{"id":7121,"date":"2025-05-22T14:57:28","date_gmt":"2025-05-22T14:57:28","guid":{"rendered":"https:\/\/berdayahub.com\/?p=7121"},"modified":"2025-05-22T15:17:58","modified_gmt":"2025-05-22T15:17:58","slug":"an-overlooked-key-to-education-reform","status":"publish","type":"post","link":"https:\/\/berdayahub.com\/id\/an-overlooked-key-to-education-reform\/","title":{"rendered":"An Overlooked Key to Education Reform"},"content":{"rendered":"
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\n\t\t\t\t\t\t\tWhen people talk about improving education, the focus almost always falls on teachers or students. Governments invest heavily in teacher training, curriculum development, and infrastructure, while NGOs work on student engagement, literacy programs, and scholarships. \t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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\n\t\t\t\t\t\t\t But what if the missing piece of the puzzle isn\u2019t just in the classroom – but in the principal\u2019s office? <\/b>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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\n\t\t\t\t\t\t\tIn many developing countries, school principals are often an afterthought<\/b> in education reform. Yet, research shows that school leadership is the second most influential factor in student learning outcomes<\/b>, right after teacher effectiveness.\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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\n\t\t\t\t\t\t\tA strong principal can inspire and mentor teachers, improve school management, and create a culture of continuous learning. Conversely, a weak principal – lacking training and leadership skills – can leave an entire school stagnant, no matter how good the teachers are.\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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\n\t\t\t\t\t\t\tFor Cici and the team at INSPIRASI, this realization was a turning point. If one well-equipped school leader could positively influence dozens of teachers and hundreds of students, then supporting principals was a multiplier effect that could transform the education system from within. \t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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\n\t\t\t\t\t\t\tRather than fixing problems one teacher at a time, why not empower the leaders who set the direction for entire schools?\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Berdaya Talk adalah inisiatif di mana kami mengeksplorasi kisah-kisah para changemakers dan inisiatif yang telah mereka kembangkan untuk mendukung pembangunan berkelanjutan di Indonesia. Kali ini, kami berbicara dengan Cici Tri Wanita, Program Director at INSPIRASI Foundation<\/strong>
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The Hidden Challenges of School Leadership in Indonesia<\/b><\/h2>\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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\n\t\t\t\t\t\t\tCici\u2019s journey with INSPIRASI began with a simple but powerful question: What kind of support do school principals actually need?\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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\n\t\t\t\t\t\t\tAt first glance, the answer seemed obvious – training, mentorship, leadership skills. But as she and her team worked closely with principals across Indonesia, a more complex reality emerged.\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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\n\t\t\t\t\t\t\tIn Indonesia, each region had its own system for appointing school leaders, and many of these processes were unstandardized. Some districts had merit-based selection processes, where candidates had to prove their leadership capabilities. Others, however, appointed principals based on connections rather than competence.\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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\n\t\t\t\t\t\t\tEven after being appointed, many principals received little to no training.<\/b> Some had to wait years before their first professional development session. Others were given leadership responsibilities without any structured onboarding, leaving them to navigate school management through trial and error.\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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\n\t\t\t\t\t\t\tThen came the issue of accountability. Performance evaluations were often symbolic rather than substantive – with little incentive for improvement and no real consequences for underperformance. A struggling principal could simply return to teaching, meaning there was no motivation to invest in better leadership.\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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\n\t\t\t\t\t\t\tThe lack of structured development and accountability meant that some principals thrived through sheer personal dedication, while others struggled in silence. For INSPIRASI, this was where the real work needed to happen.\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Bridging the Gap: INSPIRASI\u2019s Approach to School Leadership Development<\/b><\/h2>\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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\n\t\t\t\t\t\t\tThe necessary support for school principals can be categorized into three main areas: \t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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