LEADERSHIP OF MULTICULTURAL LEARNING IN IMPROVING SOCIAL SOCIAL TEACHER COMPETENCY IN THE SURABAYA CITY, INDONESIA

Abstract

The main objective of this research is to describe the leadership of
multicultural learning in School Area (cluster school) in Surabaya City. Second,
describe the social competence of teachers in the school area in the city of Surabaya.
Third, describe the impact of multicultural learning leadership in improving the
professional competence of teachers in the school area in the city of Surabaya. This
study used a qualitative approach conducted on three School Area in the city of
Surabaya. Data collection techniques used include: (1) in-depth interviews; (2)
participant observation; and (3) documentation study. The collected data is organized
and analyzed repeatedly. Data analysis was conducted in two stages, using individual
case study data which consisted of: (1) data reduction, (2) data presentation, and (3)
conclusions (withdrawal/verification). The second stage, cross-case data analysis
using constant comparative method. To ensure the validity of the data, data validity
test, which consists of credibility, transferability, and confirmability. This study
yielded the following findings. First, the principal multicultural leadership leadership
of the School of Regions is: (1) religious; (2) visionary; (3) democracy; (4)
transformational; (5) humanist; (6) innovative; (7) creative; (8) charismatic; And (9)
collaborative, (10) inclusive. Second, the teacher's social competence in the School
Area in Surabaya City is: (1) inclusive, objective and non-discriminatory; (2)
communicative, effective, empathetic, and polite; (3) adaptative on duty which has
socio-cultural diversity; And (4) communicative with the professional community
itself and other professions orally and in writing or other forms. Third, the impact of
multicultural learning leadership in improving teacher competence in school area in
Surabaya City is (1) to improve the quality of communication and teacher interaction
effectively with learners; (2) can improve the quality of communication and
interaction of teachers effectively with fellow educators and education personnel; (3)
to improve the quality of communication and teacher interaction effectively with
parents of learners and the surrounding community; and (4), can improve teacher
performance related to social competencies that are formulated, encouraged to be
objective and non-discriminatory; (5) improving communication quality effectively
and empathy with fellow educators, education personnel, parents, and community so
that it can have further impact by producing a good and qualified learners output; (6)
facilitate teachers to adapt in a duty that has socio-cultural diversity; (7) teachers are
encouraged to actively communicate with the professional community themselves and
other professions orally and in writing or other forms. This conclusion shows that the
teacher can not work alone without regard to the environment and must be aware as
an integral part of the academic community in which he serves and serves as well as with the outside community. (8) teachers accustomed to honed environmental
sensitivity and continuously discuss with colleagues in solving education and learning
problems.