| dc.description.abstract | Background: The recruitment of teaching staff is a problem in the teaching and learning process, especially in special schools. This condition becomes an important problem when the teacher recruitment system does not meet the National Education Standards. The focus of this research is the integration of child-friendly schools in recruiting educators in special schools using a gender perspective method with the Gender Analysis Pathway as an analysis method. The research objectives are to 1) Describe the management of the recruitment of teaching staff in integrating child-friendly schools at the Tunas Bangsa Balikpapan Special School, 2) Describing leadership and policies in integrating child-friendly schools in the Tunas Bangsa Balikpapan Special School, 3) Describing leadership barriers in integration management child-friendly school at Tunas Bangsa Balikpapan Special School.
Materials and Methods: Data collection techniques use primary data in the form of interviews, direct observation of school principals and educators by paying attention to the competence of school principals and educators based on gender by considering the potential advantages possessed by male and female educators. Secondary data in the form of documentation. Informants owned by school principals, deputy principals, administrative staff, educators and students. The data analysis technique uses the Gender Analysis Pathway (GAP) by paying attention to the gaps that occur during the recruitment of school principals and educators by carrying out stages such as data reduction, data presentation and conclusions.
Results: The results showed: the recruitment of education personnel in an effort to improve professional academic services was not carried out in accordance with the recruitment procedure of the head, education was only based on the proximity factor without considering what the children actually needed. As for the stages of recruitment of school principals and educators, the obstacles to the management of integrating child-friendly schools are not yet available educators who meet the qualifications with a special school education background, educators do not have commitment to school, the principal also plays a role as educators in other schools so that they do not can be maximized in carrying out his role as principal. The management solution for integrating child-friendly schools attracts more professional educators with a special needs school education background and is committed to schools, improving the school management system as a child-friendly school. The management of integrating child-friendly schools has not been implemented optimally. The leadership has not been able to carry out management processes such as planning, organizing, directing, monitoring, empowering, motivating and evaluating optimally because of limited time in carrying out their functions as a leader. | en_US |
