and teacher performance the extent of its influence on school performance, as well as finding an alternative model in the development of school performance.The approach used quantitative approach, through a survey method with in-depth explanation explanatory survey method), the entire population in this study as many as 1,354 people Principals and teachers of public elementary school PNS se-Kab.Bandung many as 9,869 people with a sample of 93 principals and 564 civil servant teachers at SDN throughout Bandung regency. Crawl data using a questionnaire and analyzed by using multiple regression analysis . The results showed that (a) the behavior of the leadership of the principal contributing positively and significantly to the performance of teachers and school performance, (b) communication schools to contribute positively and significantly to the performance of teachers and school performance, (c) the school culture to contribute positively and significantly the performance of teachers and school performance, (d) the performance of teachers to contribute positively and significantly to the performance sekolah. Through this study it is found that that the improved performance of teachers and school performance can be achieved through improved school leadership behavior, an increase in school communications, and improved school culture. Be concluded that the condition of empirical Elementary School in Bandung regency show: (a) the behavior of school leadership are at very high category, the dimensions of the most prominent is the dimension of selling while the dimensions of the lowest is the dimension of consideration; (b) the condition of the empirical school communication in the category extremely high dimensional most prominent is the dimension of the communication functions while the dimensions of the human relations skills be the lowest dimension; (c) the condition of the empirical school culture in the high category, the dimensions of the most prominent is the norm dimension while the lowest dimension is assuming; (d) the condition of empirical performance of teachers at the high category of the most prominent dimension is the dimension of professional competence while the lowest dimension is the dimension of social competence; and (e) the condition of empirical performance of schools that are in very high category, the dimensions of the most prominent is the dimension of votes while the lowest dimensions are standard dimensions and prasarana.Implikasinya means there are five dimensions that should be developed in school, that the dimensions of consideration in the conduct of school leadership, dimensions human relations skills in school communication, dimensional assumption in school culture, social competence in the performance of teachers and dimensions of facilities and infrstructure in the performance of schools through "model 4 angle rhombus plus". So it can be recommended as follows: (1) the principals always display behavior berorintasi leadership to the dimension of consideration. (2) the principal implementing alternative models (4-angle rhombus plus) in the development of school performance. (3) Department of Education and culture should be the needs of school facilities and infrastructure in accordance SNP.

Topic: Administration and Management in Primary School

PermaLink: http://icemal.conference.upi.edu/pages/abstract.php?id=154974015c84c77018727c9174dbe2fb


 

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