School Leadership Capacity Building Model for School Development and Best Leadership Practice in Indonesia, Kyrgyzstan and Tanzania

Abstract

Significant attention and a plethora of studies have focused on school leadership capacity due to the direct role that school leadership plays in teacher development and its mediating role in student achievement. Therefore, this research aims to explore school leadership practice and the capacity in Indonesia, Kyrgyzstan, and Tanzania. Besides, the research also explores school development needs for improvement in the above-mentioned countries. In addition, this research examines the relationship between principals’ leadership capacity building and school development needs for better and further improvement. This study adopts a quantitative approach by using the existing data collected by the NAMA project and foundation. The sample sizes include schools’ principals and deputy principals from different schools in Indonesia, Kyrgyzstan, and Tanzania. This research analyses the data using descriptive analysis to determine the leadership practices, capacity, and school developments. To determine the relationship, this study uses Pearson correlation and the Measurement Model (MM) from SEM. Some recommendations will be made to increase school leadership capacity and school improvement in Indonesia, Kyrgyzstan, and Tanzania.