PRINCIPALS' COACHING MANAGEMENT IN IMPROVING THE PERSONALITY COMPETENCE OF TEACHERS AT MEKARSARI PUBLIC ELEMENTARY SCHOOL

Abstract

This study aims to describe and analyze in depth the coaching management carried out by the principal in an effort to improve the personality competence of teachers in elementary schools. Teacher personality competence, which includes aspects such as integrity, emotional stability, responsibility, and the ability to collaborate, is an important foundation in creating a conducive and effective learning environment for students. This study uses a qualitative approach with a case study design, which allows researchers to explore the phenomenon contextually and in depth. Data were collected through a combination of methods, including in-depth interviews with principals and teachers, direct observation of coaching interactions and school activities, and analysis of relevant documents such as teacher development plans and supervision notes. The results of the study indicate that effective principals implement coaching management with various strategies, including: (1) setting clear and measurable goals, (2) providing specific and ongoing constructive feedback, (3) personal emotional and motivational support, (4) facilitating self-reflection and developing action plans, and (5) creating a collaborative culture that supports peer learning. These strategies are significant in increasing teacher self-confidence, motivation, and professionalism, as well as having a positive impact on the quality of teacher-student interactions in the classroom. In addition, this study also identified challenges and barriers faced in implementing coaching, such as time constraints, lack of formal coaching training, and teacher resistance to change. Based on these findings, the study provides practical recommendations for principals, supervisors, and other education stakeholders to strengthen coaching management and ensure the sustainability of teacher personality competency development.