How does the principal's policy respond to professional learning during the COVID-19 pandemic?

Abstract

The study aims to investigate the policies carried out by school principals so that learning continues professionally during the COVID-19 pandemic. This research was conducted with a phenomenological approach in a qualitative descriptive type involved 33 teachers as respondents who were interviewed in depth. This study focuses on school readiness, internal and external factors that hinder online learning, and the role of principals in junior high school. The results of this study are as follows: first, the determinants of school readiness in facing online learning in the early days of the COVID-19 pandemic are student readiness, teacher readiness, infrastructure readiness and management readiness. Second, internal and external factors are obstacles for the school, but do not turn a blind eye and try to overcome them. Third, the role of the principal starts from the technology and media used, teacher empowerment, future programmes, training and collaboration with parties outside the school, where the principal's role is to maximise the abilities, including the potential of teachers to remain professional. This research can be piloted at the high school level or elementary school level.