The study aimed to investigate the influence of total quality management and school governance on school management effectiveness, whether school governance as an antecedent of total quality management and school management effectiveness. The object of research is the vocational high school with the Regional Public Service Agency status (school-based enterprise) in Indonesia. The research is a quantitative research with survey method. The sample of 533 people who are school principals, teachers, and students. It was selected by proportional stratified random sampling. The data analysis using structural equation modeling (SEM). The research finding is the total quality management has a significant influence on school management effectiveness. The mediation analysis indicates that school governance as the antecedent of total quality management and school management effectiveness. The improvement of effectiveness school-based enterprises should consider implementing total quality management and it will be increasingly by school governance application. The modeling that correlates total quality management and school governance to improved vocational school management effectiveness, especially at vocational school with Regional Public Service Agency status (school-based enterprise).
The purpose of this study was to determine the effect of the effectiveness of
the application of teaching factory learning and Internal Quality Assurance
System on motivation of quality culture. This was a quantitative research
which is analyzed using multiple regression. The sample used in this study
were 79 teachers who were taken by purposive sampling. The instrument
used to obtain data using a questionnaire. The results showed that the
regression line equation 𝑌̂ = 17.132 + 0.445𝑋1 + 0.383𝑋2 with the
significance test of the F test= 60.414 with a significance level of 0.00,
meaning that the equation is able to predict changes in the culture of teacher
quality caused by changes in variants of teaching factory and Internal Quality
Assurance System. The effect of teaching factory and Internal Quality
Assurance System on motivation of quality culture stated the value of R
2
is
0.530. In this regard, it can be concluded that there is an influence between
teaching factory and Internal Quality Assurance System on motivation of
quality culture.
This document discusses improving the quality of school education in India through better governance and capacity building. It notes that while enrollment has increased, learning outcomes remain low. It argues that governance systems and teacher capacity building need to be strengthened, particularly in government schools. It provides examples of innovative approaches like a hub-and-spoke model of teacher training led by private/NGO schools and strengthening of School Development and Management Committees (SDMCs) to improve governance at the school level.
Management Practices of School Principals to Enhance Teacher Excellence in Co...JoanieHaramain1
This article focuses on the management practices of public secondary school principals as perceived by school managers and secondary school teachers to improve teacher excellence and students' performance for the attainment of quality education.
This study aimed to explore the survival of school financing management
during the COVID-19 pandemic, to assure the quality of teaching and
learning continuously. This study used a qualitative design, and data
collection is carried out by observing resource persons and in-depth
interviews, analysis or analysis of documentation and a combination of the
three as triangulation method. The collected data were analyzed using an
interactive model. The results showed that financial management strategies
in managing school finances effectively and efficiently, through
transparency, accountability and responsibility, are considered to have
contributed to the prospects, quality, progress and sustainability of education
in the midst of the COVID-19 pandemic. This is based on the fact that many
quality and good schools eventually experience setbacks due to the lack of
transparency, accountability and responsibility in the management of
education funds. Openness in schools can promote accountability and fight
corruption in education, if it is implemented effectively and any malpractice
is dealt with clear consequences. The implication is the strategies of
education financing management in terms of transparency, accountability and
accountability need to be carry out consistently to ensure the improvement of
school quality runs in a sustainable manner.
01. mukhtar, risnita, m. shoffa saifillah, hapzi ali, www.serialsjournals.comHapzi Ali
This document summarizes a study that analyzed the influence of knowledge management and work commitment on employee satisfaction at Madrasah Aliyah schools in Jambi Province, Indonesia. The study collected data from 293 teachers using a questionnaire and analyzed it using multiple linear regression. The results showed that: 1) Knowledge management had a positive and significant influence on employee satisfaction, explaining 50.1% of satisfaction; 2) Work commitment also had a significant positive influence, explaining 62.9% of satisfaction; and 3) Knowledge management and work commitment together had a significant positive effect on employee satisfaction.
01. mukhtar, risnita, m. shoffa saifillah, hapzi ali, iain sts jambi, www.ser...Hapzi Ali
This document summarizes a study that analyzed the influence of knowledge management and work commitment on employee satisfaction at Madrasah Aliyah schools in Jambi Province, Indonesia. The study collected data from 293 teachers using a questionnaire and analyzed it using multiple linear regression. The results showed that: 1) Knowledge management had a positive and significant influence on employee satisfaction, explaining 50.1% of satisfaction; 2) Work commitment also had a significant positive influence, explaining 62.9% of satisfaction; and 3) Knowledge management and work commitment together had a significant positive effect on employee satisfaction.
This document summarizes a study that analyzed the influence of knowledge management and work commitment on employee satisfaction at Madrasah Aliyah schools in Jambi Province, Indonesia. A survey was conducted of 169 teachers to measure the effects. The results found that: 1) Knowledge management had a positive and significant influence on employee satisfaction, explaining 50.1% of satisfaction; 2) Work commitment had a positive and significant influence, explaining 62.9% of satisfaction; and 3) Knowledge management and work commitment together had a significant positive effect on employee satisfaction. The study aimed to determine how to improve satisfaction among administrative employees.
8. hapzi ali, et al., 2016, mercu buana univversity, ijer scopusHapzi Ali
Prof. Dr. Hapzi Ali, CMA
Universitas Mercu Buana (Mercu Buana University), Jakarta Indonesia
Bidang Ilmu: Marketing & Business Management, Research Method, MIS, Good Corporate Governance
www.mercubuana.ac.id.
email: hapzi.ali@gmail.com, hapzi.ali@mercubuana.ac.id
The purpose of this study was to determine the effect of the effectiveness of
the application of teaching factory learning and Internal Quality Assurance
System on motivation of quality culture. This was a quantitative research
which is analyzed using multiple regression. The sample used in this study
were 79 teachers who were taken by purposive sampling. The instrument
used to obtain data using a questionnaire. The results showed that the
regression line equation 𝑌̂ = 17.132 + 0.445𝑋1 + 0.383𝑋2 with the
significance test of the F test= 60.414 with a significance level of 0.00,
meaning that the equation is able to predict changes in the culture of teacher
quality caused by changes in variants of teaching factory and Internal Quality
Assurance System. The effect of teaching factory and Internal Quality
Assurance System on motivation of quality culture stated the value of R
2
is
0.530. In this regard, it can be concluded that there is an influence between
teaching factory and Internal Quality Assurance System on motivation of
quality culture.
This document discusses improving the quality of school education in India through better governance and capacity building. It notes that while enrollment has increased, learning outcomes remain low. It argues that governance systems and teacher capacity building need to be strengthened, particularly in government schools. It provides examples of innovative approaches like a hub-and-spoke model of teacher training led by private/NGO schools and strengthening of School Development and Management Committees (SDMCs) to improve governance at the school level.
Management Practices of School Principals to Enhance Teacher Excellence in Co...JoanieHaramain1
This article focuses on the management practices of public secondary school principals as perceived by school managers and secondary school teachers to improve teacher excellence and students' performance for the attainment of quality education.
This study aimed to explore the survival of school financing management
during the COVID-19 pandemic, to assure the quality of teaching and
learning continuously. This study used a qualitative design, and data
collection is carried out by observing resource persons and in-depth
interviews, analysis or analysis of documentation and a combination of the
three as triangulation method. The collected data were analyzed using an
interactive model. The results showed that financial management strategies
in managing school finances effectively and efficiently, through
transparency, accountability and responsibility, are considered to have
contributed to the prospects, quality, progress and sustainability of education
in the midst of the COVID-19 pandemic. This is based on the fact that many
quality and good schools eventually experience setbacks due to the lack of
transparency, accountability and responsibility in the management of
education funds. Openness in schools can promote accountability and fight
corruption in education, if it is implemented effectively and any malpractice
is dealt with clear consequences. The implication is the strategies of
education financing management in terms of transparency, accountability and
accountability need to be carry out consistently to ensure the improvement of
school quality runs in a sustainable manner.
01. mukhtar, risnita, m. shoffa saifillah, hapzi ali, www.serialsjournals.comHapzi Ali
This document summarizes a study that analyzed the influence of knowledge management and work commitment on employee satisfaction at Madrasah Aliyah schools in Jambi Province, Indonesia. The study collected data from 293 teachers using a questionnaire and analyzed it using multiple linear regression. The results showed that: 1) Knowledge management had a positive and significant influence on employee satisfaction, explaining 50.1% of satisfaction; 2) Work commitment also had a significant positive influence, explaining 62.9% of satisfaction; and 3) Knowledge management and work commitment together had a significant positive effect on employee satisfaction.
01. mukhtar, risnita, m. shoffa saifillah, hapzi ali, iain sts jambi, www.ser...Hapzi Ali
This document summarizes a study that analyzed the influence of knowledge management and work commitment on employee satisfaction at Madrasah Aliyah schools in Jambi Province, Indonesia. The study collected data from 293 teachers using a questionnaire and analyzed it using multiple linear regression. The results showed that: 1) Knowledge management had a positive and significant influence on employee satisfaction, explaining 50.1% of satisfaction; 2) Work commitment also had a significant positive influence, explaining 62.9% of satisfaction; and 3) Knowledge management and work commitment together had a significant positive effect on employee satisfaction.
This document summarizes a study that analyzed the influence of knowledge management and work commitment on employee satisfaction at Madrasah Aliyah schools in Jambi Province, Indonesia. A survey was conducted of 169 teachers to measure the effects. The results found that: 1) Knowledge management had a positive and significant influence on employee satisfaction, explaining 50.1% of satisfaction; 2) Work commitment had a positive and significant influence, explaining 62.9% of satisfaction; and 3) Knowledge management and work commitment together had a significant positive effect on employee satisfaction. The study aimed to determine how to improve satisfaction among administrative employees.
8. hapzi ali, et al., 2016, mercu buana univversity, ijer scopusHapzi Ali
Prof. Dr. Hapzi Ali, CMA
Universitas Mercu Buana (Mercu Buana University), Jakarta Indonesia
Bidang Ilmu: Marketing & Business Management, Research Method, MIS, Good Corporate Governance
www.mercubuana.ac.id.
email: hapzi.ali@gmail.com, hapzi.ali@mercubuana.ac.id
01. mukhtar, risnita, m. shoffa saifillah, hapzi ali, uin jambi, www.serialsj...Hapzi Ali
This document summarizes a study that analyzed the influence of knowledge management and work commitment on employee satisfaction at Madrasah Aliyah schools in Jambi Province, Indonesia. A survey was conducted of 169 teachers to measure the effects. The results found that: 1) Knowledge management had a positive and significant influence on employee satisfaction, explaining 50.1% of satisfaction; 2) Work commitment had a positive and significant influence, explaining 62.9% of satisfaction; and 3) Knowledge management and work commitment together had a significant positive effect on employee satisfaction. The study aimed to determine how to improve satisfaction among administrative employees.
This document summarizes a study that analyzed the influence of knowledge management and work commitment on employee satisfaction among teachers at Madrasah Aliyah Country in Jambi Province, Indonesia. A survey was administered to 169 teachers to measure these variables. The results of a multiple linear regression analysis found that knowledge management and work commitment explained 46.6% of the variability in employee satisfaction. Specifically, it was found that 1) There is a positive relationship between knowledge management and employee satisfaction, accounting for 50.1% of the influence; 2) There is a positive relationship between work commitment and employee satisfaction, accounting for 62.9% of the influence; and 3) Together, knowledge management and work commitment have a significant positive effect on
This document discusses a study on the entrepreneurial competency of the headmaster of State Vocational School 6 in Palembang, Indonesia in preparing vocational students for entrepreneurship. The study found that the headmaster plays an important role in advancing the school through entrepreneurial competencies such as being innovative and creative in developing new school plans and programs. The headmaster also works hard, is highly motivated, and remains calm and principled in their leadership. Developing entrepreneurial skills in students is important for reducing unemployment and poverty by enabling students to start their own businesses upon graduation from vocational school.
The document discusses quality concerns in teacher education in India. It notes that while the number of teacher education institutions and programs have increased rapidly, quality has suffered due to issues like late admissions, short durations of courses, lack of integration of new topics and skills, and subjective evaluation practices. It provides suggestions to improve quality such as having standardized admission processes, increasing the duration of programs, integrating new topics like computers, and implementing objective evaluation practices. Overall, the document analyzes factors impacting quality in teacher education and provides recommendations to enhance quality.
QUALITY ASSURANCE PRACTICES OF PRIVATE SECONDARY SCHOOL ADMINISTRATORS ON SCH...InternationalPublica
This study determined the relationship between administrators’ quality assurance practices and efficacy of the private secondary schools in District III of Bulacan during the School Year 2020-2021.
Peter Kiio Manundu1
, Dr. Janet Mulwa2
, Dr. Rose Mwanza
Abstract: This study sought to investigate the influence of delegation of duties as a principal’s motivational practice
on teacher retention in public secondary schools in Kamukunji sub county, Nairobi County, Kenya. The study
objective sought to determine the influence of delegation of duties on teacher retention in public secondary schools
in Kamukunji Sub-County. Descriptive survey research design was used in the study. The target population
consisted of all the 8 secondary schools principals and all the 235 teachers from Kamukunji Sub-county from
which a sample of 7 principals and 67 teachers was selected using census sampling and proportionate stratified
sampling techniques and simple random sampling. Questionnaires were used as data collection tools. Reliability
was tested using the test-retest technique to determine the degree to which test scores were consistent. The data
was analyzed using descriptive statistics. The findings from quantitative data were presented in cross tabulation
tables, pie charts and bar graphs. Qualitative data was analysed qualitatively by organizing data into themes as
per the objectives of the study and the findings were presented in a narrative form. The study found that
delegation of duties had significant influence on teacher retention in public secondary schools in Kamukunji SubCounty, Nairobi County, Kenya. The study observed that all the school principals 100% and 91.0% of the teachers
agreed that delegation of duties provides teachers the ability to learn and develop new skills. This means that
delegation of duties significantly influences teacher retention. The study concluded that delegation of duties allows
teachers to acquire and develop new skills, as well as build trust and increase communication between them. The
study recommends that the administration of the school should make an attempt to allocate responsibility roles to
teachers as early as possible and allow them to gain the requisite experience.
Keywords: Delegation of duties, Teacher retention, Motivational practice.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
This research aimed to find out the constraints occurring in the implementation of craft and entrepreneurship education. This research employed qualitative research method. The research was taken place in three schools in DKI Jakarta as the beneficiaries of entrepreneurship program grant from the government. Data was collected through interview and observation. The result of research showed the less optimum implementation of craft and entrepreneurship education. The constraints the teacher encountered in the implementation of Craft and Entrepreneurship subject were: teacher having no background of Entrepreneurship Education, No Subject Teacher Discussion (MGMP) group available and no supporting activity for Craft and Entrepreneurship subject. Therefore, this research recommended the reinforcement of entrepreneurship education learning through establishing MGMP team, teacher training, and sustainable integration of entrepreneurship subject and program.
Challenges Encountered on Capacity Building of Heads of Departments in Public...ijtsrd
The rationale of this study was to investigate influence of capacity building of Heads of Departments on implementation of curriculum in order to improve Kenya Certificate of Secondary Examination KCSE performance in public schools in Kericho County. The performance of KCSE has been decreasing over the last five years 2013—2017 the least mean score being 3.408 which is below average. The study was guided by the following objective namely to establish the challenges encountered by schools on Capacity building of Heads of Departments in order to improve KCSE performance of public schools in Kericho County. The study was used the Theory of Human Capital Theory by Becker and Gerhart 1996 which gave a deeper insight to this research study. The study adopted descriptive survey design which was suitable for this study. The target population was composed of 80 Principals, 400 Heads of Departments and 800 Teachers totaling to 3200. Simple random sampling and purposive sampling was used to get a sample of 1280 respondents. Data were collected using questionnaires and interview schedules. The data obtained was analyzed using Statistical Package for Social Sciences SPSS Version 21 .Both qualitative and quantitative data analysis techniques were used to analyze the collected data which was then presented in form of pie chats, frequency tables and graphs and thematically explained. The study found out lack of time and financial resources for capacity building for Heads of Departments HODs affected curriculum implementation. Majority of the schools held internal seminars to instill efficiency in performance although they had inadequate teachers and incentives. Majority of the respondents preferred the government to sponsor their professional development trainings instead of relying on their already migre salaries. With this in place then there will be success in curriculum implementation through efficiency and effectiveness in learning and performance. In conclusion Principals, Heads of Departments HODs and teachers agreed that they have done very little in full curriculum implementation and professional development leading to poor performance in national exams in subsequent years and other conflicts of interest. The study recommends that the Teachers Service Commission and the Ministry of Education should constantly review its policies to accommodate changing needs of Teachers and Heads of Departments in full Profession Development. Zeddy Martim "Challenges Encountered on Capacity Building of Heads of Departments in Public Schools in Kericho County, Kenya" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-5 , August 2022, URL: https://www.ijtsrd.com/papers/ijtsrd50434.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/50434/challenges-encountered-on-capacity-building-of-heads-of-departments-in-public-schools-in-kericho-county-kenya/zeddy-martim
The development of academic supervision learning material for the education a...Alexander Decker
This document summarizes a research study on developing an academic supervision learning material for school principal preparation programs in Indonesia. The study found issues with existing materials, including a lack of consistency and incomplete coverage of supervision competencies and indicators. The research employed a development process to create a new set of learning materials, including a core book, program design documents, lesson plans, and slide materials. The new materials were meant to provide comprehensive and structured coverage of academic supervision concepts to better support participants in developing supervisory skills. The materials were tested through validation, experiments, and effectiveness evaluations, finding improvements in participant achievement over the conventional materials.
Effect of Type of School Management and School
Factors on Educational Performance of Primary
School Children in Navi Mumbai: Multiple
Classification Model
Rita Abbi
Educational administration between reality and hopejournal ijrtem
ABSTRACT: The pedagogical administration has undergone a certain transformation in relation to the changes in the Moroccan education system. From a classical action model to a modern and multifunctional conception of the pedagogical manager, which needs a redefinition of the referential framework for administrative executives. The different reforms in the Moroccan education system have led to changes in educational administration in a process of decentralization / deconcentration, towards a new model of good leadership and participative management seeking efficiency and results-based management. The implementation of new management methods in schools is highly dependent on the levels of competence required for good leadership. The study proves that there is an awareness of the importance of modern management tools and their impact on academic performance. Pedagogical administration is a major pillar in the Moroccan education system for a quality school.
Instructional Supervision by Principals An Appraisal from the Perspective of ...ijtsrd
This study focused on performance of instructional supervision by principals in selected secondary schools in Boyo Division, North West Region. The objective was to investigate the impact of instructional supervision on teachers' job performance. The sample had 30 respondents as principals and 274 as teachers. Data collected was by the use of two sets of questionnaires one for the principals and one for the teachers. The data collected was analyzed using the SPSS version 22.0 from a close Likert type scale. The findings were presented using frequencies, means, standard deviations, percentages, tables and bar charts. The study established that the supervisory practices used by principals in secondary schools included classroom visitations, provision of research facilities, etc. The study also established that the teachers feel instructional supervisory practices to a certain extent are ineffective, though there are some which bore great fruits such as improvement on their professional competences. This paper recommends that school principals should put emphasis on supervision in order to establish a trend of being in command with what the teachers are doing teachers should be more eager about being supervised by taking the first step in inviting the principals, principals should do refresher courses on school administration. For suggestions, a comparative study could be done on the effectiveness of principals who have had training in school administration prior to their appointment and those who had not. Ngong Gaius Mufua "Instructional Supervision by Principals: An Appraisal from the Perspective of Teachers Job Performance in Some Selected Secondary Schools in Boyo Division" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-6 , October 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29254.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29254/instructional-supervision-by-principals-an-appraisal-from-the-perspective-of-teachers-job-performance-in-some-selected-secondary-schools-in-boyo-division/ngong-gaius-mufua
In the past resource management, a key issue has been how to improve the internal school process to add value through school effectiveness. The answer: a new trend in school management
-knowledge base with empowerment,
to maximize its resources for
operation and continuous development
in management, teaching & learning,
within the new changing 21st century
that adds value
Course Outline
1. Definition & Introduction
Strategic Management
Strategic Educational Management and
Effective Educational Leadership
Basic competences of Educational Mgmt.
2.Sustainable improvement as a key aim of:
Educational Management
Educational Practice
Managing School Resources
Effective Teaching Principals
3. Strategic Management in Education
8 Characterizing features
3 key components 1.Systemic Strategic Thinking, 2. Organizational
Learning and 3. Pedagogical leadership
4. Implications for improving educational practice
5. Conclusion
Strategic Management provides overall direction to the organization and involves; specifying the organization's objectives, developing policies and plans designed to achieve
these objectives, and then allocating resources to implement the plans.
Strategic Management involves the formulation and implementation of the major goals and initiatives taken by top management on behalf of owners, …based on consideration of resources and an assessment of the internal and external environments in which the organization competes.
Analyzing the Effectiveness of In-Service Training (Inset) and Its Impact on ...Medha Tripathi
It is important to teachers entering into the profession of teaching to engage in high quality professional development opportunities like teacher training programs and in service practices to ensure the quality and effectiveness of teaching. Although applicants begin to become familiar with such chances before the entry of theirs into profession, the test of theirs with those opportunities maturates once they go into the profession. Nevertheless, to
what degree the professional development opportunities are already developed is still being studied. It's commonly recognized that appropriate professional development opportunities
lead to the transformation of habits and beliefs in a good manner. Nevertheless, developing programs detached from the practitioners' perspectives will be badly based as in-service
teacher perspectives can help develop the ensuing opportunities better. This research paper aims at describing the impact of in service training activities for professional advancement of teachers in India. Using close-ended questions, experience and perception of teachers (n=150, m=100, f=50), whom availed the chance getting in service training, were definitely accomplished. Results of the study revealed the beneficial effect of in service
training programs plans on the Professional Advancement of Teachers. The study also revealed the good perception of teachers relating to the professional development of theirs.
It recommended the in service training programs to be created in line with the topic instead of common.
Global School Management Methodologies (Philippine Setting)Timothy Wooi
These practical guide is for first-time and recently appointed principals to have an insight of global school management system methodologies, aligned to Department of Education in the Philippines to adopt and apply it in school leadership across school systems on a day-to-day basis.
Every school need to have systems that help create the conditions for staff and students to work effectively together. School systems provide simple, clear goals and effective processes to effectively communicate the ground rules for everyone.
They ensure a measure of consistency in approach and action across the school".
The Principal’s Leadership in Airmadidi Senior High School in North Sulawesi ...Paulus Robert Tuerah
This document summarizes a study on the principal's leadership at SMA Negeri 1 Airmadidi in North Sulawesi, Indonesia. It finds that the principal motivates teachers by praising their work, eating together, providing suggestions, and creating a pleasant work environment. It also discusses factors that support the principal's leadership like strong motivation and awarding high-performing teachers. However, it notes factors that can hinder leadership like a lack of cooperation, facilities, clear instructions, and fair performance evaluations. The principal aims to provide motivation, coaching, discipline, consultation, awards, class visits, and exemplary behavior to promote teacher development.
This research aims to create the 8+i link and match model as an embodiment of a healthy learning ecosystem between schools and the worlds of business and industry. The research technique is a mix of quantitative and qualitative research methodologies. The qualitative technique develops a basic list of success characteristics using meta-ethnography, whereas the quantitative approach defines the link between the variables under examination by establishing or building many latent variables that explain the relationship between variables using Aiken's formula and SPSS version 26. The study's findings demonstrate the success of the 8+i link and match model between Muhammadiyah 1 Ciputat vocational high school/Sekolah Menengah Kejuruan (SMK) Muhammadiyah 1 Ciputat and industry in generating efficiency and mutual benefits for both parties, not just ordinary collaboration, but intense collaboration from the curriculum development, learning, and industrial work practices designed collaboratively. The Implication of the 8+i link and match model if correctly implemented is that the industry will profit because the training expenses is reduced, and vocational high schools will benefit because their graduates is absorbed by the industry. Recommendations for the vocational high school curriculum must include schools, and industry, also Teaching personnel must include practitioners from industry as well as instructors from schools.
Organizational change is a phenomenon that must be faced and carried out by every individual in the organization to achieve organizational goals. Embodiments of organizational change often occur not because it suits the needs of the organization but because of personal interests and power. This study aimed to determine the main factors that can create change, namely the relationship of leadership and political pressure of school principals that influence organizational change in the Public Secondary School in Madura, East Java, Indonesia. This research used a quantitative approach to survey methods. Based on the achievement of its objectives, this study included causal explanation research, the analysis of this study using Structural Equation Modeling (SEM) and a sample of about 650 people collected from 1000 respondents taken from 130 schools through probability sampling techniques using AMOS software. The results showed that the leadership and political pressure of regional heads were the main factors of organizational change at SMPN (Public Secondary School) in Madura, East Java. Organizational Change depends very much on the role of the political pressure of the regional head through education policy, as well as the role of the principal's leadership in running the wheels of the organization so that the school's goals can be achieved. This study also showed that the principal's leadership as an intermediary variable from political pressure shows no influence because the political pressure of the regional head is directly related to organizational change.
In second or foreign language learning, attitudinal factors were one of the key factors that determine language success and achievement. In Indonesia, foreign language (English) has been taught since elementary school, however research showed most Indonesian language learners in English showed unsatisfactorily result. This research aimed at disclosing the students’ attitudinal factors in learning foreign language by exploring their first experience in learning foreign language. This qualitative study employed exploratory case study design to interview students’ attitudinal factors by exploring the students past experience at first time learning foreign language. These students were from different education unit background when they were in elementary school. This study applied thematic analysis to interpret and analyze the data. The findings showed in case of attitudinal factors were categorized into three components that were cognitive, affective, and behavior. In case of cognitive and affective components, those who had good experiences felt happy in their first experience in foreign language and the vice versa. However, both were having similar learning behavior when they serve as an English teacher, they adopted particular learning behavior that was able to make students enjoy the foreign language learning.
In current assessment practice, self-ratings and questionnaires are a dominant tool used to measure the skills called social and emotional skills or non-cognitive skills, although the tools are affected by various biases. In this regard, the anchoring vignette approach was introduced against the biases, correcting individuals’ self-rated responses based on their rating of hypothetical individuals in the scenario. Drawing from students’ self-rated social and emotional skills in mathematics, this paper presented the study which examined the effect of anchoring vignette approach on reliability and correlation by comparing self-rated and vignette-corrected scales. Research participants were Mongolian students in ninth grade (N=308). The participants were administered in two scales: self-ratings for math perseverance and cooperative learning in math, followed by a vignette set. The vignette-corrected scale showed higher reliability than the self-rating scale for both math perseverance and cooperative learning in math. Besides, the vignette-corrected scales for gender and region showed a stronger and more significant correlation than the self-rating scales, suggesting that there might be gender- and region-related differences in the way the students act in math class. In summary, these findings suggest that the anchoring vignette approach has the potential to measure social and emotional or non-cognitive aspects of mathematics in a more reliable way. Future studies could further investigate the reliability and validity of the anchoring vignette approach by including more cultural groups and designing the vignettes while considering various math contents and vignette gender.
More Related Content
Similar to The improving of effectiveness school-based enterprise: A structural equation modeling in vocational school management
01. mukhtar, risnita, m. shoffa saifillah, hapzi ali, uin jambi, www.serialsj...Hapzi Ali
This document summarizes a study that analyzed the influence of knowledge management and work commitment on employee satisfaction at Madrasah Aliyah schools in Jambi Province, Indonesia. A survey was conducted of 169 teachers to measure the effects. The results found that: 1) Knowledge management had a positive and significant influence on employee satisfaction, explaining 50.1% of satisfaction; 2) Work commitment had a positive and significant influence, explaining 62.9% of satisfaction; and 3) Knowledge management and work commitment together had a significant positive effect on employee satisfaction. The study aimed to determine how to improve satisfaction among administrative employees.
This document summarizes a study that analyzed the influence of knowledge management and work commitment on employee satisfaction among teachers at Madrasah Aliyah Country in Jambi Province, Indonesia. A survey was administered to 169 teachers to measure these variables. The results of a multiple linear regression analysis found that knowledge management and work commitment explained 46.6% of the variability in employee satisfaction. Specifically, it was found that 1) There is a positive relationship between knowledge management and employee satisfaction, accounting for 50.1% of the influence; 2) There is a positive relationship between work commitment and employee satisfaction, accounting for 62.9% of the influence; and 3) Together, knowledge management and work commitment have a significant positive effect on
This document discusses a study on the entrepreneurial competency of the headmaster of State Vocational School 6 in Palembang, Indonesia in preparing vocational students for entrepreneurship. The study found that the headmaster plays an important role in advancing the school through entrepreneurial competencies such as being innovative and creative in developing new school plans and programs. The headmaster also works hard, is highly motivated, and remains calm and principled in their leadership. Developing entrepreneurial skills in students is important for reducing unemployment and poverty by enabling students to start their own businesses upon graduation from vocational school.
The document discusses quality concerns in teacher education in India. It notes that while the number of teacher education institutions and programs have increased rapidly, quality has suffered due to issues like late admissions, short durations of courses, lack of integration of new topics and skills, and subjective evaluation practices. It provides suggestions to improve quality such as having standardized admission processes, increasing the duration of programs, integrating new topics like computers, and implementing objective evaluation practices. Overall, the document analyzes factors impacting quality in teacher education and provides recommendations to enhance quality.
QUALITY ASSURANCE PRACTICES OF PRIVATE SECONDARY SCHOOL ADMINISTRATORS ON SCH...InternationalPublica
This study determined the relationship between administrators’ quality assurance practices and efficacy of the private secondary schools in District III of Bulacan during the School Year 2020-2021.
Peter Kiio Manundu1
, Dr. Janet Mulwa2
, Dr. Rose Mwanza
Abstract: This study sought to investigate the influence of delegation of duties as a principal’s motivational practice
on teacher retention in public secondary schools in Kamukunji sub county, Nairobi County, Kenya. The study
objective sought to determine the influence of delegation of duties on teacher retention in public secondary schools
in Kamukunji Sub-County. Descriptive survey research design was used in the study. The target population
consisted of all the 8 secondary schools principals and all the 235 teachers from Kamukunji Sub-county from
which a sample of 7 principals and 67 teachers was selected using census sampling and proportionate stratified
sampling techniques and simple random sampling. Questionnaires were used as data collection tools. Reliability
was tested using the test-retest technique to determine the degree to which test scores were consistent. The data
was analyzed using descriptive statistics. The findings from quantitative data were presented in cross tabulation
tables, pie charts and bar graphs. Qualitative data was analysed qualitatively by organizing data into themes as
per the objectives of the study and the findings were presented in a narrative form. The study found that
delegation of duties had significant influence on teacher retention in public secondary schools in Kamukunji SubCounty, Nairobi County, Kenya. The study observed that all the school principals 100% and 91.0% of the teachers
agreed that delegation of duties provides teachers the ability to learn and develop new skills. This means that
delegation of duties significantly influences teacher retention. The study concluded that delegation of duties allows
teachers to acquire and develop new skills, as well as build trust and increase communication between them. The
study recommends that the administration of the school should make an attempt to allocate responsibility roles to
teachers as early as possible and allow them to gain the requisite experience.
Keywords: Delegation of duties, Teacher retention, Motivational practice.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
This research aimed to find out the constraints occurring in the implementation of craft and entrepreneurship education. This research employed qualitative research method. The research was taken place in three schools in DKI Jakarta as the beneficiaries of entrepreneurship program grant from the government. Data was collected through interview and observation. The result of research showed the less optimum implementation of craft and entrepreneurship education. The constraints the teacher encountered in the implementation of Craft and Entrepreneurship subject were: teacher having no background of Entrepreneurship Education, No Subject Teacher Discussion (MGMP) group available and no supporting activity for Craft and Entrepreneurship subject. Therefore, this research recommended the reinforcement of entrepreneurship education learning through establishing MGMP team, teacher training, and sustainable integration of entrepreneurship subject and program.
Challenges Encountered on Capacity Building of Heads of Departments in Public...ijtsrd
The rationale of this study was to investigate influence of capacity building of Heads of Departments on implementation of curriculum in order to improve Kenya Certificate of Secondary Examination KCSE performance in public schools in Kericho County. The performance of KCSE has been decreasing over the last five years 2013—2017 the least mean score being 3.408 which is below average. The study was guided by the following objective namely to establish the challenges encountered by schools on Capacity building of Heads of Departments in order to improve KCSE performance of public schools in Kericho County. The study was used the Theory of Human Capital Theory by Becker and Gerhart 1996 which gave a deeper insight to this research study. The study adopted descriptive survey design which was suitable for this study. The target population was composed of 80 Principals, 400 Heads of Departments and 800 Teachers totaling to 3200. Simple random sampling and purposive sampling was used to get a sample of 1280 respondents. Data were collected using questionnaires and interview schedules. The data obtained was analyzed using Statistical Package for Social Sciences SPSS Version 21 .Both qualitative and quantitative data analysis techniques were used to analyze the collected data which was then presented in form of pie chats, frequency tables and graphs and thematically explained. The study found out lack of time and financial resources for capacity building for Heads of Departments HODs affected curriculum implementation. Majority of the schools held internal seminars to instill efficiency in performance although they had inadequate teachers and incentives. Majority of the respondents preferred the government to sponsor their professional development trainings instead of relying on their already migre salaries. With this in place then there will be success in curriculum implementation through efficiency and effectiveness in learning and performance. In conclusion Principals, Heads of Departments HODs and teachers agreed that they have done very little in full curriculum implementation and professional development leading to poor performance in national exams in subsequent years and other conflicts of interest. The study recommends that the Teachers Service Commission and the Ministry of Education should constantly review its policies to accommodate changing needs of Teachers and Heads of Departments in full Profession Development. Zeddy Martim "Challenges Encountered on Capacity Building of Heads of Departments in Public Schools in Kericho County, Kenya" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-5 , August 2022, URL: https://www.ijtsrd.com/papers/ijtsrd50434.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/50434/challenges-encountered-on-capacity-building-of-heads-of-departments-in-public-schools-in-kericho-county-kenya/zeddy-martim
The development of academic supervision learning material for the education a...Alexander Decker
This document summarizes a research study on developing an academic supervision learning material for school principal preparation programs in Indonesia. The study found issues with existing materials, including a lack of consistency and incomplete coverage of supervision competencies and indicators. The research employed a development process to create a new set of learning materials, including a core book, program design documents, lesson plans, and slide materials. The new materials were meant to provide comprehensive and structured coverage of academic supervision concepts to better support participants in developing supervisory skills. The materials were tested through validation, experiments, and effectiveness evaluations, finding improvements in participant achievement over the conventional materials.
Effect of Type of School Management and School
Factors on Educational Performance of Primary
School Children in Navi Mumbai: Multiple
Classification Model
Rita Abbi
Educational administration between reality and hopejournal ijrtem
ABSTRACT: The pedagogical administration has undergone a certain transformation in relation to the changes in the Moroccan education system. From a classical action model to a modern and multifunctional conception of the pedagogical manager, which needs a redefinition of the referential framework for administrative executives. The different reforms in the Moroccan education system have led to changes in educational administration in a process of decentralization / deconcentration, towards a new model of good leadership and participative management seeking efficiency and results-based management. The implementation of new management methods in schools is highly dependent on the levels of competence required for good leadership. The study proves that there is an awareness of the importance of modern management tools and their impact on academic performance. Pedagogical administration is a major pillar in the Moroccan education system for a quality school.
Instructional Supervision by Principals An Appraisal from the Perspective of ...ijtsrd
This study focused on performance of instructional supervision by principals in selected secondary schools in Boyo Division, North West Region. The objective was to investigate the impact of instructional supervision on teachers' job performance. The sample had 30 respondents as principals and 274 as teachers. Data collected was by the use of two sets of questionnaires one for the principals and one for the teachers. The data collected was analyzed using the SPSS version 22.0 from a close Likert type scale. The findings were presented using frequencies, means, standard deviations, percentages, tables and bar charts. The study established that the supervisory practices used by principals in secondary schools included classroom visitations, provision of research facilities, etc. The study also established that the teachers feel instructional supervisory practices to a certain extent are ineffective, though there are some which bore great fruits such as improvement on their professional competences. This paper recommends that school principals should put emphasis on supervision in order to establish a trend of being in command with what the teachers are doing teachers should be more eager about being supervised by taking the first step in inviting the principals, principals should do refresher courses on school administration. For suggestions, a comparative study could be done on the effectiveness of principals who have had training in school administration prior to their appointment and those who had not. Ngong Gaius Mufua "Instructional Supervision by Principals: An Appraisal from the Perspective of Teachers Job Performance in Some Selected Secondary Schools in Boyo Division" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-6 , October 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29254.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29254/instructional-supervision-by-principals-an-appraisal-from-the-perspective-of-teachers-job-performance-in-some-selected-secondary-schools-in-boyo-division/ngong-gaius-mufua
In the past resource management, a key issue has been how to improve the internal school process to add value through school effectiveness. The answer: a new trend in school management
-knowledge base with empowerment,
to maximize its resources for
operation and continuous development
in management, teaching & learning,
within the new changing 21st century
that adds value
Course Outline
1. Definition & Introduction
Strategic Management
Strategic Educational Management and
Effective Educational Leadership
Basic competences of Educational Mgmt.
2.Sustainable improvement as a key aim of:
Educational Management
Educational Practice
Managing School Resources
Effective Teaching Principals
3. Strategic Management in Education
8 Characterizing features
3 key components 1.Systemic Strategic Thinking, 2. Organizational
Learning and 3. Pedagogical leadership
4. Implications for improving educational practice
5. Conclusion
Strategic Management provides overall direction to the organization and involves; specifying the organization's objectives, developing policies and plans designed to achieve
these objectives, and then allocating resources to implement the plans.
Strategic Management involves the formulation and implementation of the major goals and initiatives taken by top management on behalf of owners, …based on consideration of resources and an assessment of the internal and external environments in which the organization competes.
Analyzing the Effectiveness of In-Service Training (Inset) and Its Impact on ...Medha Tripathi
It is important to teachers entering into the profession of teaching to engage in high quality professional development opportunities like teacher training programs and in service practices to ensure the quality and effectiveness of teaching. Although applicants begin to become familiar with such chances before the entry of theirs into profession, the test of theirs with those opportunities maturates once they go into the profession. Nevertheless, to
what degree the professional development opportunities are already developed is still being studied. It's commonly recognized that appropriate professional development opportunities
lead to the transformation of habits and beliefs in a good manner. Nevertheless, developing programs detached from the practitioners' perspectives will be badly based as in-service
teacher perspectives can help develop the ensuing opportunities better. This research paper aims at describing the impact of in service training activities for professional advancement of teachers in India. Using close-ended questions, experience and perception of teachers (n=150, m=100, f=50), whom availed the chance getting in service training, were definitely accomplished. Results of the study revealed the beneficial effect of in service
training programs plans on the Professional Advancement of Teachers. The study also revealed the good perception of teachers relating to the professional development of theirs.
It recommended the in service training programs to be created in line with the topic instead of common.
Global School Management Methodologies (Philippine Setting)Timothy Wooi
These practical guide is for first-time and recently appointed principals to have an insight of global school management system methodologies, aligned to Department of Education in the Philippines to adopt and apply it in school leadership across school systems on a day-to-day basis.
Every school need to have systems that help create the conditions for staff and students to work effectively together. School systems provide simple, clear goals and effective processes to effectively communicate the ground rules for everyone.
They ensure a measure of consistency in approach and action across the school".
The Principal’s Leadership in Airmadidi Senior High School in North Sulawesi ...Paulus Robert Tuerah
This document summarizes a study on the principal's leadership at SMA Negeri 1 Airmadidi in North Sulawesi, Indonesia. It finds that the principal motivates teachers by praising their work, eating together, providing suggestions, and creating a pleasant work environment. It also discusses factors that support the principal's leadership like strong motivation and awarding high-performing teachers. However, it notes factors that can hinder leadership like a lack of cooperation, facilities, clear instructions, and fair performance evaluations. The principal aims to provide motivation, coaching, discipline, consultation, awards, class visits, and exemplary behavior to promote teacher development.
This research aims to create the 8+i link and match model as an embodiment of a healthy learning ecosystem between schools and the worlds of business and industry. The research technique is a mix of quantitative and qualitative research methodologies. The qualitative technique develops a basic list of success characteristics using meta-ethnography, whereas the quantitative approach defines the link between the variables under examination by establishing or building many latent variables that explain the relationship between variables using Aiken's formula and SPSS version 26. The study's findings demonstrate the success of the 8+i link and match model between Muhammadiyah 1 Ciputat vocational high school/Sekolah Menengah Kejuruan (SMK) Muhammadiyah 1 Ciputat and industry in generating efficiency and mutual benefits for both parties, not just ordinary collaboration, but intense collaboration from the curriculum development, learning, and industrial work practices designed collaboratively. The Implication of the 8+i link and match model if correctly implemented is that the industry will profit because the training expenses is reduced, and vocational high schools will benefit because their graduates is absorbed by the industry. Recommendations for the vocational high school curriculum must include schools, and industry, also Teaching personnel must include practitioners from industry as well as instructors from schools.
Organizational change is a phenomenon that must be faced and carried out by every individual in the organization to achieve organizational goals. Embodiments of organizational change often occur not because it suits the needs of the organization but because of personal interests and power. This study aimed to determine the main factors that can create change, namely the relationship of leadership and political pressure of school principals that influence organizational change in the Public Secondary School in Madura, East Java, Indonesia. This research used a quantitative approach to survey methods. Based on the achievement of its objectives, this study included causal explanation research, the analysis of this study using Structural Equation Modeling (SEM) and a sample of about 650 people collected from 1000 respondents taken from 130 schools through probability sampling techniques using AMOS software. The results showed that the leadership and political pressure of regional heads were the main factors of organizational change at SMPN (Public Secondary School) in Madura, East Java. Organizational Change depends very much on the role of the political pressure of the regional head through education policy, as well as the role of the principal's leadership in running the wheels of the organization so that the school's goals can be achieved. This study also showed that the principal's leadership as an intermediary variable from political pressure shows no influence because the political pressure of the regional head is directly related to organizational change.
Similar to The improving of effectiveness school-based enterprise: A structural equation modeling in vocational school management (20)
In second or foreign language learning, attitudinal factors were one of the key factors that determine language success and achievement. In Indonesia, foreign language (English) has been taught since elementary school, however research showed most Indonesian language learners in English showed unsatisfactorily result. This research aimed at disclosing the students’ attitudinal factors in learning foreign language by exploring their first experience in learning foreign language. This qualitative study employed exploratory case study design to interview students’ attitudinal factors by exploring the students past experience at first time learning foreign language. These students were from different education unit background when they were in elementary school. This study applied thematic analysis to interpret and analyze the data. The findings showed in case of attitudinal factors were categorized into three components that were cognitive, affective, and behavior. In case of cognitive and affective components, those who had good experiences felt happy in their first experience in foreign language and the vice versa. However, both were having similar learning behavior when they serve as an English teacher, they adopted particular learning behavior that was able to make students enjoy the foreign language learning.
In current assessment practice, self-ratings and questionnaires are a dominant tool used to measure the skills called social and emotional skills or non-cognitive skills, although the tools are affected by various biases. In this regard, the anchoring vignette approach was introduced against the biases, correcting individuals’ self-rated responses based on their rating of hypothetical individuals in the scenario. Drawing from students’ self-rated social and emotional skills in mathematics, this paper presented the study which examined the effect of anchoring vignette approach on reliability and correlation by comparing self-rated and vignette-corrected scales. Research participants were Mongolian students in ninth grade (N=308). The participants were administered in two scales: self-ratings for math perseverance and cooperative learning in math, followed by a vignette set. The vignette-corrected scale showed higher reliability than the self-rating scale for both math perseverance and cooperative learning in math. Besides, the vignette-corrected scales for gender and region showed a stronger and more significant correlation than the self-rating scales, suggesting that there might be gender- and region-related differences in the way the students act in math class. In summary, these findings suggest that the anchoring vignette approach has the potential to measure social and emotional or non-cognitive aspects of mathematics in a more reliable way. Future studies could further investigate the reliability and validity of the anchoring vignette approach by including more cultural groups and designing the vignettes while considering various math contents and vignette gender.
This document describes the development of a non-test instrument (questionnaire) to evaluate the use of webtoons as an educational medium among students. The researchers used the ADDIE model to develop the instrument. They administered an online questionnaire to 55 respondents and analyzed the data using SPSS. The results found the instrument to be valid, with an agreement percentage of 82.75%, and reliable, with a Cronbach's alpha score of 0.942. Thus, the developed non-test instrument for evaluating webtoons as an educational tool was proven to be valid and reliable.
Achievement motivation evolved fast in the educational field. In this development, the trichotomous and the 2X2 models received myriad attention from the educational specialist. However, there is a debate about which is better between the two models. This study aimed to intercede this debate and argue that the study's duration should be accounted for in the validation. Approach goals should dominate new students' achievement goals, and old students' achievement goals will show the balance of approach and avoidance goals. For these reasons, this study gathers the data from 350 new students and 203 old students. Confirmatory factor analysis reveals that the trichotomous is the best model for new student segments. While for the old student segment, the 2X2 model shows its efficacy. Therefore, for the new students' segment, achievement goals consist of mastery-approach, performance-approach, and performance-avoidance goals. For the old students, besides those three-goal orientations, mastery-avoidance goals are also included. As expected, the independent sample t-test shows that new students have higher mastery-approach and performance-approach goals than old students have. Self-efficacy is more influential in the new than old student segments, as shown by simple linear regression. This study is still stuck to a single cross-sectional design. Further research can utilize longitudinal research with segmental-based analysis and pay attention to gender, major, social class, or other potential moderation variables.
This study examined the relationship between religiosity, religious coping, and psychological distress among 467 Muslim university students in Malaysia. The students completed questionnaires assessing religiosity, religious coping styles, and symptoms of depression, anxiety, and stress. The results showed relatively high levels of depression, anxiety, and stress among the students. Negative religious coping was significantly associated with greater anxiety and depressive symptoms, while positive religious coping showed a small association with fewer depressive symptoms. The findings suggest that religious coping strategies influence the mental health of these students, and negative religious coping in particular may exacerbate psychological distress.
Knowledge of the Islam at every student is supported by many factors, one of which is the Arabic language compentence. This research aimed to evaluate and find Arabic language learning construction in strengthening al-Islam at higher education. The desire to find the construction is because there is no visible connection between Arabic language learning and al-Islam learning so that clarity of learning objectives, learning materials, learning implementation, and evaluation systems of Arabic language learning at higher education is needed. In line with this purpose, this study used a qualitative method with a phenomenological approach. The sources of data were facts, Arabic language lecturers, al-Islam lecturers, and students purposively. Data were analyzed by using critical realism. The results of the study proved that the reconstruction of learning objectives, materials, implementation, and evaluation systems is needed to realize Arabic language learning that can strengthen al-Islam at higer education.
1. The study aimed to determine junior high school students' emotional intelligence, especially in managing emotions, recognizing emotions, and motivating themselves.
2. A questionnaire and interviews were used to collect data from 102 students. The results found that 61.8% of students were good at recognizing emotions, 53.9% were good at managing emotions, and 60.8% were good at motivating themselves.
3. Students need opportunities to develop direct experiences and thoughts during learning activities to improve their emotional intelligence.
This research aimed to reveal the views of secondary school students on ideal teacher qualifications. For this purpose, research was carried out in a phenomenological pattern, which is one of the qualitative research methods. The study was carried out with 76 students who were studying in a secondary school in the 2017-2018 academic year. The data were obtained with the repertory grid technique and interview technique. As a result of the analysis of the data, it was seen that the qualifications of the teachers considered ideal by the participants were among the general competencies of the teaching profession. According to the results of this research, ideally, teachers are expected to provide good and fun lessons, not discriminate among students, be friendly and calm in communications with students, and ensure discipline and democracy in the classroom environment.
Web Pedagogical Content Knowledge (WPACK) is an important competence for pre-service teachers in the educational technology course. However, novice pre-service teachers require the preparation stage to integrate the Web into instruction. The purpose of the study was to develop and to investigate the new instructional model for pre-service teachers in integrating the Web. The Preparation, Isolation, Transformation, Action, Reflection, and Revision (PINTARR) and two other models were implemented in three physics education technology groups with seventy-four participants. The instrument test was constructed to assess the pre-service teachers’ competencies, namely Student analysis, Curriculum organization, Instructional strategy selection, Evaluation, Technological knowledge, and Physics knowledge. The result of MANOVA showed pre-service teachers in PINTARR group outperformed overall the pre-service teachers’ competencies rather than the Multimedia and Web Design Learning group. The results indicated that the Preparation and the Isolation stage were the most important for novice pre-service teachers in improving the competencies.
This study surveyed the views of natural science (NS) teachers on the challenges affecting upper primary learners’ performance in NS at three combined schools in Namibia's Omusati Region. Seven NS teachers were interviewed. The key findings were:
1) Teachers reported that the major challenges were lack of teaching resources, the use of English as the medium of instruction for some learners who don't speak it well, and lack of guidance from subject advisory teachers.
2) Other challenges identified included learner absenteeism, overcrowded classrooms, an unfavorable teaching environment, and lack of laboratories.
3) The study recommended that the government provide schools with more resources, build laboratories, improve classroom infrastructure,
The purpose of this study was to examine the influence of the sorogan method in history learning to improve students' historical understanding and historical awareness. The research method used a quasi-experimental nonequivalent control group design, and the sampling technique used a cluster sampling with a sample size of 96 students. Collecting data through observation, interviews, and tests of historical understanding and awareness. Meanwhile, data analysis to determine the effect and differences of the sorogan method to increase understanding and historical awareness using the independent sample t-test and N-gain score test. The results showed that there were a significant influence and difference between the two groups, namely the experimental and control classes based on the results of the independent sample t-test, the hypothesis H0 was rejected with a significance value of 0.000<0.05, further strengthened by the results of the N-gain score test which was included in the criteria low and medium. This means that there is an influence and increase from the implementation of the sorogan method on historical understanding and awareness and getting a positive response from teachers and students, because the sorogan method is student-centered, and the teacher acts as tutorship/mentorship.
This study aimed to determine the professional identity concept based on professionalism requirement in Malaysia’s new preschool curriculum. Three professional identities identified through works of literature such as professional qualifications, experience and professional development were verified based on the constructed hypothesis to validate the concept of professional identity. The analysis findings showed a significant difference between professional qualifications. The same analysis, however, demonstrated that there was no significant difference on the preschool curriculum knowledge with regards to experience, but there was a significant indication of interaction between professional qualifications and experience on preschool curriculum knowledge. Meanwhile, for the one-way ANOVA test, there was a significant difference in the preschool curriculum knowledge based on professional development. The findings of this study confirmed that professional knowledge and professional development respectively hold a direct impact on the preschool curriculum, while experience acts as a support for professional qualifications.
This study aimed to evaluate the learning styles among healthcare students and to study the relationship with their academic achievement. This cross-sectional study was conducted among 137 healthcare students from six different courses. Data was collected using a self-administered questionnaire and developed based on the original visual, aural/auditory, read/write, and kinesthetic (VARK) assessment. The questionnaire was divided into two sections: the demographic status and the learning style perspective. A total of 119 respondents (86.8%) has chosen unimodal as their learning styles, while the rest of the 18 respondents (13.2%) choose multimodal as their preferred learning method. Among the unimodal learning styles, visual (32%) and reading (26%) were most preferred among respondents. The auditory and kinesthetic methods of learning were less and accounted for 10% to 20%. Notably, in multimodal learning styles preferences, 4% of students prefer a combination learning style of visual and kinesthetic methods. There was no significant relationship between learning styles and academic achievement using Pearson’s Chi-square test (p>0.05). Hence, both were independent of one another. Hence, some of the dominant learning styles needed to be considered based on their future profession.
Character education is also important given to autistic children. This phenomenological research aims to reveal the teacher's experience in teaching character education for autistic children. The participants in this research were 10 teachers from three exceptional schools consisting of public and private exceptional schools. In-depth interview method as a data collection technique. Data analysis using semantic reduction is carried out by the stages of identifying important statements from the results of the interview, determining the theme of the discussion, and describing the significance of the whole the teacher's experience. The results found that character learning for autistic children through three models, namely explanatory, practice, and intensive mentoring. The explanatory model is used to practice the ability of autistic children in terms of building children's concentration and focus. The practice model is used to train autistic children soft skills in terms of strengthening the understanding of the material and its reasoning ability. While the intensive mentoring model for training soft skills autistic children related to the ability of interpersonal relationships and confidence. Therefore, the inclusion of teacher competencies must at a minimum include pedagogical, personal, and social abilities to teach character education for autistic children.
Employability is an important factor that can determine the quality of prospective graduates, especially in vocational high schools. Therefore, vocational high schools, as one of the educational institutions that prepare workforce resources, need to pay attention to factors that can increase their students' employability. This study aims to empirically examine the role of self-efficacy and the peer interaction on student employability. The subjects of this study were 132 students at Vocational High School Muhammadiyah Prambanan. The data were collected through an employability scale, a self-efficacy scale, and a peer interaction scale. The data were then analyzed with multiple linear regression techniques. The results showed that: 1) Simultaneously, there was a very significant role that self-efficacy and peer interaction have on employability with p=0.000 (p<0.01); 2) Partially, there was also a very significant role that self-efficacy has on employability with p=0.000 (p<0.01); 3) Peer interaction also had a partially significant role on employability with p=0.001 (p<0.01). Both self-efficacy and peer interaction simultaneously contributed 40.8% to employability, but self-efficacy had a more dominant role (26.7%) than peer interactions (14.1%).
The study was to examine the implementation of child-friendly school (CFS) in a public elementary school. This study employed a single case study method, as Public Elementary School ofRagunan 01 is the unit of research analysis. The school has been declared as a child-friendly school since 2015. The quantitative data generated, however, were only used to see the percentage of the characteristics of CFS model. Thus, the data were gathered through observation, questionnaires and interviews to obtain more comprehensive empirical data. The questionnaire was distributed to all teachers and 15 class coordinators of students’ parents to obtain data about the implementation of CFS. Interviews were conducted with several important multi-stakeholders identified. The results showed that thirteen characteristics of the CFS had been implemented well with a percentage value above 95%. It indicates that this school has been able to realize the CFS model following its principles. Besides, the school has met the requirement of the six essential components of CFS adapted according to Indonesian educational contexts. It indicates that the implementation of CFS is in accordance with the concept of UNICEF but with some differences.
Guided by the lens of Bourdieu, this study examined the relationship of the students' economic capital (parents' monthly income and students' weekly allowance) and cultural capital (parents' highest educational attainment and students' community involvement) to their college readiness. The study utilized a descriptive-correlational design, and data were collected from 6,626 K-12 graduates enrolled in one state-university in Cagayan Valley Region, Philippines. The results reveal that the respondents have parents who have income below the Philippine poverty threshold level and have obtained a secondary level of education. They, too, are college-unready, implying that the competencies they obtained from their basic education need further enhancement. Moreover, economic and cultural capital becomes significant resources that are valuable in explaining the college readiness of Filipino Senior High School (SHS) graduates. Those who come from families with higher economic and cultural capital tend to have higher college readiness. Remarkably, the low economic and cultural capital of the students possibly explains their lack of college readiness. As they have less economic and cultural capital, they tend to have fewer competencies to capacitate them in hurdling tertiary education. Hence, these disadvantaged students generally struggle to achieve more and to be successful in life.
The research has been carried out at the Islamic junior high school of East Lampung to determine the effectiveness of the Connecting, Organizing, Reflecting, and Extending (CORE) learning model on students’ creative thinking skills on sound waves topic. The research method used was a quasi-experimental design with Non-Equivalent Control Group Design. Data on creative thinking skill were collected using essay test instrument. This research was conducted on the eighth-grade students of an Islamic senior high school in East Lampung with a sample of 60 students taken by using purposive sampling technique. Based on the Effect Size test, the effectiveness value of the CORE model on students’ creative thinking skills are 0.48 which is in the medium category. These results prove that the CORE learning model is effective in enhancing students’ creative thinking skills on sound wave material. This study also provides a storyboard on how to apply an effective CORE model to improve students’ creative thinking abilities.
The condition of all countries in the world is devastated by the presence of a corona virus epidemic known as Corona Virus Diseases-19 (COVID-19). The efforts of the Indonesian government to break the chain of distribution of COVID-19 in the midst of society is to impose a policy of keeping distance, avoiding publicity, frequent hand washing and wearing masks. This also has an impact on the field of education where learning from home is also known as work from home (WFH). Learning is done with an online learning system that at least applies distance, physical social protection. Blended learning is one that is done using the Edmodo application, which can be done online at home. The purpose of this study is to find out how effective the use of the blended-learning learning model with Edmodo applications is to students of Informatics Engineering Education during the COVID-19 pandemic. This research is a quasi-experimental design with a pre-test and post-test control group. The results of this study indicate that the use of Edmodo's blended-learning learning model in Information Technology Education students during the COVID-19 pandemic period is effective and can be used as a virtual learning solution.
One of the most important elements involved in the development of countries is teachers. Therefore, developing countries should pay attention to training good teachers. Thus, the purpose of this study was to present the opinions of teachers and prospective teachers on the “teaching experience” course. The study is based on a qualitative research. The data were collected from 84 teachers in Şanlıurfa, an eastern city of Turkey and 88 prospective teachers (undergraduate seniors) studying at Mersin University, Turkey. Semi-structured interview form was utilized to collect the required data. Besides, content analysis was applied in the study. The data have been expressed in numbers. Results have displayed that there are problems arising from the stakeholders in the “teaching experience” lesson. The types of schools attending internships are not inclusive. Not all stakeholders are working cooperatively. Moreover, the following suggestions were accordingly put forward: 1) The internship duration can be extended; 2) Applications covering all types of schools should be added; and 3) Stakeholders should be encouraged to work in a collaborative way.
More from International Journal of Evaluation and Research in Education (IJERE) (20)
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
The improving of effectiveness school-based enterprise: A structural equation modeling in vocational school management
1. International Journal of Evaluation and Research in Education (IJERE)
Vol. 10, No. 1, March 2021, pp. 161~173
ISSN: 2252-8822, DOI: 10.11591/ijere.v10i1.20953 161
Journal homepage: http://ijere.iaescore.com
The improving of effectiveness school-based enterprise: A
structural equation modeling in vocational school management
Arie Wibowo Khurniawan1
, Illah Sailah2
, Pudji Muljono3
, Bambang Indriyanto4
, M. Syamsul Maarif5
1
Postgraduate Program, Bogor Agricultural University, Indonesia
2,3,4,5
Bogor Agricultural University, Indonesia
Article Info ABSTRACT
Article history:
Received Aug 22, 2020
Revised Dec 17, 2020
Accepted Jan 26, 2021
The study aimed to investigate the influence of total quality management and
school governance on school management effectiveness, whether school
governance as an antecedent of total quality management and school
management effectiveness. The object of research is the vocational high
school with the Regional Public Service Agency status (school-based
enterprise) in Indonesia. The research is a quantitative research with survey
method. The sample of 533 people who are school principals, teachers, and
students. It was selected by proportional stratified random sampling. The
data analysis using structural equation modeling (SEM). The research finding
is the total quality management has a significant influence on school
management effectiveness. The mediation analysis indicates that school
governance as the antecedent of total quality management and school
management effectiveness. The improvement of effectiveness school-based
enterprises should consider implementing total quality management and it
will be increasingly by school governance application. The modeling that
correlates total quality management and school governance to improved
vocational school management effectiveness, especially at vocational school
with Regional Public Service Agency status (school-based enterprise).
Keywords:
Indonesia vocational school
School effectiveness
School-based enterprise
Structural equation modeling
Vocational school management
This is an open access article under the CC BY-SA license.
Corresponding Author:
Arie Wibowo Khurniawan
Student of Postgraduate Department
Bogor Agricultural University
Babakan, Dramaga, Bogor, West Java 16680, Indonesia
Email: arie_wibowo@apps.ipb.ac.id
1. INTRODUCTION
The existence of a vocational high school system in Indonesia produces many semi-skilled
graduates; on the other hand, the job market has limited capacity to distribute the graduates. The development
of vocational schools' development has not been in line with industry needs and has not responded to market
needs. The link and match between vocational schools and industry are considered not yet to occur as a
whole and is still limited. It fact has shown from the high vocational school graduates who are not getting the
job properly. Central bureau of statistics (BPS) publications for 2017, 2018, 2019 unemployment rates of
vocational school graduates are 9.27%, 8.92%, and 8.63% respectively [1]. This condition shows that there
are problems in school management in the aspect of compliance with vocational school industry standards.
Vocational education in Indonesia has the lowest quality index compared to other types of
education. It is proven, which is only 12% of 13,929 schools that have good accreditation. It is shown that
there are many problems in the schools management. Although several vocational high school in Indonesia
2. ISSN: 2252-8822
Int J Eval & Res Educ, Vol. 10, No. 1, March 2021: 161 - 173
162
has implemented a total quality management (TQM) policy in their schools following the standards required
by Indonesian Government Regulation No. 19 of 2005.
The TQM philosophy is effective management for perpetual improvement, increase customer value
and satisfaction, and good organizational performance [2]. The TQM concept consists of excellence, value,
and worthiness of educational outcomes and experience to achieve goals, objectives, specifications, and
requirements in education [3]. TQM's use as a model for improving school quality is relevant to many
experiences, as investigated in private and public companies and many university organizations [4]. The
implementation of TQM can be applied successfully in educational organizations, particularly in schools that
focus on improving the potential of students to achieve the top level [5]. Although this model has been used
for many years outside the educational environment, this modeling has been recognized by most university
leaders as one of the innovative approaches to improve the performance of higher education management for
university structure units [4].
School effectiveness can be reviewed through student academic achievement [6]. National exam
scores in 2018-2019, the academic conditions of students, especially in vocational schools are still not
satisfactory. Nationally, the average national exam scores in 2018/2019 in vocational schools are only 46.7,
with the lowest score on the math test with an average of 35.26. This indicates that vocational schools need to
improve the effectiveness of school management, especially related to student academics.
This gap indicates the ineffectiveness of management in school governance (SG). The application of
SG principles as an essential value in school management will have a great opportunity to improve school
performances and the quality of education continuously. SG emerged as an effort to improve quality to
produce a solid school organization governance performance. SG has a synergy with TQM because the
company's management style can be adjusted to the concept of quality management if it is strengthened by
the principles used to create good governance [7]. Governance has a direct effect on performance, and of
course, governance principles are also very influential in shaping good governance [8].
The focus of the Indonesian government at this time is on improving the quality of vocational
schools. This is evidenced by the Presidential Instruction issued on Revitalization of Vocational Schools to
improve the quality and competitiveness of Indonesian human resources at Presidential Instruction Number 9
of 2016. The existence of organizational transformation of State Vocational Schools into a form of Regional
Public Service Agency (school-based enterprise) the efforts to improve the quality of vocational schools as
mandated in the Minister of Domestic Affairs Regulation No. 79 of 2018. Based on this mandated, the
provincial government as the person in charge of vocational school is encouraged to change the state
vocational school's status to a vocational school-based enterprise. The aim of the transformation of vocational
schools organizations into a vocational school-based enterprise is to provide flexibility in vocational schools
financial management based on productivity and economic principles and the application of sound business
practices to be able to maximize cooperation with industry to improve the competency of vocational schools
students.
The school was initially only an extension of the central government to the school management to
organize educational politics. This centralized education governance system does not give authority to
schools to develop the organization, curriculum, school management, learning, resources, and community
participation. Nowadays, this centralized education system right now has a problem. This system is
considered not to have a positive effect on improving the quality of the education. Therefore, Law Number
32 of 2004 said that the government should give every region authority to take care of the communities'
interests. This authority indirectly encourages changes in the management of education. The transfer of
power and authority to the school level is primarily aimed at empowering school stakeholders in school
decision-making, which was previously only carried out by the central, provincial, or district governments.
The transfer of authority to schools aimed at empowering school stakeholders in determining policies was
previously only carried out by the central, provincial or district governments [9-12]. This decentralized
system assumes that school stakeholders will be more concerned if about the reality that exists in schools,
and that their decisions will be more appropriate [13].
Education policy from centralistic to decentralize has not yet run maximally and thoroughly for this
implementation. Whereas schools have been given authority and discretion for regulate their school
management. Its has long been launched in line with the implementation's regional autonomy, where the
Ministry of Education and Culture launched school-based management (School Governance) as a new
paradigm in school operations to change school management that used to be center-based. Even though the
government policy has given schools to manage their schools, but there are some education variables are still
regulated by the central government, among others: curriculum, exam implementation, and other education
personnel. This causes the school to be less optimal in utilizing the policy. Principals must be able to
innovate in developing their schools and become policymakers at school. Even though the change in
direction of education that was previously centralized to decentralized is very good to improve school
3. Int J Eval & Res Educ ISSN: 2252-8822
The improving of effectiveness school-based enterprise: A structural equation … (Arie Wibowo Khurniawan)
163
management. Many research results show that improving the quality of teaching and learning is highly
dependent on the quality of leadership carried out by the principal. These factors can be used to debate
stronger control over management schools.
Schools were initially only to extend their hands from the central government to school
administrators for political education. This centralized education governance system will not authorize
schools to develop an organization, curriculum, school management, learning, resources with community
participation. Law Number 32 of 2004 explained that the government is only committed to the regions in
implementing the people's interests of the people's aspirations so that the education system must be
considered because it focuses on improving the quality of education. This authority does not directly provide
a spirit of change in the administration of education. Decisions made previously are only carried out by
central, provincial, or district government authorities [9-12]. This decentralized system assumes that schools
will pay more attention to them, must increase understanding of the existing schools in schools, and how
their decisions will make them more appropriate. The decentralized system will assume that a school will
increase understanding of the school and how their decisions will make it more appropriate [13].
The novelty of this study is the design of strategies for increasing the effectiveness of SMKs through
the implementation of school governance, both in terms of top-level (school governance) and management in
terms of operational (total quality management). The modeling that connects SG and TQM to the
effectiveness of schools applied to vocational school as shown in Figure 1, especially in vocational school-
based enterprises, has never been proposed before. Besides, the analysis of factors that are valid and can
measure the effectiveness of vocational school-based enterprises based on the application of integrated
school governance and quality management that have not been produced in previous studies are also
discussed in this study. On the other hand, this research proposes a new indicator that is used to build the
effectiveness of school management variables, which are indicators of the flexibility of school budget
management. This indicator is proposed as a novelty because researchers believe that if schools are given
flexibility in budget management they will be able to create effectiveness in school management.
Figure 1. Vocational school management effectiveness model
Total quality management (TQM) is a study of holistic leadership practices or a holistic approach to
school improvement programs. The principal's implementation of TQM practices is considered very good,
which means that the principal can provide a culture that involves quality in all school operations' aspect.
Ralph, et al. [14] show that TQM is part of excellence because it can satisfy stakeholders; meet the specific
needs of end-users; and meet the needs of members of the organization. Leaders are those who continually
work with clients to guide and influence in achieving goals [15]. The principal as a leader is an individual
who has a role to guide and influence elements of the school to achieve school goals. This might mean that
leaders must have an ongoing desire for improvement by expressing their cooperation to achieve common
goals. Senge [16] said that quality-oriented schools believe always make an improvement to meet stakeholder
expectations. The above results can also be related to what Kerzner showed that what distinguishes TQM
from management theory and other improvements is stakeholder satisfaction [17].
4. ISSN: 2252-8822
Int J Eval & Res Educ, Vol. 10, No. 1, March 2021: 161 - 173
164
School governance (SG) refers implementation of decentralized decision-making is decision making
from the central, regional and school division levels. The status of SG implementation by school principals is
at a "progressive" level, which indicates an increase in resource mobilization and maximum effort from
schools. SG aims to empower school principals to be able to better coordinate teachers and students; support
the provision of quality education services; building partnerships with communities and industry, and
instituting a process of school improvement that is sustainable and participatory. SG is the main tool for the
continuous improvement of schools [18]. Furthermore, according to Grauwe [19], SG is an effective
management system and improving the quality of education. SG formed a community partnership to foster good
relationships between educators, students, families and the community as a whole for better school performance.
Fullan [20] and Fredriksson [21] state that pedagogical leadership is important advocacy for school
principals [20, 21]. The education administrator must accept and implement this role so that the school is
managed effectively. The contribution of an administrations' school can improve a person's attitude.
Mukhopadhyay emphasizes that development by principals aims to ensure the transformation and continuous
learning of students towards a holistic development [22].
The relationship between TQM and SG revealed that the principal's role in implementing SG was
very important in staff development, physical development, and student development in terms of improving
school quality [23]. This shows that student development is highly dependent on the leaders' performance in
particular and the school system in general. TQM practices related with leadership, focus on clients,
stakeholders, commitment to change, and continuous improvement. School leadership and school
improvement have a relationship and engagement with data-based decision making, professional learning,
and systems focus. Accordingly, the following hypothesis was formulated:
H1 : "Total Quality Management is positively related to School Governance."
Implementing educational reforms offered to schools by giving full authority to the schools resulted
in a new management theory. This system reverses the management pyramid, where responsibilities related
to school management are no longer delegated to central or regional state authorities but are given to the staff
of educational institutions. Power and authority at the school level are aimed at the members of the school
stakeholders that have been made by the government [9-11]. This is based on the decision making that can be
done quickly so that a more effective mechanism is created while encouraging a new spirit of performance
for the school principal as the school manager. The delegation of authority related to decision making from
the government to the school level has created a more democratic model of school administration
bureaucracy [10].
The relationship between SG and the effectiveness of school management is still a heated debate.
Cheng and Mok [24] argue that SG does not contribute to improving student learning and achievement. To
produce improvements, additional interventions from SG are needed. Nir and Hameiri [25] also found that it
was difficult to reach firm conclusions about SG's contribution to improving student learning as well as to
increase school effectiveness. Robinson, et al. [26], which examined the decentralization of organizational
decision makings' the four components, concluded that there was no link between teaching and learning,
teaching design, human resource management, and physical resource management, to school effectiveness.
School authorities will provide several opportunities to make sound and flexible decisions in achieving
significant learning outcomes [27]. Bergman [28] also said that the reputation of the School will increase
excellence, creativity, eager involvement, and staff dedication as a result of SG.
Many countries believe that decentralization increases school effectiveness because this school
leadership system will be assigned a greater responsibility. The best strategy for implementing decentralized
education reform in the United States and elsewhere is School Governance [29-31]. SG will offer authority to
schools and provide decision-making decisions [31]. The public support's growth for SG is based on the
argument that if school autonomy and flexibility would increase, the design and implementation of school
programs can be implemented better, faster and following the special needs of children [32] and that this is
the most efficient way to improving school practices and meeting the expectations of diverse stakeholders in
a changing environment [24, 29]. This participation allows people and organizations with unique goals to
take responsibility for their destiny [33]. An experimental educational reform process that aims to improve
education in schools in various countries [34, 35]. SG will involve the use of participatory management and
school autonomy related to school capacity [36, 37].
Odden and Wohlstetter [38] identify conditions that drive increased school effectiveness through
SG. They found that stakeholders in schools where SG had been implemented effectively could improve
school performance with authority over the budget, personnel, and curriculum. Successful schools in
implementing SG by the authorities and authorities in implementing changes directly related to teaching and
learning practices. Decisions about student performance, satisfaction from parents, school resources, and
systematic and creative communication between parents will be effective when professional development,
training to recommend, management, and problem skills of teachers and other stakeholders provide important
5. Int J Eval & Res Educ ISSN: 2252-8822
The improving of effectiveness school-based enterprise: A structural equation … (Arie Wibowo Khurniawan)
165
information. Rodriguez and Slate [39] emphasized that with flexibility, proper autonomy in carrying out
school functions, SG can maximize school effectiveness and create conditions that must be met to achieve
various school goals.
Caldwell [40], who examined the SG sample in Australia, found that schools that used the SG
component would experience a significant teaching and learning process. This research is also supported by
research [34, 40, 41], which states that the decentralization of reforms provides significant improvements,
both in terms of improving education and learning achievement and increasing school effectiveness. SG is
considered capable of improving the quality of education, providing a healthier learning and teaching
environment that can ultimately improve student achievement [40, 42-46]. Lo, et al. [47] suggested that
school autonomy positively affects school governance and management, school-based curriculum, teacher
work, and student learning if there is firm leadership, comprehensive professional development, and adequate
school climate. In conclusion, Leithwood, et al. [48] found that out of 11 scientific journals that reported
SG's effect on school effectiveness, five of 11 scientific journals reported negative or neutral effects, and six
studies reported positive effects. Hence, the following hypotheses:
H2 : "School Governance is positively related to School Management Effectiveness."
Each school certainly has its picture related to effective schools for improving quality in schools.
The quality of education leads to a prospective future, so insights about the quality index and virtual
implementation need to be made to categories in various strata of education, for example, schools,
universities, education management, and staff. Quality must be brought to the system in all aspects from
infrastructure to classroom teaching, professional development, and scientific temperament development. To
compete in a global context, educational institutions especially schools must promote quality education. All
educational institutions must provide sophisticated infrastructure, quality teaching staff, and quality
management through the implementation of TQM. Not only government-assisted institutions but educational
institutions that are privately managed must be urged to adopt the TQM philosophy. TQM must be applied to
other organizations for better performance [49].
There are some basic principles and tools in higher education organizations that can be applied
because they have the instruments service institutions and their governance and management boards are
subject to academic mission, goals, and strategies. TQM can be applied successfully in an educational
organization, especially in schools that focus on increasing the potential of students to the highest level [5].
The principles carried out by TQM have wide applications in educational organizations and provide the
results expected by the organization. This ongoing process has created an environment of unity, change and
trust that is carried out by the development of the school [50].
TQM is a managerial instrument for solving problems related to services and tactics in the academic
industry and can be in line with education industry standards [51, 52]. The same thing was conveyed also by
Koch and Fisher [53]. According to them, TQM were relevant to education, especially higher education,
because TQM is a process-oriented approach designed to increase productivity, reduce costs, and improve
quality. Deming [54] states that TQMs' adoption will help educational institutions to maintain
competitiveness, eliminate inefficiencies in organizations, help concentrate on market needs, achieve high
performance in all fields, and meet the needs of all stakeholders. This is in line with Tribus [55] which states
that education can be improved through quality management TQM is able to improve the educational
process, making the educational environment motivational, improving the education curriculum, increasing
the speed of training services, and reducing costs [56].
TQM is defined a set of tools used to improve the quality of the company [57]. This shows that
TQM has a flexible nature that can be adjusted according to the existing situation and applies to any
organization [2]. Although TQM which is usually only developed in a manufacturing environment now also
applies to schools because of the benefits of this TQM [58]. This approach focuses on quality improvement
programs for organizational system components in the education sector.
Sahney, et al. [3] and Sharples, et al. [59] argue that TQM can be applied in education as long as its
adoption is part of a strategic planning process that has TQM as an objective and is adjusted according to a
particular context. After the strategic plan has been adopted, an implementation plan needs to be prepared to
facilitate the achievement of TQM objectives. Principals need to encourage the adoption and implementation
of TQM philosophies that are adjusted in schools by communicating goals and policies and by modeling
commitments to a quality culture [60]. Adopting TQM as a change strategy for schools does not mean that
schools must seek perfection in all their products and services, but schools must strive to provide the best
services & products & the best quality in unique contexts and circumstances. Therefore, quality standards are
contextual and the main objective is to become a starting point for the formation of structures and procedures
that will improve quality [61].
The use of TQM as a model for improving school performance is relevant to many experiences as
investigated in private and public companies, and many university organizations [4]. Although this model has
6. ISSN: 2252-8822
Int J Eval & Res Educ, Vol. 10, No. 1, March 2021: 161 - 173
166
been used for many years outside the educational environment, this model has been recognized by most
university leaders as an innovative approach to improving the performance of higher education management
for hierarchical university structure units [4]. Evidence from many research studies shows a significant
increase in terms of increased employee productivity and overall changes to advance public services provided
by members of the organization to customers.
Hoyle [62] states that management theory is related to guiding practices and enables practitioners to
increase organizational effectiveness. In line with this opinion, McMahon [63] adds that management theory
is a practice guideline that also includes decision making and authority for increasing effectiveness. While
Oakland [64] and Summers [65] revealed that TQM is one way of managing an organization as a whole to
increase organizational effectiveness, flexibility, and competitiveness. This indicates a relationship between
management and performance.
According to Lezotte [6], there is a significant relationship between the principles of integrated
quality management and effective ecology. In the field of education, this quality management practice
provides a perspective to see the problems faced by schools and as a tool to remove obstacles in creating an
effective school. This human-focused approach can contribute fully to improve the educations' quality and
educational organizations' improvement. Educational organizations' inputs and outputs are human, and the
main actors are these humans at all levels and in all organizational processes. Human without satisfaction
(both as customers and providers) will affect the effectiveness of education [66]. Therefore:
H3 : "Total Quality Management has a positive association with School Management Effectiveness."
The results of Liantos & Pamatmat's research [23] that the implementation of TQM, in general,
influences school leadership. TQM practices have a relationship with staff development and school
leadership in carrying out their role in SG. This implies that the principal can provide a culture that requires
quality in all aspects of school operations and a holistic approach to school improvement programs and the
creation of school effectiveness. In other words, TQM plays a role in creating SG applications that can
improve school performance by making those closest to service delivery (teachers, principals, and the
community) more independent, more involved, and therefore more responsible for decisions taken. Plus,
school management based on TQM is an effective way to improve school quality systems [67].
On the other hand, Arar and Nasra's research [68] revealed that there is a positive relationship
between SG and school effectiveness. According to him, with the SG practice, the principal's decision-
making authority, school decision-making, and the involvement of the school board could emerge to be able
to create a better teaching and learning environment and student academic achievement. In line with this
research, Bandur [10] and Gamage [45] suggest that SG can empower schools to develop a higher quality
education process, a healthier teaching and learning environment, stronger parent and community
involvement, and stronger student outcomes. Better as an indicator of effective schools [10, 45]. So, it can be
concluded that the application of TQM in schools influences the leadership of principals, which in turn can
maximize the role of the principal in carrying out school governance to achieve goals and maximize school
effectiveness. Therefore, we hypothesize:
H4 : "School Governance mediates the relationship between Total Quality Management and School
Management Effectiveness."
2. RESEARCH METHOD
2.1. Research design
This study employed quantitative approach. It is a data-based approach where in the conclusions are
made based on statistical methods. Data collection using survey methods through questionnaires. This
research was conducted in the provinces of East Java and Jakarta as two provinces in Indonesia that have
implemented the Regional Public Service Agency (school-based enterprise) in Indonesia Vocational High
School. This research was conducted in March 2020 to March 2021.
2.2. Population and sample
The study population was the vocational school with the Regional Public Service Agency status in
Indonesia as the population in this study. Unit population members in this study were 43,142 people who
were principals, teachers, and students. The sample size is calculated using the Slovin formula. Each
vocational school is heterogeneous because it has different characteristics for each school, so stratified
random sampling is used by making each vocational school as strata. This sampling technique considers the
proportion of the sample from each stratum [69]. Then, the proportional stratified random sampling technique
is used so that the distribution of the questionnaire is proportional to the population for each school. The
research sample described in Table 1.
7. Int J Eval & Res Educ ISSN: 2252-8822
The improving of effectiveness school-based enterprise: A structural equation … (Arie Wibowo Khurniawan)
167
Table 1. Vocational school list and sample size
No Vocational high school Population Sample size
1 SMKN 1 Surabaya 2,986 27
2 SMKN 5 Surabaya 3,054 28
3 SMKN 6 Surabaya 2,534 23
4 SMKN 1 Buduran Sidoarjo 1,405 13
5 SMKN 3 Buduran Sidoarjo 1,547 14
6 SMKN 2 Malang 2,003 18
7 SMKN 4 Malang 3,056 28
8 SMKN 11 Malang 1,927 18
9 SMKN 1 Singosari 2,266 21
10 SMKN 1 Panji Situbondo 2,344 22
11 SMKN 1 Surabaya 2,986 36
12 SMKN 5 Surabaya 3,054 38
13 SMKN 6 Surabaya 2,534 31
14 SMKN 1 Buduran Sidoarjo 1,405 17
15 SMKN 3 Buduran Sidoarjo 1,547 19
16 SMKN 2 Malang 2,003 24
17 SMKN 4 Malang 3,056 38
18 SMKN 11 Malang 1,927 24
19 SMKN 1 Singosari 2,266 28
10 SMKN 1 Panji Situbondo 2,344 30
21 SMKN 1 Kalipuro 260 3
22 SMKN 2 Bondowoso 596 7
23 SMKN 5 Jember 2,689 34
24 SMKN 3 Madiun 1,416 17
25 SMKN 1 Pacitan 1,634 20
26 UPTSMKN 2 Pasuruan 1,483 19
27 SMKN 3 Boyolangu 2,242 28
28 SMKN 1 Glagah 2,121 26
29 SMKN PP Negeri 1 Tegalampel 739 9
30 SMKN 1 Jenangan 2,173 27
31 SMKN 57 Jakarta 1,273 16
32 SMKN 27 Jakarta 1,400 17
33 SMKN 36 Jakarta 854 11
34 SMKN 26 Jakarta 570 7
35 SMKN 63 Jakarta 570 7
Total of respondents 43,142 533
2.3. Variable measurements
Total quality management (TQM) was a latent exogenous variable. TQM is measured by five
indicators adopted from Bergman & Klefsjö [70]; Kennerfalk [71]. School governance (SG) is an exogenous
latent and intervening variable. The SG measurements use eight principles taken from Hénard & Mitterle [72];
ISSA [73]; Quyen [74]. School Management Effectiveness is an endogenous latent variable. It is measured
by six indicators from Hoy [18]; Verma & Chabra [75]; Scheereens [76]. All items of research instruments
were measured using a 5-point Likert Scale, ranging from 1 (strongly disagree) to 5 (strongly agree). The
variables fefinition and indicators shown in Table 2.
8. ISSN: 2252-8822
Int J Eval & Res Educ, Vol. 10, No. 1, March 2021: 161 - 173
168
Table 2. Variables definition and indicators
Variables Definition Indicators
School
governance
The right of school autonomy to implement school
management, especially in the management of
human resources, financial and material resources
available at school [19, 29, 40].
1. Transparency
2. Accountability
3. Responsibility
4. Participation
5. Autonomy
6. Equality
7. Predictable
8. Dynamic
Henard & Mitterle [72]; ISSA [73]; Quyen [74].
Total quality
management
A management strategy system to improve
productivity and quality, by responding
appropriately to every change. It aims to satisfy
students, parents, and the government [57, 77, 78].
1. Customer focus
2. Process approach
3. Participation in all parties
4. Continuous improvement
5. Fact-based decision making.
Bergman & Klefsjö [70]; Kennerfalk [71].
School
management
effectiveness
The ability of schools to provide quality services
for students with a targeted period [76].
1. Strong leadership
2. Emphasis on basic skill
3. Secure environment
4. The high expectation for achievement
5. Continuous assessment
6. Budget management flexibility
Hoy [18]; Verma & Chabra [75]; Scheereens [76].
Confirmatory factor analysis is used to test the validity of eight School Governance indicators, five
indicators of Total Quality Management, and six indicators of School Management Effectiveness.
Confirmatory Factor Analysis is an adequate technique in testing the functioning of empirical constructs
(factors) in a structural model [79]. The result of validity and reliability testing described in Table 3.
The results of the Confirmatory Factor Analysis show the value of loading factors of all School
Governance indicators, Total Quality Management, and School Management Effectiveness variables have
values greater than 0.50. Therefore it can be concluded that all indicators can explain the construct so that it
is feasible to use for the next stage. Cronbach's alpha is a convenient test used to estimate reliability. Testing
the reliability of the construct obtained Cronbach's alpha coefficient 0.936, 0.926, and 0.928 for school
governance, total quality management, and school management effectiveness respectively.
Table 3. Validity and reliability testing
Item Indicators
School
governance
Total quality
management
School management
effectiveness
X1.1 Transparency 0.733
X1.2 Accountability 0.813
X1.3 Responsibility 0.679
X1.4 Participation 0.823
X1.5 Autonomy 0.836
X1.6 Equality 0.865
X1.7 Predictable 0.875
X1.8 Dynamic 0.829
X2.1 Customer focus 0.793
X2.2 Process approach 0.839
X2.3 Participation in all parties 0.870
X2.4 Continuous improvement 0.851
X2.5 Fact-based decision making 0.862
Y1.1 Strong leadership 0.799
Y1.2 Emphasis on basic skill 0.885
Y1.3 Secure environment 0.898
Y1.4 The high expectation for achievement 0.845
Y1.5 Continuous assessment 0.854
Y1.6 Budget management flexibility 0.799
Cronbach’s alpha 0.936 0.926 0.928
2.4. Data analysis
Hypothesis testing to test whether exogenous latent variables have a significant effect on
endogenous latent variables. The test used the structural equation modeling (SEM) statistical method. The
SEM is a technique to test the causality relationship in which changes in one variable against other variables
are based on theory. Therefore, in developing hypotheses and modeling, theoretical studies are needed [79].
9. Int J Eval & Res Educ ISSN: 2252-8822
The improving of effectiveness school-based enterprise: A structural equation … (Arie Wibowo Khurniawan)
169
After building the theoretical framework model, the model is then drawn into a cross diagram so
that the causality relationship between endogenous and exogenous latent variables described clearly. The
relationship between latent variables or between exogenous variables and endogenous latent variables in a
model is explained in the structural model. This test is carried out to find out how much the percentage of the
variance of each endogenous latent variable that is explained by the exogenous latent variable in the model. It
is explained by the R-squares value. Modification of the model from the results of the evaluation and
interpretation of the model is done if the value of the Goodness of Fit does not meet the established
standards.
3. RESULTS AND DISCUSSION
3.1. Descriptive analysis
Research respondents were 533 people who are 13 school principals, 172 teachers, and 348 students.
Table 4 shows the female respondents more than male. The majority of respondents as students are 65.3%.
Table 4. Demographics of respondents
Demography Description Frequency Percentage
Gender Female 271 50.8%
Male 262 49.2%
Position Principal 13 2.4%
Teacher 172 32.3%
Student 348 65.3%
Education level Junior high school 348 65.3%
Diploma 4 12 2.3%
Undergraduate 103 19.3%
Master 67 12.6%
Doctor 3 0.6%
3.2. Analysis of structural equation modeling
A preliminary data analysis was carried out, in which the accuracy of the results, the outliers, the
normality, the missing values, and the multicollinearity of all variables were tested. First, a confirmatory
factor analysis using AMOS 21 was carried out to verify the scales of the scales used to assess the convergent
and discriminatory validity. Finally, structural equation modeling was used to test the proposed model and
assess the proposed relationships between total quality management (TQM), school governance (SG), and
School Management Effectiveness. Analysis of structural equation modeling is shown in Figure 2.
Figure 2. The result of structural equation modeling analysis
10. ISSN: 2252-8822
Int J Eval & Res Educ, Vol. 10, No. 1, March 2021: 161 - 173
170
To assess the model fit, estimates include the χ2-statistic, the goodness of fit index (GFI), root mean
square error of approximation (RMSEA), comparative fit index (CFI), and normed fit index (NFI). The
acceptable values to be >0.9 for the GFI and the NFI; suggest the value to be >0.95 for the CFI. The RMSEA
values less than 0.08 indicate an acceptable range [79]. The goodness of fit results of the model is shown in
Table 5. The model showed a good overall fit on almost all indices, CMIN χ2¼ 362.02, RMSEA=0.055,
CFI=0.978, NFI=0.964, and GFI=0.929.
Table 5. The goodness of fit testing result
Index Cut off value Result Notes
Chi-Square Expected to below 362.027 Moderate
Probability ≥ 0.05 0.000 Moderate
CMIN/df ≤ 2 2.586 Moderate
RMSEA ≤ 0.08 0.055 Good
CFI ≥ 0.95 0.978 Good
NFI ≥ 0.90 0.964 Good
GFI ≥ 0.90 0.929 Good
AGFI ≥ 0.90 0.903 Good
TLI ≥ 0.90 0.973 Good
IFI ≥ 0.90 0.978 Good
Table 6 presents the results of the hypothesis test that determined the relationship between each
variable in the model. The results verify that Total Quality Management support positively influences School
Governance (H1: estimate=0.913, p<0.05, R-squared=0.894). The positive relationship between School
Governance and School Management Effectiveness is also supported by the results (H2: estimate=0.627,
p<0.05). The results further support the positive influence of Total Quality Management on School
Management Effectiveness (H3: estimate=0.375, p<0.05). The size of the influence of Total Quality
Management and School Governance on School Management Effectiveness is shown by R-squared=0.936.
The overall results confirm that School governance mediates the relationship of Total Quality Management
on School Management Effectiveness, thereby supporting H4 with the indirect effect coefficient is 0.572.
Table 6. The hypothesis testing result
Relationship Estimate S.E. C.R. P R-Square
School governance <--- Total quality management 0.913 0.052 17.728 <0.05 0.894
School management effectiveness <--- School governance 0.627 0.093 6.716 <0.05 0.936
School management effectiveness <--- Total quality management 0.375 0.085 4.394 <0.05
School management effectiveness <--- Total quality management 0.572 Indirect effect
3.3. Discussion
The results of testing the first hypothesis resulted in the finding that the TQM variable had a positive
and significant effect on SG. The positive coefficient value explains that the better the application of TQM in
the vocational school-based enterprise, the better governance will be carried out by the school. The results of
this conclusion are in line with research by Liantos & Pamatmat [23]. TQM practices especially relating to
leadership that focuses on stakeholders has a relationship with school leadership that is on school
management and improving staff development. The relationship between TQM and SG revealed that in terms
of improving the quality of schools, the role of the principal in implementing SG was very important in staff
development, physical development, and student development. Strategic factors are leadership as vital in
ensuring a successful implementation of TQM in an organization [80].
The results of the second hypothesis test produce findings that SG has a positive and significant
effect on the latent variables of school management effectiveness. The positive coefficient value explains that
the better the application of SG in the vocational school-based enterprise, the better its effectiveness. This
finding is in line with research conducted by Bandur [34] and Volansky & Friedman [41] which states that
schools that implement the SG component will significantly improve teaching and learning processes and
provide significant improvements, both improving education and learning achievement and increasing school
effectiveness. SG can improve school effectiveness because schools that have implemented SG can
effectively improve school performance because they have authority over the budget, personnel, and
curriculum [38]. This authority is ultimately used as the power to implement changes that directly affect
teaching and learning practices. The management of vocational schools in Indonesia requires improvements
in line with the vision of Indonesian education. The vision and mission that exist in schools must be
11. Int J Eval & Res Educ ISSN: 2252-8822
The improving of effectiveness school-based enterprise: A structural equation … (Arie Wibowo Khurniawan)
171
implemented and able to increase motivation, inspiration, and improve the quality and capacity of the school
community and stakeholders [81].
The latent variable TQM has a positive and significant effect on the latent variable of school
effectiveness. The results of this conclusion are in line with research conducted by Sadikoglu and Olcay [4];
Wani and Mehraj [49]; Venkatraman [51]; Peat, et al. [52]; and Hasan, et al. [66]. Based on research
conducted by several researchers in several countries it was found that educational institutions need to adopt
the philosophy of TQM to create school effectiveness which is demonstrated through better performance.
The quality management practices in the field of education are able to make a good contribution to improving
the quality of education and educational organizations.
The influence of TQM latent variables on latency variables of school effectiveness through the
application of SG has never been examined statistically before. However, based on research by Liantos &
Pamatmat [23], TQM implementation, in general, influences school leadership because TQM practices have
a relationship with staff development and school leadership in carrying out its role in SG. With the existence
of SG practices, the principal's decision-making authority, school decision-making [68], as well as school
board involvement can emerge to be able to create a better teaching and learning environment and student
academic achievement that are indicators of effective schools [10, 45]. By combining the results of these
studies it was implied that TQM had a role in creating the application of SG which could ultimately increase
school effectiveness. The combined results of the study are in line with the results of this study which concluded
that the latent variable TQM significantly influences the latent variable of school effectiveness through SG.
4. CONCLUSION
The strategy for increasing the effectiveness of the management of the vocational school-based
enterprise, it can be concluded that the implementation of total quality management (TQM) has a significant
positive effect on improving school governance (SG). The implementation of SG and TQM also has a
significant positive effect on the effectiveness of the management of vocational school-based enterprises. The
effectiveness of school management can be maximally implemented by increasing the implementation of
school governance in schools by increasing the criteria for strong and firm leadership.
This research is still limited to vocational schools that have implemented School-Based Enterprise.
Suggestions are taken into consideration for further research that is analyzing whether there are differences in
strategies in increasing school effectiveness, both for schools with School-Based Enterprise status and for
schools that have not or will be going to School-Based Enterprise.
ACKNOWLEDGEMENTS
The authors are grateful to Bogor Agricultural University, Indonesia and Directorate General of
Vocational Education, Ministry of Education and Culture, Indonesia.
REFERENCES
[1] Central Bureau of Statistics (BPS), “Monthly Socio-Economic Data Report (in Bahasa),” Jakarta, 2020.
[2] A. S. M. Sohel-Uz-Zaman and U. Anjalin, “Implementing total quality management in education: compatibility and
challenges,” Open Journal of Social Sciences, vol. 4, no. 11, pp. 207-217, 2016.
[3] S. Sahney, D. K. Banwet, and S. Karunes, “Conceptualizing total quality management in higher education,” The
TQM Magazine, vol. 16, no. 2, pp. 145–159, 2004.
[4] E. Sadikoglu and H. Olcay, “The effects of total quality management practices on performance and the reasons of
and the barriers to TQM practices in Turkey,” Advances in Decision Sciences, vol. 2, pp. 1-17, 2014.
[5] R. Croker, F. Humphrey, and R. Wilson, “Defining instructional quality by employing the Total Quality Management
(TQM) method: a research project,” American Vocational Association Annual Conference, 1996, pp. 4-25.
[6] L. Lezotte, Creating the Total Quality Effective School. Washington DC: Effective Schools Products Ltd, 1992.
[7] R. Jaya, “Teori stakeholder,” Account. Media, pp. 4-5, 2016.
[8] M. Majeca, “Good governance enhance the efficiency and effectiveness public spending-Sub Saharan countries,”
African Journal of Business Management, vol. 5, no. 11, pp. 3995-3999, 2011.
[9] W. Anderson, “Site-based management,” in Smith, S.C., Piele, P.K., Eds. School Leadership: Handbook for
Excellence in Student Learning. SAGE Publications, London, 2006, pp. 223–244.
[10] A. Bandur, “School-based management developments: challenges and impacts,” Journal of Educational
Administration, vol. 50, no. 6, pp. 845-873, 2012.
[11] T. Bush and D. Gamage, “Models of self-governance in schools: Australia and the United Kingdoms,”
International Journal of Educational Management, vol. 15, no. 1, pp. 39-44, 2001.
[12] D. Gamage, “School-based management: shared responsibility and quality in education,” Education and Society,
vol. 24, no. 1, pp. 27-43, 2006.
12. ISSN: 2252-8822
Int J Eval & Res Educ, Vol. 10, No. 1, March 2021: 161 - 173
172
[13] D. Hopkins, “What we have learnt from school improvement about taking educational reform to scale,” School
Effectiveness and School Improvement Research Policy Practice, vol. 4, no. 3, 2012.
[14] J. Hanaee, J. Handley, R. Rollins, and G. Worsdale, “An investigation of the role of leadership in the
implementation of TQM in medical universities of Iran,” in Proceedings of the 5th Quality Conference in the
Middle East, 2011, pp. 156-164.
[15] K. Leithwood and C. Riehl, “What we know about successful school leadership?” in American Education Research
Association Annual Conference, 2003, pp. 21-25.
[16] P. M. Senge, The Fifth Discipline: The Art and Practice of the Learning Organization. New York: Doubleday, 1999.
[17] K. H, Project Management: A systems approach to planning, scheduling and controlling, 8th ed. New York: John
Wiley and Sons, 2003.
[18] C. Hoy, C. Jardine, and M. Wood, Improving Quality in Education. London: Falmer, 2005.
[19] A. de Grauwe, “Improving the quality of education through school-based management: learning from international
experiences,” International Review of Education, vol. 51, no. 4, pp. 269-287, 2005.
[20] M. Fullan, The New Meaning of Educational Change. Toronto: New Teachers College Press, 2007.
[21] F. Ulf, “Quality Education: the key role of teachers,” Education International Work Paper, vol. 14, no. 1, 2004.
[22] M. Mukhopadhyay, Total Quality Management in Education. New Delhi: SAGE Publications, 2005.
[23] M. G. B. Llantos and F. V. Pamatmat, “Total quality management and school-based management practices of
school principlas: their implications to school leadership and improvement,” International Research Journal of
Social Sciences, vol. 5, no. 8, pp. 1-7, 2016.
[24] Y. C. Cheng and M. M. C. Mok, “School-based management and paradigm shift in education: an empirical study,”
International Journal of Educational Management, vol. 21, no. 6, pp. 517-542, 2007.
[25] H. Lior and A. E. Nir, “School principals' leadership style and school outcomes,” Journal of Educational
Administration, vol. 52, no. 2, pp. 210-227, 2014.
[26] V. M. J. Robinson, C. A. Lloyd, and K. J. Rowe, “The impact of leadership on student outcomes: An analysis of the
differential effects of leadership types,” Educational Administration Quarterly, vol. 44, no. 5, pp. 635-667, 2008.
[27] J. O'Neil, “On tapping the power of school-based management,” Educational Leadership, vol. 53, no. 4, pp. 67-70, 1995.
[28] A. Bergman, “Lessons for principals from site-based management,” Educational Leadership, vol. 50, no. 1,
pp. 48-51, 1992.
[29] K. Arar and A. Abu-Romi, “School-based management: Arab education system in Israel,” J. Educ. Adm., vol. 54,
no. 2, pp. 191–208, 2016.
[30] A. E. Nir, A. Ben David, R. Bogler, D. E. Inbar, and A. Zohar, “School autonomy and 21st century skills in the
Israeli educational system: Discrepancies between the declarative and operational levels,” International Journal of
Educational Management, vol. 30, no. 7, pp. 1231-1246, 2016.
[31] A. E. Nir, “The impact of school-based management on supervision instructors' professional considerations,”
International Journal of Educational Management, vol. 17, no. 2, pp. 49-58, 2003.
[32] R. Allen, “Does School Autonomy Improve Educational Outcomes? Judging the Performance of Foundation
Secondary Schools in England,” DoQSS Working Papers. London: University of London, 2010.
[33] A. E. Nir and P. Piri, Self-Management of Schools: From Concept to Action. Jerusalem: Henrietta Szold Institute,
2007.
[34] A. Bandur, “A study of the implementation of school-based management in Flores primary schools in Indonesia,”
Thesis, University of Newcastle, 2008.
[35] F. Barrera-Osorio, T. Fasih, H. A. Patrinos, and L. Santibanez, Decentralized Decision-making in Schools: The
Theory and Evidence on School-based Management. World Bank, 2009.
[36] K. Starr and C. Oakley, “Nurturing new leaders: teachers leading learning: the role of principals,” Australian
Educational Leader, vol. 30, no. 4, pp. 34-36, 2008.
[37] C. E. Domitrovich, et al., “How do school-based prevention programs impact teachers? Findings from a
randomized trial of an integrated classroom management and social-emotional program,” Prevention Science,
vol. 17, no. 3, pp. 325-337, 2016.
[38] E. R. Odden and P. Wohlstetter, “Making school-based management right,” Educational Leadership, vol. 52, no. 5,
pp. 32-37, 1995.
[39] T.-A. Rodriguez and J. R. Slate, “Site-based management: a review of the literature,” 2005. [Online]. Available:
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.552.9447&rep=rep1&type=pdf.
[40] B. Caldwell, School-Based Management. Education Policy Series. UNESCO: International Academy of Education
and International Institute for Educational Planning, 2005.
[41] A. Volansky and I. A. Friedman, School-based Management: An International Perspective. London: Routledge, 2003.
[42] A. Bandur and D. Gamage, “How did school councils in Indonesia improve teaching/learning environments and
student achievements?” Journal of Applied Research in Higher Education, vol. 18, pp. 15-28, 2014.
[43] D. Gamage, Professional Development for Leaders and Managers of Self-Governing Schools. Dordrecht: Springer,
2006.
[44] D. Gamage and P. Sooksomchitra, “Decentralization and school-based management in Thailand,” International
Review of Education, vol. 50, no. 1, pp. 289-305, 2004.
[45] D. Gamage and J. Zajda, “Decentralization and school-based management: a comparative study of self-governing
schools’ models,” Educational Practice and Theory, vol. 27, no. 2, pp. 35-58, 2009.
[46] J. Sabas and S. O. Mokaya, “The influence of governance systems on students’ performance in public secondary
schools in Karatu,” International Journal of Science and Research (IJSR), vol. 5, no. 10, pp. 1595-1598, 2015.
13. Int J Eval & Res Educ ISSN: 2252-8822
The improving of effectiveness school-based enterprise: A structural equation … (Arie Wibowo Khurniawan)
173
[47] S. M. Lo, H.-P. Shen, and J. C. Chen, “An integrated approach to project management using the Kano model and
QFD: an empirical case study,” Total Quality Management & Business Excellence, vol. 28, no. 13, pp. 1-26, 2016.
[48] K. Leithwood, A. Harris, and D. Hopkins, “Seven strong claims about successful school leadership,” School
Leadership and Management, vol. 28, no. 1, pp. 27-42, 2008.
[49] I. A. Wani and H. K. Mehraj, “Total Quality Management in Education: An Analysis,” International Journal of
Humanities and Social Science Invention, vol. 3, no. 6, pp. 71-78, 2014.
[50] P. M. Terry, “Using total quality management principles to implement school-based management,” International
Conference of the International Association of Management, 1996, vol. 14, pp. 1-11.
[51] S. Venkatraman, “A framework for implementing TQM in higher education programs,” Quality Assurance in
Education, vol. 8, no. 1, pp. 103-131, 2007.
[52] M. Peat, C. E. Taylor, and S. Franklin, “Re-engineering of undergraduate science curricula to emphasize development
of lifelong learning skills,” Innovations in Education and Teaching International, vol. 42, pp. 135-146, 2005.
[53] J. V. Koch and J. L. Fisher, “Higher education and total quality management,” Total Quality Management and
Business Excellence, vol. 9, no. 8, pp. 659-668, 1998.
[54] W. Deming, “Total quality management in higher education,” Management Services, vol. 35, pp. 18-20, 1993.
[55] M. Tribus, “Why not education: quality management in education,” Journal for Quality and Participation, vol. 16,
pp. 12-21, 1993.
[56] M. Peak, “TQM transform the classroom,” Management Review, vol. 84, no. 9, pp. 13-19, 1995.
[57] R. K. Michael, V. E. Sower, and J. Motwani, “A comprehensive model for implementing total quality management
in higher education,” Benchmarking for Quality Management & Technology, vol. 4, no. 2, pp. 104-120, 1997.
[58] J. H and N. F, “Linkages between total quality management and the outcomes- based approach in an education
environment,” Quality in Higher Education, vol. 11, no. 3, pp. 251-260, 2005.
[59] K. A. Sharples, M. Slusher, and M. Swaim, “How TQM can work in education,” Qualification Program, pp. 75-78, 1998.
[60] K. Barnett, J. McCormick, and R. Conners, “Transformational leadership: panacea, placebo or problem?” Journal
of Educational Administration, vol. 39, no. 1, pp. 24-46, 2001.
[61] S. M. Widrick, E. Mergen, and D. Grant, “Measuring the dimensions of quality in higher education,” Total Quality
Management, vol. 13, no. 1, pp. 123-131, 2002.
[62] E. Hoyle, The Politics of School Management. London: Hodder and Stoughton, 1986.
[63] A. McMahon, A cultural perspective on school effectiveness, school improvement and teacher professional
development. London: Continum, 2001.
[64] J. Oakland, Total Quality Management, 3rd ed. Amsterdam: Text with Cases, 2000.
[65] D. Summers, Quality. New Jersey: Pearson Prentice Hall, 2006.
[66] K. Hasan, et al., “Total quality management (TQM): implementation in primary education system of Bangladesh,”
International Journal of Research in Industrial Engineering, vol. 7, no. 3, pp. 370-380, 2018.
[67] M. Svensson and B. Klefsjö, “TQM-based self-assessment in the education sector: Experiences from a Swedish
upper secondary school project,” Quality Assurance in Education, vol. 14, no. 4, pp. 299-323, 2006.
[68] K. Arar and M. A. Nasra, “Linking school-based management and school effectiveness: the influence of self-based
management, motivation and effectiveness in the Arab education system in Israel,” Educational Management
Administration & Leadership, vol. 48, no. 1, pp. 186-204, 2018.
[69] R. L. Scheaffer, et al., Elementary Survey Sampling, 7th ed. Boston: Cengage Learning, 2011.
[70] B. Bergman and B. Klefsjö, Quality from Customer Needs to Customer Satisfaction. London and Studentlitteratur
Lund: McGraw-Hill, 1994.
[71] L. Kennerfalk, Changes in organizational structure related to the implementation of a Total quality management
strategy. Luleå: University of Technology, 1995.
[72] F. Hénard and A. Mitterle, Governance and quality guidelines in Higher Education. Paris: OECD, 2010.
[73] I. S. S. A., ISSA Guidelines on Good Governance. Geneva: Creative Commons Attribution-No. Commercial-
NoDerivs, 2013.
[74] Đ. T. N. Quyên, “Developing university governance indicators and their weighting system using a modified Delphi
method,” Procedia-Social and Behavioral Sciences, 2014, vol. 141, pp. 828-833.
[75] P. Verma and S. Chabra, Application of pedagogical knowledge & skills acquired in teacher training to school
teachers of mathematics. New Delhi: NCERT, 1996.
[76] J. Scheerens, Improving school effectiveness: Fundamentals of Educational Planning. Paris: UNESCO, 2000.
[77] J. Dotchin and J. Oakland, “Theories and concepts in total quality management,” Total Quality Management,
vol. 3, no. 2, pp. 133-146, 2006.
[78] E. Sallis, Integrated Quality Management for Education (in Bahasa), (Trans: Ahmad Ali Riyadi). Yogyakarta:
Ircisod, 2010.
[79] J. F. Hair, G. T. M. Hult, C. M. Ringle, and M. Sarstedt, Primer on Partial Least Square Structural Equation
Modeling (PLS-SEM). Los Angeles: SAGE Publications, 2014.
[80] F. A. M. Al-Shabibi, “Total quality management performance in Omani small and medium enterprises (SMES),”
Humanities & Social Sciences Reviews, vol. 7, no. 2, pp. 45-47, 2019.
[81] S. F. Shodiq, et al., “Towards better management of private education in Indonesia: lessons learned from
Muhammadiyah schools,” Humanities & Social Sciences Reviews, vol. 7, no. 2, pp. 146-155, 2019.