How Principals Cultivate Teacher Personal Competencies: Insights from Study Group Implementation in Elementary Schools
DOI:
https://doi.org/10.56916/jirpe.v5i1.2776Keywords:
principal management, teacher personality competencies, professional learning communities, POAC framework, elementary educationAbstract
Teacher personal competencies, encompassing integrity, emotional stability, and professional ethics, are fundamental to quality elementary education, yet their systematic development remains underexamined. This study analyzes how principal management through the POAC framework enhances teacher personal competencies via study groups. A qualitative case study design was employed at SDN Ciseureuh and SDN Karya Bhakti in Cianjur Regency, Indonesia. Data were collected through in-depth interviews, participatory observation, and document analysis from principals, teachers, and stakeholders selected through purposive and snowball sampling. Data analysis followed Miles et al.'s (2014) three-stage inductive process, with trustworthiness established through triangulation, member checking, and audit trails. Findings reveal that systematic principal management—encompassing evidence-based planning, strategic resource organization, motivational leadership, and continuous evaluation—effectively strengthens teacher integrity, responsibility, discipline, and professionalism through study groups. Study groups structured around collaborative inquiry and reflective practice created authentic learning environments. However, time constraints, motivational variation, and infrastructure limitations emerged as implementation challenges, while principal commitment, competent facilitation, and collegial culture served as facilitating factors. An unexpected finding showed differential impact across career stages, with early-career teachers experiencing more transformative changes than veterans. The integration of POAC management theory with professional learning community research demonstrates that teacher personal competencies are developable through intentional, well-managed collegial learning. This culturally contextualized approach offers practical guidance for principals and contributes theoretically by synthesizing management, professional development, and character education literature.
References
Alhabsyi, F., Pettalongi, S. S., & Wandi, W. (2022). Peran Kepemimpinan Kepala Sekolah dalam Meningkatkan Kinerja Guru. Jurnal Integrasi Manajemen Pendidikan, 1(1), 11-19. https://doi.org/10.24239/jimpi.v1i1.898
Antinluoma, M., Ilomäki, L., Lahti-Nuuttila, P., & Toom, A. (2021). Schools as professional learning communities. Journal of Education and Learning, 10(1), 76–91. https://eric.ed.gov/?id=EJ1185915
Aravena, F. (2023). How principals identify low-performing teachers in public schools? Evidence from Chile. Journal of Pedagogy, 14(2), 5-26. https://doi.org/10.2478/jped-2023-0009
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.
Bass, B. M., & Riggio, R. E. (2006). Transformational leadership (2nd ed.). Psychology Press.
Bouchamma, Y., Basque, M., & Marcotte, C. (2019). School management competencies: Perceptions and self-efficacy beliefs of school principals. ISEA, 42(1), 50–70. https://www.scirp.org/journal/paperinformation?paperid=45694
Bush, T. (2018). Preparation and induction for school principals: Global perspectives. Management in Education, 32(2), 66–71. https://doi.org/10.1177/0892020618761805
Buttram, J. L., & Farley-Ripple, E. N. (2016). The role of principals in professional learning communities. Leadership and Policy in Schools, 15(2), 192–220. https://doi.org/10.1080/15700763.2015.1039136
Clandinin, D. J., Long, J., Schaefer, L., Downey, C. A., Steeves, P., Pinnegar, E., Robblee, S. M., & Wnuk, S. (2015). Early career teacher attrition: Intentions of teachers beginning. Teaching Education, 26(1), 1–16. https://doi.org/10.1080/10476210.2014.996746
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
Darling-Hammond, L., & McLaughlin, M. W. (2013). Policies that support professional development in an era of reform. In Teacher learning that supports student learning (pp. 81–100). Jossey-Bass.
Darling-Hammond, L., Scheetz, C., Wei, R. C., Pecheone, R. L., & Wilhoit, G. (2022). Developing effective principals: What kind of learning matters? Learning Policy Institute.
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. https://doi.org/10.1177/0013161X15616863
Deming, W. E. (1986). Out of the crisis. MIT Press.
Domitrovich, C. E., Bradshaw, C. P., Berg, J. K., Pas, E. T., Becker, K. D., Musci, R., Embry, D. D., & Ialongo, N. (2017). How do school-based prevention programs impact teachers? Findings from a randomized trial of an integrated classroom management and social-emotional program. Prevention Science, 17(3), 325–337. https://doi.org/10.1007/s11121-015-0618-z
DuFour, R., DuFour, R., Eaker, R., Many, T. W., & Mattos, M. (2016). Learning by doing: A handbook for professional learning communities at work (3rd ed.). Solution Tree Press.
Galvis, A. (2007). Supporting decision-making processes on blended learning in higher education: Literature and good practices review. International Journal of Educational Technology in Higher Education, 4(1), 1–21. https://doi.org/10.1186/s41239-018-0106-1
Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3–4), 381–391. https://doi.org/10.1080/135406002100000512
Hallinger, P., Hosseingholizadeh, R., Hashemi, N., & Kouhsari, M. (2018). Do beliefs make a difference? Exploring how principal self-efficacy and instructional leadership impact teacher efficacy and commitment in Iran. Educational Management Administration & Leadership, 46(5), 800–819. https://doi.org/10.1177/1741143217700283
Harvey, L., & Green, D. (1993). Defining quality. Assessment & Evaluation in Higher Education, 18(1), 9–34. https://doi.org/10.1080/0260293930180102
Hofman, R. H., Dijkstra, N. J., & Hofman, W. H. A. (2015). Effective teacher professionalization in networks? Teaching and Teacher Education, 25(8), 1031–1040. https://doi.org/10.1016/j.tate.2009.10.046
Hord, S. M., & Sommers, W. A. (2008). Leading professional learning communities: Voices from research and practice. Corwin Press.
Hudson, P. (2013). Mentoring as professional development:‘growth for both’mentor and mentee. Professional development in education, 39(5), 771-783. https://doi.org/10.1080/19415257.2012.749415
Joyce, B., & Showers, B. (2002). Student achievement through staff development (3rd ed.). ASCD.
Kim, L. E., Jörg, V., & Klassen, R. M. (2019). A meta-analysis of the effects of teacher personality on teacher effectiveness and burnout. Educational Psychology Review, 31(1), 163–195. https://doi.org/10.1007/s10648-018-9458-2
Kotter, J. P., & Schlesinger, L. A. (2008). Choosing strategies for change. Harvard Business Review, 86(7–8), 130–139. https://www.scirp.org/reference/referencespapers?referenceid=607525
Lapsley, D. K., & Narvaez, D. (2006). Character education. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology (6th ed., Vol. 4, pp. 248–296). John Wiley & Sons.
Leithwood, K. (2006). Teacher working conditions that matter: Evidence for change. Elementary Teachers' Federation of Ontario.
Lickona, T. (1992). Educating for character: How our schools can teach respect and responsibility. Bantam Books.
Liu, S., & Hallinger, P. (2018). Principal instructional leadership, teacher self-efficacy, and teacher professional learning in China: Testing a mediated-effects model. Educational Administration Quarterly, 54(4), 501–528. https://doi.org/10.1177/0013161X18769048
Lomos, C., Hofman, R. H., & Bosker, R. J. (2011). Professional communities and student achievement: A meta-analysis. School Effectiveness and School Improvement, 22(2), 121–148. https://doi.org/10.1080/09243453.2010.550467
Louis, K. S., Dretzke, B., & Wahlstrom, K. (2010). How does leadership affect student achievement? Results from a national US survey. School Effectiveness and School Improvement, 21(3), 315–336. https://doi.org/10.1080/09243453.2010.486586
Lytle, M. L., Ciani, K. D., & Pratt, S. L. (2018). Teachers as agents of social-emotional learning and character development: A qualitative investigation. Journal of Character Education, 14(1), 79–96.
Mergoni, A., Camanho, A., Soncin, M., Agasisti, T., & De Witte, K. (2025). The influence of School principals’ management on school efficiency: Evidence from Italian schools. European Journal of Operational Research. https://doi.org/10.1016/j.ejor.2025.06.020
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications.
Perera, H. N., Granziera, H., & McIlveen, P. (2018). Profiles of teacher personality and relations with teacher self-efficacy, work engagement, and job satisfaction. Personality and Individual Differences, 120, 171–178. https://doi.org/10.1016/j.paid.2017.08.034
Roberts, S. M., & Pruitt, E. Z. (2009). Schools as professional learning communities: Collaborative activities and strategies for professional development (2nd ed.). Corwin Press.
Sahlin, S., Ince, A., & Bush, T. (2025). Exploring novice principals’ professional confidence: insights from a Swedish perspective. School Leadership & Management, 45(4), 298-321. https://doi.org/10.1080/13632434.2025.2545179
Sánchez-Tarazaga, L. (2016). Los marcos de competencias docentes: contribución a su estudio desde la política educativa europea/competency framework for teachers: contribution to study from european education policy. Journal of Supranational Policies of Education, (5). https://doi.org/10.15366/jospoe2016.5.003
Sanusi, A. (2023). Pendidikan untuk Kearifan: Mempertimbangkan kembali sistem nilai, belajar dan kecerdasan. Nuansa Cendekia.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22. https://doi.org/10.17763/haer.57.1.j463w79r56455411
Spencer, L. M., & Spencer, S. M. (1993). Competence at work: Models for superior performance. John Wiley & Sons.
Terry, G. R. (1976). Principles of management (3rd ed.). Richard D. Irwin.
Thien, L. M., Darmawan, I. N., & Adams, D. (2023). (Re) Investigating the pathways between instructional leadership, collective teacher efficacy, and teacher commitment: a multilevel analysis. International Journal of Educational Management, 37(4), 830-845. https://doi.org/10.1108/IJEM-12-2022-0516
Turner, J. C., Christensen, A., Kackar-Cam, H. Z., Trucano, M., & Fulmer, S. M. (2018). Enhancing students' engagement: Report of a 3-year intervention with middle school teachers. American Educational Research Journal, 51(6), 1195–1226. https://doi.org/10.3102/0002831214532515
UNESCO. (2016). Global framework for teacher competence. UNESCO Publishing.
Usman, H. M., & Haryadi, R. N. (2023). The effect of transformational leadership and work motivation on teacher performance at Vocational High School Bina Mandiri Cileungsi. International Journal of Sharia Business Management, 2(1), 23-29. http://download.garuda.kemdikbud.go.id/article.php?article=3485042&val=30423&title=The%20Effect%20of%20Transformational%20Leadership%20and%20Work%20Motivation%20on%20Teacher%20Performance%20at%20Vocational%20High%20School%20Bina%20Mandiri%20Cileungsi
Villena-Martínez, M. D., & Muñoz-García, A. (2025). The effect of teacher personality on the social competence of students: an empirical study in primary education classrooms. Teachers and Teaching, 1-15. https://doi.org/10.1080/13540602.2024.2445823
Yahyuni, U., Sumbawati, M. S., Roesminingsih, E., Khamidi, A., & Hariyanti, N. (2024). Pengaruh Kompetensi Guru, Iklim Sekolah, dan Kepemimpinan Kepala Sekolah terhadap Kinerja Guru. Journal of Education Research, 5(3), 2546-2554. https://doi.org/10.37985/jer.v5i3.1065
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Arief Nur Afghan, Nana Herdiana Abdurrahman
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
