Leadership of the School Principal in Shaping Early Childhood Characters: A Literature Review

: This research to know the leadership of the headmaster in shaping the character of early childhood. The review process begins with a search engine (Google Scholar) to search for articles. The results of the study mostly show that principal leadership is one of the alternative ways to build the character integrated in the school policy, with the inclusion of the character values of environmental concern, religion, autonomy, love of homeland, courtesy and courtesy into learning. To create Indonesia's golden generation all elements of society must contribute to supporting each government program to improve the quality of Indonesian people by improving character education.

take the initiative and change to the achievement of effective and efficient school management (Quin, Deris, Bischoff, & Johnson, 2015), (Aprilana, Kristiawan, & Hafulyon, 2017). The role of headmaster is very important in the process of learning the education, performance and outcomes of students because the quality of the school leaders is based on students ' academic success; Therefore, schools must invest in training and development of the principal's leadership (Jones et al., 2015). The leadership of the headmaster affects the potential of students in various ways through instrusional and non-instrumentalized tasks, the level and way that the principal's leadership affects student learning outcomes depending on the specific behaviour and features of the school's overall environment, the principal, teacher, student and community context (Urick, 2016). As a person who has the highest authority and right in the school, in this case there are seven tasks that must be performed by the principal that is: an educator, someone who is a regulator, a person's administration, someone who performs supervision, a person who leads, someone who gives innovation, someone who gives motivation (Murniati, 2018). In short, the headmaster plays a key role in this domain by shaping the school environment, motivating and supporting sustainable learning in school staff (Lijuan, Hallinger, & Ko, 2016) The proper leadership of the principal in shaping the character of gold generation is crucial. The demographic Bonus must be well-addressed, where the number of productive population is greater than the population of non-productive age. It can be said the leadership role of the principal has a big impact on the formation of golden generation characters. Skill and character development is one of the important efforts in equipping Indonesian youth today preparing for global economic competition (Rina et al., 2018). Based on the above description, researchers feel the need to know more about "how the principal's leadership in shaping Indonesian generation character?"

LITERATURE REVIEW Leadership of the School Principal
The leadership of the headmaster is crucial to the success of the school organization because leaders create positive changes in education by encouraging the existing staff to take the initiative and change (Quin et al., 2015). The potential of students can be influenced by the leadership of the headmaster in various ways through instrusional and non-instrumentalized tasks, the level and way that the principal's leadership affects the student's learning outcomes depending on their particular behaviour and the overall features of the school environment, the principal, teacher, student and community context. (Urick, 2016). The role of headmaster is very important in the process of learning the education, performance and outcomes of students because the quality of the school leaders is based on students ' academic success; Therefore, schools must invest in training and development of the principal's leadership (Jones et al., 2015) (Tingle, Corrales, & Peters, 2019). In short, the headmaster plays a key role in this domain by shaping the school environment, motivating and supporting sustainable learning in school staff (Lijuan et al., 2016). Three types of profile principal leaders identified: "Profiles that think people", "Administratife-minded profiles" and "moderatepickling profiles" (Dou, Devos, & Valcke, 2017).

Character Education
Character education requires the right method to achieve educational objectives so that teachers should be able to integrate character education into everyday life. In addition, teachers should choose suitable learning methods so that students easily understand the characters they are teaching. In addition to integrated learning, character education can also be integrated through Intracurricular, Kokuricular, and co-curricular activities. Character education can be implemented by programming and school activities (Azhary, Handoyo, & Khafid, 2018). Character is an integral part that must be built, so that the younger generation as the nation hopes, as the responsible generation decides the future, must have attitudes and intelligence on strong morality and correct in building the nation's efforts. (Maryam, Ummah, Munjin, & Faris, 2017) The character education in Indonesia is to develop and to familiarize the moral values and norms of Pancasila in our daily lives to have a peaceful and good life. The purpose of character education is to develop the character of the nation in Indonesia to allow Indonesian people to do the values of Pancasila. The character of educational function as (1) develops the fundamental potential of people in order to be well-hearted, to have good thoughts, and to do good behavior; (2) Strengthening and developing multucultural behavior, and to improve the cultural life of the competitive nation in Indonesia's life relations of the world. (Supriyono, 2016) Character education is not just merely teaching true or false, but more than that it is in addition to this habituation habit of which is good. Learners will then know and understand the values of good or the right things (cognitive), can feel the value and the norm (affective), and capable of doing good behavior (psychomotor). Character education involves moral knowledge, moral feelings, and  (Supriyono, 2016) Through the school's characteristic education, this can encourage students to do so has noble character values, such as respect and attention to others, responsibilities, discipline and many more values that need to be implemented. (Murwaningsih, Fadhilah, & Sholeh, 2020). To be able to implement education in shaping the human character of Indonesia and get maximum results, you must first know the purpose and function of character education. The following functions of character education objectives as stated by the Ministry of Education are: a). Develop the potential participants of the trainees ' heart/conscience/affective as human beings and citizens who have cultural values and national character, b). Develop the habits and attitudes of the students who are praised and in line with the universal values and cultural traditions of the religious nation, c). Instill the spirit of leadership and responsibility of learners as a future generation, d). Developing the ability of learners to become human is independent, creative, knowledgeable, and E). Developing a school environment as a learning environment safe, honest, full of creativity and friendship, as well as with a sense of high nationality and strength. (Jamrah, 2017) Character education is a teacher's effort to help shape the students ' characters. In addition to the term character, we also know the word adab and morality. Judging from the point of understanding the word character, Adab, morality has no significant difference. These three are defined as actions that occur without thought anymore because they are already embedded in the mind, and in other words, all three can be called by habits (Anggi, 2018).

METHOD
This library's review focuses on the leadership of the school principal in shaping the students ' characters. Using the search and review methods, the review process starts with a search engine, Google scholar, to search for articles by keyword: "Leadership of the principal and student character". "The search ranged between 2015-2019 and identified in total 150 articles. The criteria for inclusion in this study are as follows: a) Quantitative and qualitative results of school principal's leadership in shaping students ' characters. b) This research was conducted in the world. c) The study used English. d) Dissertations and theses excluded.

RESULT AND DISCUSSION
This literature review focus on the leadership of the headmaster in shaping the character of early childhood.  Research on the leadership of the school principal in shaping students ' characters has been conducted in Indonesia in various organizations and in various countries. Table 1 shows that research has been conducted in schools, universities, and schools. The results of most research show that the principal's leadership is one alternative way to build a character that is integrated in the school's policies, with the inclusion of character values of environmental concern, religion, autonomy, love of homeland, courtesy and courtesy to the vision, Mission and school program. To create a student character all elements of society must play a role in supporting each government program to improve the quality of Indonesian people by improving character education, so that it becomes a whole curriculum to create a strong student character and based on the religious Pancasila.

CONCLUSION
Its broad conclusion is that when the author considers all the review studies on the leadership of the school principal in the establishment of student characters, it shows that the headmaster's leadership is very important for the establishment of student characters in preparing student's characters.