The Strategy of the School Principal in Improving Teacher Performance in the 4.0 Revolution Era in Min Banda Aceh, Indonesia
The Strategy of the School Principal in Improving Teacher Performance in the 4.0 Revolution Era in Min Banda Aceh, Indonesia

Summary/Abstract: Leadership is an essential component in running an organisation. A leader needs a strategy where educators are willing and able to develop skills in the current era. This study aims to find out what strategies are used by a leader in improving teacher performance in the Revolutionary Era 4.0 at MIN Banda Aceh, Indonesia. The method used is a descriptive analysis method with a qualitative approach – data collection techniques through observation, interviews, and documentation. The subjects are Principals, Curriculum Assistants and Teachers of MIN 6 Model Banda Aceh and MIN 9 Banda Aceh. This study had eight research subjects: two school principals, two deputy heads of curriculum and four teachers. The results showed that: 1) MIN 9 Banda Aceh programs implemented to improve teacher performance in the 4.0 revolution era were the mini KKG program and the Digital Class Program programmed by the Ministry of Religion to support changes and developments in increasingly advanced technology. 2) School Principals have several strategies for improving teacher performance in Revolutionary Age 4.0. The initial strategy was to provide training to educators, and the second strategy was to provide opportunities for teachers by attending webinars and private lessons on the operational use of IT. The 3rd strategy is Disciplining the teachers. The discipline of using is composed of several indicators, namely, the field of attendance, the punishment of dress, the discipline of entering class, the sentence of sharing a sense (social) and the penalty of responsibility. 3) The evaluation is carried out by supervising teaching staff starting from the initial, core, and closing activities and looking at administrative completeness such as syllabus, lesson plans, modules, ppt, teaching materials and materials according to the students. 4) The obstacles to implementing the mini KKG and Digital Class programs are insignificant. These obstacles can be overcome properly.

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