PRINCIPAL'S LEADERSHIP IN REALIZING CHARACTER EDUCATION

Article Info ABSTRACT Article history Received May 26, 2021 Revised June 5, 2021 Accepted August 16, 2021 Several articles on the review of principals' leadership and character education, especially in the world context, can be found. The purpose of this review is to find out the principal's leadership in realizing character education in a world context. Based on the literature reviews from various countries globally, the authors find the scope of the article being reviewed is still minimal. It is not very easy to get literature that combines the two variables; therefore, the writer will positively explain the findings for each variable. The literature review results about the principal's leadership show that the principal's leadership in carrying out his role as a leader impacts teacher performance and student personality. Literature review of character education shows that the principal has a significant role in realizing student personality. Thus, the authors are interested in following up on the principal's leadership in realizing character education.


INTRODUCTION
Education is expected to direct students to get a better understanding of the sciences that can benefit their lives. Education is the primary means of providing input to students to be able to then live in their neighborhood. (Brooks, Hughes, & Brooks, 2008). Education functions in encouraging students to be able to live appropriately and be familiar with their environment. Education is expected to prepare students to be able to live their lives well, but not infrequently. It contradicts that expectation. Education apparently can also make students feel unfamiliar with the reality of life contained in their environment. (Wibowo, Madjid, & Marietta, 2018). Today, there is a pedagogical model based on character education because character education can be realized as an instrument of learning that is close and applicable to life. Students do not have to learn things that are not close to their lives or are not experienced. Character education can bring students to better understand social life by first trying to recognize themselves. (Li, Hallinger, & Ko, 2016). Child-friendly schools are academic units in every planning, learning activity, and policy guaranteeing children avoid violence through a friendly, safe, and healthy environment (Minister of Women's Empowerment and Child Protection Regulation No. 8 of 2014 concerning Child-Friendly School Policies). The goals of Child-Friendly Schools are: First, to guarantee that every child is protected from violence. Second, the education unit prepares children to grow and develop into responsible individuals. (Nir & Kranot, 2006). Leadership has increasingly been seen as a "group function: it occurs only when two or more people interact," and thus, leaders "intentionally seek to influence the behavior of other people" rather than command, the latter being dependent on obedience and compliance. Recent research has shown that effective leadership is intensely interpersonal rather than being "strong" and decisive, involving working with individuals and teams to "transform" teaching and learning. Leaders' relationships with their "followers" have thus assumed greater importance than the more technical aspects of administration, management, and decision-making. Leadership is essential in creating positive, innovative learning cultures and the facilitation of quality teaching and learning. It has been recognizing that positive school culture can take years to develop, with there being powerful yet complicated to discern deeply rooted causes and manifestations of school culture. Leadership is highly influential in the development of such a culture (Dinham, 2005). However, leadership succession is also a vital issue. Hargreaves and Fink (2004) note how highly successful and dynamic schools can quickly decline with the departure of an effective leader.
The situation in the world of education, which is not yet fully oriented towards the development of student's character, and still often only in the interests of the authorities or political interests, must immediately take action to save education. The principal has an essential role in realizing the character education of the child-friendly school. Education must be returned to the initial goal of the students being the center of learning, and not just understanding knowledge but morals, morals, attitudes, better known as character education. The urgency of the character education program must be implemented immediately to save the young generation of Indonesia, and the school principal as a leader in the education unit is at the forefront to make it happen.
There are many ways that school principals influence school members to work. Based on various perspectives, different approaches may be developed to lead, manage or control. For example, using the classical management theory, a principal may initiate formal structures such as roles, policies, rules and regulations, rewards, and punishments to manage school members' behavior. This leadership approach is usually known as structural or technical leadership. Alternatively, in the human relations tradition, a principal has to satisfy school members' social needs to motivate them to work: this is labeled as social leadership. (Cheong, 2000). Thus, this study aims to find out more about how the principal's leadership realizes character education.

METHODS
This research can be categorized as a literature review research. The purpose of conducting a literature review is to obtain a theoretical foundation that can support the solution of the problem being studied. The review process begins with a search engine, google scholar, to search for articles with keywords-principal in realizing character education. The search ranged from 2015-2019 and identified a total of 200 studies and articles. The criteria for inclusion in this study are as follows: Qualitative results from principals' leadership in realizing character education 1.

RESULTS AND DISCUSSION
This section reports the main findings reviewed from several articles the author has read.
Analysis shows that most articles focus on how the principal's leadership is and how character education is. The articles that have been reviewed are research conducted in a world context. in the world, it shows that the leadership style and leadership of principals are very important for organizations including educational institutions and have positive and negative impacts due to their influence towards academics in education.
The premise of this article is to find out how the principal's leadership in realizing character education. Given the novelty of research on principals 'leadership in realizing chessentilation, there has been n no research exploring this relationship. The findings of this study are noteworthy; the importance of understanding principals' leadership in realizing character education requires further discussion. The main finding of this article is that it is difficult to obtain literature that combines the two variables so that the writer will positively explain the findings for each variable. The findings are related to character education that there are still many who see that character is related to good habits and bad habits. (Lapsley & Narvaez, 2007).
Findings related to principals' leadership indicate that principals consider training activities related to human resources, executive leadership, school culture, and strategic operations to have a "high" influence on their effectiveness as school leaders. This review has limitations including; First, it is only reviewed in English, so other studies are not reviewed due to limitations.
Second, this article does not discuss dissertations and theses because they can cause publication bias in the results. Third, the scope of the article reviewed is firmly minimal, and it is not easy to get literature that combines the two variables.

CONCLUSION
Principal leadership is essential for the success of school organizations because leaders create positive changes in education by encouraging staff in the school to take the initiative and change. In implementing the education program code, principals need to have a style of leadership that is appropriate to carry out the program are optimal. The principal's leadership can influence educators through teaching and non-instructional assignments, the level and manner of the principal's leadership influencing student learning outcomes depending on the particular behavior and overall features of the school environment, namely: principals, teachers, students, and community contexts. The results of most studies indicate that it is difficult to obtain literature that combines the two variables. Therefore, it is necessary to follow up on the principal's leadership research in realizing character education.