Strategi Kepala Madrasah Dalam Pengembangan Kreatifitas Tenaga Pendidik

Abstract

A school / madrasah principal as a leader must be able to build relationships with teachers as subordinates, which also means understanding the level of readiness of each teacher in accepting and carrying out the tasks given. This is very useful for school principals in order to develop the professionalism of each teacher, because understanding the level of maturity of subordinates makes the basis for deciding appropriate development activities. Leading a school is essentially creating a creative school environment, empowering teachers and engineering them into qualified personnel. In the process of learning and teaching, creativity in learning is part of a system that is inseparable from educated and educators. The role of teacher creativity is not only to help the teaching and learning process by covering only one aspect in humans, but includes other aspects, namely cognitive, psychomotor and affective. In general, teacher creativity has the main function, which is to help complete their work quickly and efficiently. The importance of teacher creativity in learning includes: (1) Teacher creativity is useful in transferring more complete information, (2) Teacher creativity is useful in stimulating students to think more scientifically in observing community symptoms or natural symptoms that are the object of study in learning, (3) Teacher creativity products will stimulate student creativity. Strategies carried out by the head of the madrasah in increasing the creativity of teacher learning include: (1) Providing motivation to teachers, (2) Supervising or supervising teachers, (3) providing guidance, (4) providing discipline coaching for education staff. (5) Provision of coaching and development, (6) Provision of freedom (7) Awarding for teachers who have high creativity.