期刊名称：International Journal of English and Education
印刷版ISSN：2278-4012
出版年度：2018
卷号：7
期号：4
页码：1-19
出版社：Brahmaputra Publishing House
摘要：This research is motivated by the low performance of teachers in the making and implementation
of classroom learning administration. This research uses School Action Research method.
Improving Teacher Performance in Learning Administration is the purpose of this study. This
goal is achieved through the use of the Transformational Leadership Style. This research is done
by school, that is in SD Negeri Gumpang 03 Kecamatan Kartasura Lesson Year 2016/2017
semester II. So This Research is called School Action Research (PTS). The subject of research is
teacher performance in administration at teacher of SD Negeri Gumpang 03 Kecamatan
Kartasura Lesson Year 2016/2017 consisting of 10 teachers. The study was conducted in the
second semester for 3 months. The research procedure in action research uses two action cycles.
These steps include: 1) planning; 2) implementation; 3) observation; and 4) reflection on the
result of action. This study concludes that the use of Transformational Leadership Style can
improve teacher performance in the administration of SD Negeri Gumpang 03 Kecamatan
Kartasura Lesson Year 2016/2017 Semester II. This is indicated by the increased performance of
teachers in the administration of each cycle of action taken. Based on the observation before the
action and after the action and guidance individually and group, teacher performance in
administration is known at the beginning condition there are 3 teachers who do administration
well or 30%. After being given an action at the end of Cycle I action, it then increases to 6
teachers who are doing good class administration, or 60%, up 20%. After being given an action
by the end of Cycle II, it then increases to 8 teachers who are doing good class administration,
or 80%, up 20%. Teacher performance in teaching administration has increased significantly
thanks to the use or application of Transformational leadership styles.
