Advances in Social Science, Education and Humanities Research, volume 295

1st International Conference on Educational Sciences and Teacher Profession (ICETeP 2018)

Identification of the Leadership Potential of the Post

Graduate Students in the Field of Educational
Management

Manap Somantri
Department of Educational Administration
University of Bengkulu
Bengkulu, Indonesia
msomantri@yahoo.com

Abstract—This study aims to identify students’ leadership

potentials for their career projections and to improve their A. Leadership and Leadership Potential
leadership potentials to become the educational leaders. The Leadership is a key to success in organization, starting from
participants were 27 Master’s degree students. The data were gathering the vision and mission of the organization,
collected through leadership potential tests, including situational formulating more rational goals, and establishing more
responses, creativity in propose alternative action plans, and effective programs to achieve organizational goals. The ability
decisions based on the data and condition. The results showed to direct people in order to achieve organizational goals is the
that 67% of the students had satisfaction leadership potentials, capacity of leaders who needs special talent, experience, or
while 33% less satisfaction in formulating answers to leadership education and training to develop leadership potential [2-4].
potential tests. These less satisfaction students were failed to
formulate the problem, to find additional information, to Leadership potential is likely to mean something different
formulate an action plan appropriately, and to formulate the depending on your industry, your organization, or even within
reasons correctly. your team. But at its core, leadership potential is the
demonstration of a range of abilities and traits related to
Keywords—identification of potential leadership; student success as a leader. Individuals with strong leadership potential
potential leadership; post graduate students use logic and objective analysis to make decisions and solve
problems, demonstrate insight into their own and others'
I. INTRODUCTION behaviors, maintain effectiveness and optimism in the face of
Institutional vision and mission can be realized by obstacles and stress, crave responsibility and enjoy being in
preparing students to become reliable professional managers, charge, assume accountability for achieving results, and
students are prepared to become educational leaders in the effectively manage performance and motivate others toward
future. Based on the description of leadership potential, the goal attainment [6].
author can predict what, why, and how leadership potential Find a leadership style that fits your strengths. There is no
needs to be fostered, so that graduates of the education “one size fits all” approach to good leadership, and what works
administration master program have adequate leadership for one leader may not work for you. Research the different
potential. Problems in research include: (1) how is the kinds of leadership styles out there to find one that most closely
description of the leadership potential of students in the matches your own innate style, such as transformational
education administration master program; (2) in any case they leadership, authentic leadership, democratic leadership, and so
need briefing to increase leadership potential in preparing on. Learn about their differences and try to pull in useful pieces
themselves to become education managers. This study aims to from each approach as you create your own unique leadership
describe the potential leadership and strengthening the style [6].
leadership potential of students in the education administration
master program [1-4]. B. Students Leadership Potential
Charles Ransom [5] suggests that ethnic and racial diversity Based on the understanding of leadership as stated above,
in higher education serves to promote growth in whites cross- the author tries to reflect on the extent to which the education
cultural workforce competencies, as defined by both pluralistic administration master program has provided students with
orientation and leadership skills. Page changes the way we "educational leadership character". Educational leadership is
understand diversity-how to harness its untapped potential, the ability to move the factors that influence the achievement
how to understand and avoid its traps, and how we can of educational goals. Learning leadership is leadership that
leverage our differences for the benefit of all. emphasizes components that are closely related to learning,
including curriculum, teaching and learning process,
assesment, teacher development, excellent service in learning,

Copyright © 2019, the Authors. Published by Atlantis Press.

This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/). 282
 Advances in Social Science, Education and Humanities Research, volume 295

and development of learning communities in schools. D. Assesment of Evidence-Based Decision Making

Successful leadership involves goal-oriented decision-making Assessment in evidence-based decision making is part of
abilities as the main basis [7-9]. the leadership potential that is carried out to obtain an overview
of the ability to analyze and examine the various
II. METHOD documentation of problematic school conditions [16-17].
This study aims to identify students’ leadership potentials
for their career projections and to improve their leadership III. RESULTS AND DISCUSSION
potentials to become educational leaders. The participants were
27 Master’s degree students. The data were collected through A. Leadership Potential of Education Administration
leadership potential tests, including situational responses, Magister Student
creativity, problem solving, and evidence based decision 1) The ability to respond to problematic situations that
making. Identifying potential leadership determining the right need to be addressed immediately: Assessment of leadership
development actions for them, and putting high potential
potential is related to the ability to determine situational
individuals into key development roles quickly can
differentiate successful organizations. Sometimes potential responses that need to be addressed immediately and actions
leadership means becoming more professionally competent in to be able to immediately address situational problems. At this
an area of the organization that the individual is already session 24 people from 27 students could determine situational
working in, sometimes it means taking on new responsibilities responses appropriately; three other students were unable to
in another area of the organization, and sometimes it means establish situational responses that had to be addressed
taking on leadership responsibilities [10-12]. immediately. After being confirmed through interviews with
This reasearch what we know is potential leadership, their answers, satisfaction data were obtained as seen in table
regardless of the direction, involves a combination of both 1.
personality and cognitive ability. Research on leadership
potential is carried out to describe whether students in the TABLE I. RESPONSE OF SCENARIO SITUATION
educational administration masters program have leadership Category Problem Action Reason Respon
potential as future education manager candidates. The research
was conducted by assessing student leadership potential by Very Satisfaction 7 0 7 0
using potential leadership instruments in the form of abilities Satisfaction 17 24 17 24
in: (1) determining problematic situations that "must be
addressed immediately"; (2) determine the problematic Less Satisfaction 3 3 3 3
situation that must be addressed immediately, and give a As many as 24 (88%) of 27 students have leadership
category value for the response (Very Satisfying-Satisfying- potential viewed from the point of view of determining
Less Satisfying) and propose actions that should be taken; (3) situational problems, right in proposing actions, and appro-
examine problematic situations, describe three alternative
solutions, and choose one alternative solution as an action plan; priately presenting the reasons for selecting actions for the
and (4) evidence-based decision making capabilities. These proposed actions. While the other three students were not
four abilities can be revealed through instruments that are potential in determining the problem, it was not appropriate to
deliberately prepared for the design of Leadership Potential propose action and not appropriate in giving reasons for
Assessment Research, as follow [13-15]: choosing the propose action.
A. Situational Response Assessment
Accuracy in setting situational responses is part of the B. Ability to Respond of Problematic Situations and Assess
assessment of leadership potential to obtain an overview of the Principal Responses
ability of students to analyze, examine, and overcome Based on the information in the situation scenario in table 2
problematic situations that are urgent to deal with. below, it can be stated that the right category for the example
response is: Very Satisfaction – Satisfaction - Less Satisfaction.
B. Assessment of Response to the Situation A total of 21 students who correctly set the right problem were
The ability to assess responses to situations is one of the less than satisfaction, while the other six students were not
leadership potentials to obtain an overview of the ability to right in choosing situational problems that needed to be
think critically in analyzing, analyzing, and overcoming addressed immediately.
problematic situations that urgently need to be addressed.

C. Assesment of Creativity in Problem Solving

Creativity in problem solving is part of the leadership
potential to get a picture of creativity in solving problems that
are not too urgent but important to solve.

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TABLE II. LEVEL OFF SATISFACTION ASSESSMENT OF SITUATIONAL leadership potential test to the stage of creativity assessment
RESPONSE
reached 70.37%.
Dipersity
Acurate Action
Category Problem Action Respon D. Student Skills in Evidence-Based Problem Solving
Data Plan
Plan
Very Obtained a response in the form of the accuracy of
6 3 3 3 3
Satisfaction identification of the main problem and supporting facts is the
Satisfaction 17 20 18 18 18
extent to which students understand the National Standard of
Education, the more precise and specific it can be assumed that
Les student understanding is getting higher. (1) accuracy in
4 4 6 6 6
Satisfaction identifying data/information; (2) description of the action plan
and explanation of the background; (3) potential strength in
A total of 23 students were able to appraise the response ability to respond logically, specifically, systematically, and
appropriately, the other four expressed a response that was applicatively. Characteristics of the problem: (1) appointed
unsatisfactory. A total of 21 students could propose the right from the condition of the school does not meet the demands of
action plan with the reason for choosing the right action plan, several SNP indicators; (2) takes place in a relatively long
the other six proposed action plans that were less satisfactory period of time and demands high leadership competence in
and within appropriate reasons. mobilizing all school elements involved in the long process of
problem solving; (3) Considerations expected to be submitted
C. Students Creativity in propose action plan by students are based on systematic thinking and based on
Creative proposes an action plan for problem solving is part understanding of school documents (4) Additional information
of leadership potential. Assessment is obtained in the form of: requested by students is expected to be in the form of official
(1) the accuracy in identifying problems so that they are not too documents that are usually in school, needed to complete
urgent but important to be solved and supporting facts can problems, and indeed not included in the scenario; (5) Action
show the extent to which students understand the National plans that are expected to be submitted by students are those
Education Standards; (2) the diversity of action plans shows that are detailed, systematic, and applicable to solve problems
the extent to which students can think creatively; (3) the correctly. Students are asked to respond to problematic
accuracy and detail translation of the background of the conditions in the form of writing down detailed systematic
selection as the best action plan can show the strength of action plans to solve problems. The flow of writing the action
leadership potential possessed by students. plan is: (1) identifying conditions that do not meet SNP
demands; (2) identifying important information needed to fix
As many as 19 (70.37%) of 27 students have the ability to problematic conditions; (3) make an action plan that is
identify problems, propose varied action plans, and choose the applicable and then write the plan in detail and systematically;
right action plan in overcoming the problems faced by the (4) determine the response category is less satisfying, satisfying
school. Each student presents three alternative action plans, or very satisfying. After being confirmed between the written
and chooses the one most likely to overcome the problem. Not test results and interviews, the following results were obtained
all students can provide a variety of alternatives, in general (table 4).
they give two different alternatives, and one alternative is a
repetition or another language from the alternative that has
been stated. Most students are able to provide a variety of TABLE IV. ASSESSMENT OF MAKING ABILITY DECISION BASED ON
EVIDENCE
alternative actions.
Action
Category Problem Eviden Reason Solution
Plan
TABLE III. FREQUENCY CATEGORY OF ACTION PLAN CREATIVITY Very
3 4 2 2 0
Satisfaction
Action Plan Alternate Potential Satisfaction 19 19 20 16 18
Category Problem solution
1 2 3 student Les
5 4 5 9 9
Very Satisfaction
4 5 3 2 4 2
Satisfaction
Satisfaction 19 16 19 17 15 17 The data in the table above shows that there are still five
Les people who cannot formulate a problem or satisfy the problem
4 6 5 8 8 8
Satisfaction unsatisfactorily. Four people cannot find additional information
satisfactorily, five people who cannot formulate an action plan
Of the 27 students, four of them were unsatisfactory in appropriately and are unable to formulate the reason correctly.
identifying problems. Whereas in submitting an action plan The final results from all stages, there are ten people whose
there were 19 people who were unsatisfactory, each in the answers are unsatisfactory, so that they are declared not to pass
action plan 1, five in the action plan 2, and eight in the action the leadership potential test, while the other 18 people (67%)
plan 3. There were eight students who failed to choose the best have passed, or have the potential to become educational
action plan, so the action plan chosen included the category leaders.
Less Satisfactory (table 3). The level of success in the

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1) Strengths and weaknesses of student potential should be able to account for the supporting data, the reasons,
leadership: Based on the stuational response in general and the predictions of the results. There is no problem solving
student can choose problems, but many make statements that that is separated from the context of the problem, but certainly
exceed the requested, this is caused by problems that are has a better context, background, and prospects after the
relatively easy to guess, so they immediately give an corrective action is taken.
explanation or reason, although not requested by the assessor
either. If given a question that is more complex and its values
veiled, students find it difficult to establish problems that need IV. CONCLUSION
to be addressed, and tend to choose problems that are in Not all students have leadership potential, from 27 students
accordance with their respective backgrounds. However, when who were tested, 18 people (67%) had leadership potential,
confirmation is made to rectify the conditions, students are while nine (33%) did not satisfy their leadership potential test
more quickly complaining about the conditions that are results, because they could not determine the problem, found
designed. no additional information, no can formulate an action plan, and
In the skills to propose alternative problem solving or not be able to formulate the reason. Many students cannot
creativity in problem solving, students are considered capable determine the main problem, but rather write down the
of presenting alternatives correctly, in order to provide the consequences or reasons why the problem occurred. So that
most likely alternative. Whereas in evidence-based decision- only three people survived the answer, so the assessor stated
making abilities students need more perseverance to analyze that all three were killed. In the session assessing the response,
the supporting data presented, both presented in the form of it turned out that 27 students from 17 students were right in
tables and notes on interview results. Based on existing assessing the principal's response, others were wrong in
supporting data. Students are able to contribute to decission assessing the principal's response. limited school facilities and
making. infrastructure; two other people stated that many school
equipment was damaged so the graduation rate continued to
Such tests have the advantage of being able to select decline.
prospective leaders, where those who are unable to see the
problem and cannot propose alternative solutions, are declared Not all students can provide a variety of alternatives, in
inadequate to become leaders, so that in the future, no leader is general they give two different alternatives, and one alternative
unable to lead change in the organization he leads. This test can is a repetition or another language from the alternative that has
also reduce bureaucratic opportunities to determine prospective been stated. Only a small portion provides a variety of
leaders, especially schools (principals) in collusion, nepotism, alternative answers. However, almost all students choose the
and bribes of money which are still very prevalent in the best alternative according to the main problem that must be
autonomous region. solved. Of the 27 students among them were less than
satisfactory in identifying problems. Whereas in submitting an
The weakness of this leadership potential test is too strict in action plan for the problems contained in the scenario, there are
determining the decision not to pass, with only one answer that 19 or 70.37%. Unsatisfactory action plans, six people each on
is not satisfactory then the assay or student is declared the action-1 plan, five people on the action-2 plan, and eight on
unsatisfactory and does not pass as a prospective leader. the action-3 plan.
However, this condition can be annulled through interviews,
where the interviewer can revise the answer, when it is In the case of evidence-based decision making there are
considered asces change their provisions so that they are in still five people who cannot formulate a problem or have a
accordance with the guidelines, rubrics, and criteria determined satisfactory problem. Four people cannot find additional
by the assessor. Malasah is then centered on the integrity of information satisfactorily, five people who cannot formulate an
assessors, because assessors have a very free space to action plan appropriately and are unable to formulate the
determine whether the candidate's answers can be changed or reason correctly. The final results from all stages, there were
cannot be changed. nine people whose answers were unsatisfactory, so that they
were declared not to pass the leadership potential test, while the
2) Debriefing needs for increasing leadership potential: other 18 people (67%) were passed, or had the potential to
Students still need guidance and guidance to be able to become educational leaders.
analyze problems and consider solutions, increase the ability Based on the weaknesses of the leadership potential test, it
to propose various alternative solutions to problem solving, is too strict in reading the decision not to pass, with only one
and determine an alternative that is most likely to be able to answer that is unsatisfactory, the assignment or student is
solve the problem. Students should also be able to limit declared unsatisfactory and does not pass as a prospective
themselves in giving statements, by just giving the answers leader. The interviewer can revise the answer, when the
that are requested, not necessarily giving arguments and assumption is considered to change its provisions so that it
explanations, even though what is asked is only asked what matches the guidelines, rubrics, and criteria set. Malasah is
the problem is, not in the-why and how-hands. Students have then centered on the integrity of assessors, because assessors
not been able to analyze the situation appropriately. Therefore, have a very free space to determine whether the candidate's
students must gradually improve their ability to analyze answers can be changed or cannot be changed. For the good in
the future, assessors who have integrity are needed to act as
supporting data. Every problem that will be followed up
assessors.

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