Analysis of Factors Causing Teachers to Be Reluctant to Become Principals in Elementary Schools
Keywords:
Decision-Making Pattern, Elementary School Teachers, Headmaster Position Refusal, Internal and External Factors, Teacher Leadership Readiness
Abstract
Purpose of the study: This study aims to identify and analyze the factors that cause teachers to be reluctant to accept the position of principal, as well as to describe their decision-making patterns and strategies that can encourage readiness to accept leadership responsibilities at the elementary school level.
Methodology: This study uses a descriptive qualitative approach with a case study design. Data were collected through in-depth interviews, non-participant observations, and documentation of six teachers at SDN Jaya Mulya Musi Rawas. The data analysis technique follows the stages of data reduction, data presentation, and conclusion drawing based on the Miles and Huberman approach. The validity of the data is guaranteed through source triangulation.
Main Findings: The results of the study show that internal factors such as low self-confidence, time constraints, and lack of managerial experience, as well as external factors such as administrative burden, low institutional support, and an organizational culture that is not yet conducive, are the main obstacles for teachers in accepting the position of principal. In addition, it was found that strategies such as leadership training, career mentoring, and institutional incentives play an important role in driving teacher readiness
Novelty/Originality of this study: This study offers an original contribution by revealing the pattern of teacher decision-making in rejecting the position of principal in the context of rural elementary schools, which has been under-appreciated. The study also recommends context-based strategic interventions to strengthen teacher leadership readiness.
References
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[3] V. M. J. Robinson and E.-S. Gray, “What difference does school leadership make to student outcomes?,” J. R. Soc. N. Z., vol. 49, pp. 171–187, 2019, doi: 10.1080/03036758.2019.1582075.
[4] I. M. Sholihah, “The Role Of The School Principal As A Learning Leader In Strengthening The Professionalism Of Batik Surakarta Junior High School,” Int. J. Res. Educ., 2024, doi: 10.26877/ijre.v4i1.16791.
[5] S. Atstsaury, H. Hadiyanto, and S. Supian, “Principal’s Strategy to Improve Teachers Professional Competence,” Munaddhomah J. Manaj. Pendidik. Islam, 2023, doi: 10.31538/munaddhomah.v5i1.775.
[6] Sasmita and Subhanadri, “UPAYA KEPALA SEKOLAH DALAM MENINGKATKAN PROFESIONALISME GURU DI SEKOLAH DASAR NEGERI 213 LUBUK BERINGIN,” J. Muara Olahraga, 2024, doi: 10.52060/jmo.v6i2.2261.
[7] E. Affrilian, “Peran Kepala Sekolah dalam Melaksanakan Fungsi Manajerial untuk Meningkatkan Mutu Sekolah di SMP Islam YPI 3 Way Jepa,” J. Hum. Dan Ilmu Pendidik., 2023, doi: 10.35912/jahidik.v2i2.284.
[8] A. Aisfebrianty, S. Habibah, and S. Mus, “Fungsi Manajerial Kepala Sekolah Dalam Meningkatkan Kualitas Layanan Akademik di Sekolah Dasar,” EDUSTUDENT J. Ilm. Pendidik. Dan Pembelajaran, 2023, doi: 10.26858/edustudent.v2i3.39147.
[9] Berkat, Setinawati, and Basrowi, “The role of educational management in enhancing innovation and problem-solving competencies for students towards global competitiveness: A literature review,” Soc. Sci. Humanit. Open, 2025, doi: 10.1016/j.ssaho.2025.101280.
[10] A. Dawam, “Peran Kepala Sekolah Inovator Dalam Meningkatkan Kualitas Pembelajaran Guru (Studi Kasus Pada Madrasah Aliyah Manbaul Ulum Tlogorejo, Karangawen, Demak),” Edunity Kaji. Ilmu Sos. Dan Pendidik., 2024, doi: 10.57096/edunity.v3i8.280.
[11] N. Pipin, “Pengaruh Supervisi Akademik Kepala Sekolah Terhadap Kinerja Guru Di Smp Islam Nashihuddin Kemiling,” 2024, UIN RADEN INTAN LAMPUNG.
[12] H. Fatah, “Minat Guru Menjadi Kepala Sekolah Pendahuluan,” vol. 1, pp. 303–314, 2015.
[13] C. S. A. Jabar, I. Khuzaimi, and D. E. Andriani, “Menarikkah Jabatan Kepala Sekolah Dasar di Indonesia dalam Pandangan Guru?,” J. Manaj. Pendidik. J. Ilm. Adm. Manaj. Dan Kepemimp. Pendidik., vol. 2, no. 1, pp. 99–121, 2020, doi: 10.21831/jump.v2i1.31051.
[14] Z. Fanani, “Persepsi Guru Terhadap Kepemimpinan Pembelajaran Kepala Sekolah Dilihat dariPerbedaan Gender di Provinsi Kalimantan Selatan,” J. Kewidyaiswaraan, vol. 4, no. 2, pp. 182–192, 2019, doi: 10.56971/jwi.v4i2.23.
[15] V. A. Lambert and C. E. Lambert, “Qualitative descriptive research: An acceptable design,” Pac. Rim Int. J. Nurs. Res., vol. 16, no. 4, pp. 255–256, 2012.
[16] M. Sandelowski, “Whatever happened to qualitative description?,” Res. Nurs. Health, vol. 23, no. 4, pp. 334–340, 2000, doi: 10.1002/1098-240X(200008)23:4<334::AID-NUR9>3.0.CO;2-G.
[17] M. B. Miles, A. M. Huberman, and J. Saldana, Qualitative Data Analysis: A Methods Sourcebook, 4th ed. Sage Publications, 2020.
[18] R. E. R. dan T. Diamantes, “Analisis Tugas yang Dilakukan dalam Administrasi Sekolah Menengah.,” Pendidik. 3-13, vol. 124.
[19] J. Shen, V. E. Cooley, and G. L. Wegenke, “Perspectives on factors influencing application for the principalship: a comparative study of teachers, principals and superintendents,” Int. J. Leadersh. Educ., vol. 7, pp. 57–70, 2004, doi: 10.1080/1360312032000107218.
[20] D. S. Maheswara and Windasari, “Peran Kepala Sekolah Dalam Meningkatkan Kompetensi Pedagogik Guru Melaksanakan Pembelajaran Daring,” J. Inspirasi Manaj. Pendidik., vol. 10, no. 3, pp. 527–538, 2022.
[21] S. Ghavifekr and W. S. Yue, “Technology Leadership in Malaysian Schools: The Way Forward to Education 4.0 - ICT Utilization and Digital Transformation,” Int J Asian Bus Inf Manag, vol. 13, pp. 1–18, 2022, doi: 10.4018/ijabim.20220701.oa3.
[22] C. Xu, A. Hania, and M. Waqas, “Guiding the digital generation: role of principals’ leadership, ICT competence, and teacher professional competence in fostering digital citizenship among university students,” Educ Inf Technol, vol. 30, pp. 1165–1189, 2024, doi: 10.1007/s10639-024-13180-2.
[23] J. S. Thekedam, “Leadership and Effective Integration of Information and Communication Technology for the Age of Restructuring,” pp. 153–163, 2014, doi: 10.1007/978-81-322-1668-1_11.
[24] I. Rahmawati, S. L. Hasanah, and N. Fahrurrobi, “Kepemimpinan Guru Sebagai Role Model Di Sekolah,” J. Kaji. Islam Mod., vol. 9, no. 01, pp. 52–56, 2023, doi: 10.56406/jkim.v9i01.161.
[25] D. Ariyanti et al., “The Influence Of Physical Environment, Situational Leadership On Performance Through Work Motivation,” EPaper Bisnis Int. J. Entrep. Manag., 2024, doi: 10.61132/epaperbisnis.v1i4.139.
[26] N. Ghoniyah, “Peningkatan Kinerja Karyawan melalui Kepemimpinan, Lingkungan Kerja dan Komitmen,” JDM J. Din. Manaj., vol. 2, no. 2, 2011.
[27] Wirawan, “Pengaruh Gaya Kepemimpinan Kepala Sekolah Dan Budaya Organisasi Terhadap Kinerja Guru Dengan Kepuasan Kerja Sebagai Variable Intervening (Studi Pada SMA Negeri Ter-Akreditasi A Di Kota Depok),” Trab. Conclusão Curso, vol. 1, no. 9, pp. 1–10, 2016.
[28] L. Darling-Hammond, “Teacher education around the world: What can we learn from international practice?,” Eur. J. Teach. Educ., vol. 40, no. 3, pp. 291–309, 2017, doi: 10.1080/02619768.2017.1315399.
[29] T. Bush, “Challenges facing school principals: Problems and solutions,” Educ. Manag. Adm. Leadersh., vol. 50, no. 4, pp. 533–535, Jul. 2022, doi: 10.1177/17411432221096238.
[30] N. Chhaya, “Managing Self‐Doubt After a Promotion,” in Coach Me! Your Personal Board of Directors, 1st ed., B. Underhill, J. Passmore, and M. Goldsmith, Eds., Wiley, 2022, pp. 130–132. doi: 10.1002/9781119823803.ch37.
[31] E. G. Estrada-Araoz and E. O. Cruz-Laricano, “Workload of basic education teachers: A challenge for occupational health,” Gac. Med. Caracas, vol. 133, no. 1, pp. 14–16, 2025.
[32] O. H. V. Griek, M. G. Clauson, and L. Eby, “Organizational Career Growth and Proactivity: A Typology for Individual Career Development,” J. Career Dev., vol. 47, pp. 344–357, 2020, doi: 10.1177/0894845318771216.
[33] X. Qin and S. Liu, “The relationship between principal support, teacher professional identity, and teacher professional learning in China: Investigating gender differences,” Psychol. Sch., 2023, doi: 10.1002/pits.23066.
[34] H. E. Price, “Principals’ Social Interactions with Teachers: How Principal-Teacher Social Relations Correlate with Teachers’ Perceptions of Student Engagement.,” J. Educ. Adm., vol. 53, pp. 116–139, 2015, doi: 10.1108/JEA-02-2014-0023.
[35] M. L. Savickas, “Career construction theory and practice,” in Career Development and Counseling: Putting Theory and Research to Work, 2nd ed., R. W. Lent and S. D. Brown, Eds., Hoboken, NJ: Wiley, 2013, pp. 147–183.
Published
2025-07-23
How to Cite
[1]
agus setiawan, L. Waluyo, and iis siti aisyah, “Analysis of Factors Causing Teachers to Be Reluctant to Become Principals in Elementary Schools”, Jor. Eva. Edu, vol. 6, no. 3, Jul. 2025.
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