MANAGEMENT TO STRENGTHEN TEACHER LEADERSHIP COMPETENCY IN MULTICULTURAL SCHOOLS

Abstract

The objectives of this article were 1) to study the level of teacher leadership competency in multicultural schools; and 2) to study the guidelines for managing and enhancing teacher leadership competency in multicultural schools. It is survey research. Research sampling were multicultural schools which were categorized by region, with 10 schools from each of the 5 regions, totaling 50 schools, obtained by purposive sampling. Key informants consisted of eight experts, obtained by purposive sampling. The research instrument used were a Likert scale questionnaire, with item validity values ​​between 0.80 and 1.00 and a reliability coefficient of .92, and an interview form that is appropriate in terms of content and accuracy. Data was collected by distributing 65 paper questionnaires and 172 electronic questionnaires, as well as through scheduled interviews. Data were analyzed by percentages, means, standard deviations and content analysis. The research results showed that (1) the overall leadership competence of teachers in multicultural schools is at a high level. The top three, ranked from highest to lowest average score, are: participation in professional learning communities, followed by acceptance of cultural diversity, and cultural intelligence; (2) guidelines for managing and enhancing teacher leadership competency in multicultural schools indicate that schools should establish a concrete cultural vision and policy; school administrators should possess strong leadership; implement integrated multicultural curricula; develop teacher leadership competencies; utilize methods or mechanisms to enhance teacher leadership competencies; create a conducive learning environment and culture; manage resources and support innovation; build community relationships; and conduct monitoring and evaluation of the leadership competence of teachers.