The Implementation of Sundanese Leadership Values in Education Management: A Study on “DasaPasanta” in School Principal Leadership Based on Sundanese Cultural Values of Leadership

“DasaPasanta” Sundanese leadership style, particularly, focuses on a certain way of giving orders in which the person commanded can follow the orders properly. DasaPasanta consists of the following aspects: 1) guna, 2) ramah, 3) ho’okeun, 4) pesok/reueus, 5) asih, 6) karunia, 7) mukpruk, 8) ngulas, 9) nyecep, and 10) ngalaangen. Those aspects are rich in leadership values that can be adopted by a school principal in performing school management. “DasaPasanta” is a method of governing employed in asserting Sundanese leadership. In my opinion, there are ethics or codes of practice that can be adopted and implemented by a school principal in performing school management. The implementation of Sundanese leadership values embodied in DasaPasanta in education leadership is a positive attitude every school principal should nurture in order to successfully perform education management, despite being faced by difficulties. A school principal should upholdsSundanese noble values in exercising his leadership with a great consistency so that the education process works productively. The impact of implementation of Sundanese leadership value ‘DasaPasanta’ on educational and management process is evident in the impact of development of 8 national education standards. The principal in the context of Sundanese leadership is demanded to be more creative in carrying out his duties and tasks. When implemented in the principal’s leadership, the DasaPasantaSundanese leadership values can take the school in a direction to success with unique characters while still serving as the agent of change. This can be comprehended since the principal who understands DasaPasanta will manage the school into Sundanese local culture-oriented, and it will become a school with Sundanese (kasundaan) image. Although filled with local nuances, the school can still follow and adjust to the constant updates and developments especially in terms of education. 

“DasaPasanta” Sundanese leadership style, particularly, focuses on a certain way of giving orders in which the person commanded can follow the orders properly. DasaPasanta consists of the following aspects: 1) guna, 2) ramah, 3) ho’okeun, 4) pesok/reueus, 5) asih, 6) karunia, 7) mukpruk, 8) ngulas, 9) nyecep, and 10) ngalaangen. Those aspects are rich in leadership values that can be adopted by a school principal in performing school management. “DasaPasanta” is a method of governing employed in asserting Sundanese leadership. In my opinion, there are ethics or codes of practice that can be adopted and implemented by a school principal in performing school management. The implementation of Sundanese leadership values embodied in DasaPasanta in education leadership is a positive attitude every school principal should nurture in order to successfully perform education management, despite being faced by difficulties. A school principal should upholdsSundanese noble values in exercising his leadership with a great consistency so that the education process works productively. The impact of implementation of Sundanese leadership value ‘DasaPasanta’ on educational and management process is evident in the impact of development of 8 national education standards. The principal in the context of Sundanese leadership is demanded to be more creative in carrying out his duties and tasks. When implemented in the principal’s leadership, the DasaPasantaSundanese leadership values can take the school in a direction to success with unique characters while still serving as the agent of change. This can be comprehended since the principal who understands DasaPasanta will manage the school into Sundanese local culture-oriented, and it will become a school with Sundanese (kasundaan) image. Although filled with local nuances, the school can still follow and adjust to the constant updates and developments especially in terms of education.