TEACHER GROUP COMMUNICATION CREATIVITY FOR KINDERGARTEN SCHOOL PROMOTION IN THE INTEREST OF THE COVID-19 PANDEMIC Case Study at Asri Kindergarten School in Halim Perdana Kusuma Sub-district East Jakarta

Abstract

In some private schools, especially those experiencing problems with a decline in the number of students, teachers are often assigned to the promotion team, regardless of their educational background or promotion experience. This case was also experienced by Asri Kindergarten school in Halim Perdana Kusuma Sub-district, East Jakarta, even though this kindergarten is well known, and accredited, accessible with sufcient facilities. This study employed a qualitative approach with a case study method. Face-to-face in-depth interviews were conducted for data gathering. The results show 1) the ideas and forms of creativity in teacher group communication carried out are personal, fexible, relaxed, and do not seriously focus on issues about how to promote schools, and 2) the challenges in teacher group communication regarding creativity are Principals and teachers are both not creative, not routine, and not serious in communicating for promotion purposes. The novelty of this research is that not all teachers can be motivated to learn social media, even in conditions of need for promotional purposes. Creativity does not appear immediately, even if it is forced or forced. Thus, creative teachers need a learning process, and must be willing to accept the principal’s instructions, not pessimistic, serious, and focused, but not always relying on the principal.