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首页> 外文会议>International Conference on Teacher Training and Education >The Initial Managerial Competence of Teachers Nominated as School Principal Candidates and the Response of Educational Authorities to the Policy of Principal Preparation Program
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The Initial Managerial Competence of Teachers Nominated as School Principal Candidates and the Response of Educational Authorities to the Policy of Principal Preparation Program

机译：教师的初始管理能力被提名为校长候选人以及教育当局对主要编制方案政策的回应

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Peraturan Menteri Pendidikan Nasional/Permendiknas (Regulation of the Minister of National Education) Number 13 Year 2007 states that managerial competence is one out of five mandatory competencies that must be possessed by school principals. Teachers are not required to posses this competence, but as they are nominated as school principals, they must acquire this managerial competence. Further, Permendiknas Number 28 Year 2010 defines that school principals are to be prepared through a series of administrative and academic selection, and yet educational training which is called the Principal Preparation Program (PPP). PPP is aimed at, one of which, preparing school principal candidates to be able to play their roles as school managers. Previous studies show that among the five dimensions of school principals' competence, managerial dimension plays a vital role in determining the success of school principals in managing their schools. Based on the above two-requirements stated by the regulations concerning school principals, and the initial observation concerning the extent to which education authorities responding to the policies, this study aims to describe the initial ability of teachers who are nominated as school principals and the extent to which education authorities in districts/cities/provinces responding to the policy of PPP. Initial capability data were collected through the AKPK (the Professional Development Need Analysis/PDNA) instrument which was distributed to 919 principal candidates in 10 provinces and 33 districts/cities. The result of data analysis shows that the average initial ability of principal candidates' managerial competence is in moderate category (2.8). The two lowest indicators of the managerial competence of principal candidates are the mastery of ICT (Information and Communication Technology) and the implementation of monitoring and evaluation. However, data show that a total of 42.6% of the Provincial/District/City Education Authorities has not responded well to PPP policy as one of alternative ways to improve the managerial competence of principal candidates. Both findings imply that every teacher nominated as school principal should be provided with knowledge, skill and attitude constructing school principals' managerial competence, especially in the utilization of ICT and the implementation of monitoring and evaluation. Provincial/District/City Education Authorities must be further informed about the PPP as the program of the Ministry of Eduation in promoting school principals.
机译：Peraturan Menteri Pendidikan Nasional / Permendiknas（国家教育部长的监管）2007年第13岁的国家表示，管理能力是学校校长必须拥有的五项强制性能力中的一个。教师不需要拥有这种能力，但由于他们被提名为学校校长，他们必须获得这一管理能力。此外，超级尼克纳斯28岁2010年界定了学校校长将通过一系列的行政和学术选择，但是被称为主要准备计划（PPP）的教育培训。 PPP旨在，其中一人，准备学校主要候选人能够作为学校经理发挥作用。以前的研究表明，在学校校长的五个方面的竞争力之中，管理维度在确定学校校长在管理学校的成功方面发挥着至关重要的作用。根据由有关学校校长的规定，以及有关到教育主管部门应对政策的程度初步观察指出上述两个要求，这项研究的目的是描述谁被任命为校长和程度老师的初始能力在响应PPP政策的地区/城市/省份的教育机构。通过AKPK（专业开发需求分析/ PDNA）仪器收集初始能力数据，该仪器分发给10个省和33个地区/城市的919名主要候选人。数据分析结果表明，主要候选人管理能力的平均初始能力是中等类别（2.8）。主要候选人的管理能力的两个最低指标是ICT（信息和通信技术）的掌握以及监测和评估的实施。但是，数据显示，共有42.6％的省/地区/城市教育机构对PPP策略没有响应良好，作为改善主要候选人管理能力的替代方式之一。这两个结果都意味着应在校长被提名为学校委托人的每个老师建立学校校长的管理能力，特别是在利用信息通信技术和监测和评估的实施中。省/地区/城市教育机构必须进一步了解PPP作为促进校本校长的编辑部方案。

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