The Roles of Principals in Teacher Competency Development for Students’ Morale Improvement

Abstract

Education and learning in schools that do not pay attention to students’ morals have had an unfavorable impact on student development. This research aims to track the role of school principals in teacher development to improve students’ morale. It used a qualitative approach that involved the researchers as a research instrument. In collecting data, the principal is the key informant. The other informants were chosen based on the snowball sampling technique. This process continued until the data were saturated. In addition to interviews, research data were collected through observation and written documents. The data collected were analyzed following the steps proposed by Miles and Huberman (1984), such as data reduction, data presentation, and conclusions (illustration/verification). More specifically, data validation was done through triangulation. The results revealed that school principals had fewer roles in developing teacher competencies to improve students’ morale.