1) SK. Temenggong Abdul Rahman (2) was established in 1957 and has since been administered by principals who have improved its academic and co-curricular performance. 2) The school has an efficient administration that facilitates smooth operations and supports teacher welfare through initiatives like sports activities. 3) Suggestions to strengthen the school include increasing community involvement in activities and sending teachers for training courses to share knowledge through school-based programs.

1. HUMAN RESOURCE MANAGEMENT AND DEVELOPMENT
EDA 6702
REPORT HUMAN RESOURCE PRACTICES
ASSOC PROF DR ISMAIL HUSSEIN AMZAT
STUDENT : ALIAS BIN YAACOB
G 1810273

2. INTRODUCTION
HISTORY AND SCHOOL BACKGROUND
SK. TEMENGGONG ABDUL RAHMAN (2), JOHOR BAHRU
SK. Temenggong Abdul Rahman (2), is from Bukit Zaharah or the name before
independence is Bukit Zaharah Day School. The Bukit Zaharah School was opened in
1910 by boarding the Bukit Zaharah Religious School building near the Istana Besar
Johor.
In 1956, a school was established at Jalan Abdul Rahman Andak and in
September 1957, the building was named Temenggong Abdul Rahman School Standard
Type Primary (English). All students from Sekolah Bukit Zaharah have been transferred
to the new school. The school was officially opened by Sultanah Johor on October 10,
1957. To assist the school administration, the school's governing board was formed in
1959 by appointing a former student, Tuan Haji Abdul Karim bin Hitam as Chairman of
the Governing Board.
In 1963, SK. Temenggong Abdul Rahman was divided into two namely SK.
Temenggong Abdul Rahman (1) briefly STAR 1 and SK. Temenggong Abdul Rahman (2)
is simply STAR 2 due to the increase in the number of pupils per year. STAR 1 and STAR
2 school sessions run on a rotational basis each year (even number) STAR 2 will go to
school in the morning session and in the year (odd number) STAR 2 will be going to
school in the afternoon session. This school consists of male students only.
Starting from 1957 until now, STAR 2 has been administered by the Professor
who has contributed much to various aspects of improving school performance in both
academic and co-curricular activities.
Currently STAR (2) has 359 students and 33 teachers, 2 Administrative
Assistants, 2 Primary School Management Assistants, a Computer Technician, a General
Office Assistant, 4 private hygiene workers and 4 private security guards. Most of the
students here come from families with good socio-economics. The placement of students
in this school is from around the city of Johor Bahru and Bukit Saujana. There are also
students from Stulang, Larkin, Kempas, Skudai, Tampoi and Perling.

3. ADMINISTRATION
In an organization that includes education, administration or management
organizations is very important. Without efficient management of the production process
cannot go well and cannot perfect human life. In the administrative process it happens
either in a large or small organization formal and informal organizations. To manage an
organization, an administrator or leader should first understand what is meant by the
administration.
In the context of administration, good administration is greatly appreciated by a
society. The Education and school departments are not spared from creating a healthy
administration. We should know the ways to create such concepts. As we understand,
education as a socialization agent and cultural heritage provide economic benefits and
enable individuals to enjoy a good life.
CURRICULUM
The curriculum can be defined as the experience given to pupils in a planned
manner under the guidance and guidance of the school. In terms of its primary principle,
the primary curriculum provides basic educational education with the emphasis on
education in the 3M field of reading, writing and calculating. The curriculum also
emphasizes individual development in a holistic, intellectually, physically, physically and
skilled pupils development. 2. In terms of implementation, the primary curriculum
emphasizes the acquisition of knowledge and skills through direct experience, the active
involvement of each student through engaging activities in the teaching and learning
process. 3. The curriculum includes matters such as courses of study, syllabus, learning
time scheduling, teaching and learning in the classroom, planned out-of-classroom (co-
curricular) activities and support materials proposed, produced and supplied for
implementation curriculum at school level
CO-CURRICULUM
The importance of co-curricular work is that all students must have a balance
between mental development and social, physical and spiritual development. Thus pupils
can be educated and can educate themselves as well as their friends towards developing
natural talents. The school is also responsible for preparing pupils for the needs of the
community where the community also has the same responsibility to educate the
students.

4. FINANCIAL
The responsibility for the use of school finance is placed on the shoulders of
the headmaster. This financial expenditure must comply with the regulations set by the
Ministry of Education's School Financial Regulations. All of these rules also include
money collection, escrow spending, storage and maintenance of checks, receipts and
so on. All work must be done correctly and systematically to ensure smooth and smooth
travel of the school. The financial strength of a school depends on the wisdom of the
headmaster to plan ahead before any expenditure is made so as to determine that the
allocation money given to schools and other school tuition can be spent beneficial to the
students in particular and to the general school.
STRENGTH
Very efficient, excellent and efficient administration to all teachers and support
staff. Through this efficient and excellent administration make all work arrangements run
smoothly in relation to education and administration of the school. I have seen and found
the administration of my school very competent and efficient. examples of recent
information dissemination and on the task materials have been provided with complete
and facilitate the teachers and support staff to carry out their respective tasks with a good
attitude.Therefore, the cooperation between the teacher and the administrator is working
well. Not only administrators with teachers only, but also administrators with Parents and
Guild Association (PIBG) and Parental Support Club (KSIB) play an important role in
promoting school administration and management.
In addition, the administration has encouraged teachers through moral and
physical support, sports initiatives to teachers in sports, benefits and benefits to all
teachers and to safeguard the welfare of all teachers and support staff.
WEAKNESS
The lack of training and courses by teachers and support staff is not very often
held either in schools or outside the school. For that reason, I see and find that aspects
of training and courses are lacking. This may be due to the lack of courses and training
given by District Education Office or State Education Department

5. SUGGESTIONS
To ensure the sustainability of the strengths in administrative and management
of the school is efficient and efficient, the school administration and management can be
further enhanced by the increasingly strong relationship between teachers and parents ie
outside society who are not among the PIBG and KSIB committees. That is, by adding
more activities that involve community and parents. I find this effort going on and running
smoothly now this school may not yet reach the maximum level of contact with the
administration although the school always welcomes the community.
In relation to the weaknesses in the administration and management of the
school, it is about lack of courses, Training and Activity Development Staff among
teachers and support staff. Thus, teachers and support staff will be sent to attend a course
or training. The teacher who attended the course will be asked to share knowledge which
is learned with teachers through in-service training (LADAP) or LDP held in schools. This
will ensure that all teachers in the school acquire the same knowledge and the latest to
launch their R & D process. The provision of instruction by leaders and school
management on the sharing of knowledge that the teacher needs to do through LDP
clearly shows that respondents have the initiative to improve the mastery of skills and
expertise among teachers in school.