Competency Profile of Head of Educational Unit Through Coaching Assistance in Elementary Schools

Abstract

Educational transformation requires that the Head of the Educational Unit not only have managerial skills, but also adaptive instructional leadership competencies. Mentoring using the coaching method has emerged as a professional development strategy that is more personal and reflective than conventional training, Purpose of this study is to explore and describe the competency profile of the Head of Educational Unit after receiving intervention in the form of coaching-based assistance. Research method uses mixed methods that combine quantitative and qualitative methods. Quantitative methods with an experimental design. Data were collected through in-depth interviews, participatory observation during the assistance process, and documentation studies of school development plans. Research subjects consisted of 28 Elementary School Heads in Sambirejo District. Data analysis was conducted through data reduction, data presentation, and drawing conclusions to ensure the validity of the findings. Results of the study show that coaching significantly strengthens the competency profile of school principals in four main aspects: (1) Personality Competence, namely the ability to identify internal challenges independently; (2) Managerial Competence, in formulating creative solutions for school, (3) Supervision Competence, especially in building a collaborative culture with teachers; and (4) Entrepreneurship, Coaching helps school principals transform from an authoritative leadership style to an empowering leader. Coaching-based mentoring is effective in mapping and improving the competency profile of the Head of Educational Unit. This approach is recommended as a model for continuous professional development for school supervisors and education offices.  Drawn conclusion is the GROW model coaching assistance is effective in improving the competence of school principals.