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The Indonesia Ministry of Education has set some strategies to ensure that schools are managed and led by competent principals. Among them are by appointing principals based on seniority and conducting management and leadership courses from time to time. This activity aims at expanding capacity of the school, enhancing the concept learning organization, focusing on the aspects of personal quality, strengthening the monitoring process and evaluation of educational programs, and ensuring the achievement of Indonesian Education Quality Standards as well as providing guidelines for principals to act excellently in all management and leadership practices at school. With this policy, principals today should already have possessed the necessary competence. However, dissatisfaction with the management and administration of the school was still included in the mass media. There are times when criticisms are thrown open (Kusumawardhani et al., 2017). Research findings of Gunawan (2017) reported that in some situations principals appear to be less proactive, less creative, less innovative, often lost focus, and often lose focus on actual management goals because they are too frequent and confronted with similar problems. Sofo et al. (2012) reported that principals were less open to change and being passive especially in dealing with management problems through the routine. Principals are also said to have difficulties in matters relating to the planning of activities so that there is no time to follow the plans provided. Issues and problems associated with this principals' competence triggered the idea of conducting this study. Since Malaysian education is better compared to Indonesia (Postlethwaite, & Thomas 2014) as the commonwealth country adopting United Kingdom standard (Alias et al., 2010), this study analyzes Indonesian teachers by using the same framework of professional values or personal qualities required to be useful in school. Among the personal qualities are creative, innovative, motivated, committed, fair, responsible, integrity, willing to bear the risk, caring, concerned, tolerant, sensitive to the needs of students and teachers, is open, confident, dynamic, and respecting others. Since Indonesia and Malaysia have the same cultural proximity (Rajiani et al., 2017), the writer believes that the concept applies to Indonesian when a headmaster would like to promote innovative behavior among teachers. Abstract: This study investigated the competency of secondary school principals in specific management areas based on several elements in competency namely personal qualities, knowledge, skills and practices. This research is based on the framework of the National Standards for Principal in the United Kingdom. The survey was conducted by distributing questionnaires to the respondents which consisted of 100 teachers. Also, 5 interviews were carried out to confirm quantitative findings of the study as well as to explain practices and actions taken in each management areas. Descriptive statistics were employed in analyzing quantitative data, whereas qualitative data were manually examined. Results indicated that the school principals were rated as highly competent in all areas. Outcomes of qualitative data analysis also support the findings of quantitative data. However, the study revealed that principal needs support from internal as well as external school community to improve the school performance.

Analyzing the Competency of Principals Using the Framework of the Wales National Standard for Head Teacher in Boosting Teacher’s Innovative Behavior