DEMYSTIFYING THE PERSPECTIVES OF SCHOOL PRINCIPALS AS LEADERS OF CURRICULUM CHANGE: THE CASE OF INDONESIA

Whenever there is a policy of applying a new curriculum, there is always support and opposition, and so too did this happen when the 2013 Curriculum (K13) was applied in Indonesia. All this time the success of the application of a new curriculum has only been linked with the role of the teacher as the in-class executor; not many have focused on the role of the principal as a leader, and yet the principal plays a role in coordinating, helping, motivating, supervising, and evaluating the implementation of the curriculum so that it succeeds as expected. This research is aimed to understand the perspective of the principal toward curriculum changes in Indonesia and effective leadership during a curriculum change. This research used a qualitative approach as a study phenomenological case study through interviews with several principals at various education levels that have applied the K13. This research was conducted in East Java as a region that can be considered as a representation of Indonesia. Research results show that principals supported the change in curriculum as long as the new curriculum is better, supports achievement of school visions and missions, and could be implemented. Conceptually, the K13 is already good, but its implementation has not been well because of the factors of lack of teacher preparation, limited facilities, as well as the low motivation and ability of the principal; these weakness factors may be alleviated through transformational leadership. Success in the change of a curriculum requires a time frame of two years, and as such the government does not need to create ever-changing policies of K13 application, because this instead burdens many parties, in particular the principal. Leadership in curriculum change can be effective should the principal possess consistency and mastery of the new curriculum concepts as well as their implementation.