MODEL OF SCHOOL-MANAGEMENT CAPACITY BUILDING FOR IMPROVING THE QUALITY OF EDUCATION

ABSTRACT

Djam’an Satori, Danny Meirawan, dan Aan KomariahUPI-Bandung Indonesia, aan_komariah@yahoo.com, +628122228920

The low quality of education is characterized by lowprofessionalism of teachers and other personnel; lack ofavailability and utilization of infrastructures; weakexcavation, management and accountability of finances; andlack of innovation to take the initiative in curriculumdevelopment is the root of the problem that the improvement ofthe capacity of school management is necessary to respond tothe needs of stakeholders and the improvement of science.Three equilateral triangles namely individual capacity,organizational capacity, and leadership capacity are the focusof the study of the school management capacity development.The research involving university students intensively usesthe R & D model to build the most feasible model to buildeffective and efficient school management capacity at the highschool in West Java. The results shows that school managementcapacity development begins from the improvement of theteachers and professional educators’ ability based onindividual and group self-development, carried outcontinuously and in the manner of a valid performanceassessment. Instrument to improve the sustainability of themanagement capacity development is collegiality and itsimplementation principle that continue to rage through ameasurable action plan. The model developed is 4CS for 5-starleadership; 4CS (Casing, Communicating, Competencies,Contribution, and Sample), 2 dimensional five-star (Dimensions1: the spirit of self-discipline, relationship-heart, purpose;Dimension 2: Constructivist Leadership Value-based leadership-servant leadership; transformational leadership; visionaryleadership)

Keywords: School Management Capacity, Five-Star Leadership, 4CS

A. Introduction

Disbelief on the function of the school as the best place to learn is still doubted by some stakeholders since they still find the facts regarding the capacity building programs that fail to hone the skills of teacher that affect on the structured low-grade learning. Excellent learning services that can be provided by the school as thegold standard of service cannot be given entirely yet due to the unequal distribution of the teacher’s ability worsened by the lack of well-planned efforts to increase its capacity. It should be suspected that the child capacity does not develop due to the power of school resources, especially teachers who are less able to color the child's existence. It is quite plausible since some research on student achievement concludes that student achievement is affected by the teacher’s performance approximately 30%.

PGRI’s findings on the impact of teacher professional certification on the teacher performance show that some capacity building activities that have been followed by most teachers as professionalization development program has not had any significant impact for the improvement of teacher performance. Some self-development activities carried out by the teachers and other school staff are not sufficient to provide confidence if the teacher can providelearning services in a fun and effective ways. It is presumably because they join the activities in a sporadic, not hard-wired way, and not from self-awareness that becomes a call to improve themselves to the service of the best learning. (Kompas, October 6, 2009).

Awareness on the improvement of schools’ capacity is identified from policy born to raise the teacher’s career through Permenegpan RB No. 16 Year 2009 on Functional Teacher and Its Credit Figures, which requires the necessity of a teacher to report education, teacher’s performance assessment, continuous professional developmentand the teacher’s functional duty support in nominating their promotion. It impacts on the workings and mindset of teachers in managing their career and adjusting more to thewishes of government and society.

Based on the background and focus of the problem aboveI can formulate research problem, namely, "how to develop school capacity to improve the function and strengthen the

school's ability to solve problems encountered in the unqualified school." Research question that will become thestarting material for exploring the data and information inschools are:

1. How does the School Management improve Individual Capacity in an effort to improve the school’s quality?

2. How does the School Management improve Organizational Capacity in an effort to improve the quality of the school?

3. How does the School Management improve Leadership Capacity in an effort to improve the quality of the school?

4. Which School Management Capacity Development Model can improve the school’s quality?The virtue of this study in addition to being the

foundation for the development of educational management science especially high school management is also useful for the construction of schools’ quality that eventually develops necessary human resources to drum up the state. Organizational capacity development can be identified from two sides, i.e. the capacity of organization’s resources and organization management capacity. (Horton et al., 2003:24). Capacity resources are things known as "hard capacities" of an organization, namely: infrastructure, technology, finance, and staff. Management capacity is related to the manufacture of a variety conditions in whichthe object is created and achieved, including: planning, goal setting, responsibility determination, leadership, allocation of resources, motivating and supervising the HR organization, and maintaining relationships with a network of organizations. Various activities in organizational management capacity can be classified into three groups; strategic leadership, program and process management, and networking cooperation and connectedness. (Horton et al., 2003: 24). This study attempts to limit the study of the organizational capacity development on the resource capacity and management capacity of the organization. Even so, the findings of the researchers’ experience during the last two decades show that management capacity is critical thing for the development of the capacity of an organization. With this capacity development research, scientific management is proven to be more appropriate and

applied in accordance with the scientific principles in addition to the development of practitioners’ trust on the educational institutions as the kitchen of science.

This study uses two research frameworks, i.e. for first year it purely uses descriptive research by a qualitative approach, and for the 2nd and 3rd year it uses research development by research and development type (R & D). Qualitative research that will be used is a case study,which tries to learn a phenomenon (in a case) in a real context (Yin, 2011: 17). The goal is to investigate in depth and intensively analyzes various activities, issues and dynamics of the implementation of school management to build a more effective, efficient, and meaningful management practices (Cohen and Manion in Bassey, 1999: 24). As for the R & D approach, it is performed in the second and third year after obtaining the qualitative analysis and produces a meaningful study of the need for the development of capacity building models that can improve the quality of education in schools. Research in the R & D approach is trying to produce a product of education, especially the development of the capacity of school management.

Qualitative data are collected from SMA 2 and SMA 11, while the quantitative data are collected from the researchof university students from the team of Taruna Bhakti high school, and SMA Santa Angela. The instrument developed to describe the practice of management is through direct observation, document study and in-depth interview process.In order to this study directed in accordance with the expected goals, researchers develop interview guide, observation and documentation. The guidelines for research in its practice can be developed according to the demands of the natural reality of the research to obtain the right,accurate, and complete data, while the modeling is carried out by the development of the standard measuring instrumentbased on the test experts, in addition to the two activities of empirical analysis and theoretical studies. Interviews, questionnaires and focus group discussion are conducted during the draft development to get feedback in order to obtain the initial design of capacity development model. Questionnaires and observations carried out on a limited test phase is intended to get feedback on the

suitability and reliability of the product, while the questionnaires and observations conducted at the experimental stage are intended to obtain constancy or confidence of the high reliability, transferability and feasibility of the models.

Table 1: Operational Concepts

Category Sub-category

Theme Data collection

Individual Capacity

CPD Self-developmentCooperative collegial DevelopmentSkill DevelopmentModel

Indepth, observation,survey, secondary data

Organizational Capacity

CQILO

VisionSkillsResourcessInsentiveAction Plan

Leadership Capacity

Authentic leadership

VisionValueSelf DiciplineSelf Awareness

Table 2: Matrix Data Collection

Purpose Primary Data SecondaryDataIndepth Observati

onSurvey

Looking for data related to dimensions of individual capacity,organizational

Instrument: interview guidelines

Substance: all information related

Instrument: observation guidelines, and photo.

How to work: note taking

Instrument: questionnaires.

Substance: related to the respondents' percepti

Substance: supporting data,related to the individual capacity, organiza

capacity and leadership capacity

to the dimensions of individual capacity, organizational capacityand leadership capacity

Informants: associated figure, headmaster, viceheadmaster, administration, and other associated informants

Choosinginformation: purposive andSnowball

and activityphoto, events and physicalevidence.

Substance: otherinformation relevantto the individual capacity, organizational capacity, and leadership capacity

ons about the individual capacity, organizational capacity, and leadership capacity;

Used as supporting data

Sample: random or purposive

tional capacity, and leadership capacity

Source: community, agency (official), corporation

Reference: Patton, 1990; Neuman, 1997; and Cresswell, 2009

B. Research Result and Discussion1. Research Result

1) Individual Capacity Management in Effort to Improve Schools’ Quality

Efforts to improve the quality of the school withthe goal of improving individual capacity are carried out through a CPD effort (Continuous Professional Development), Learning Organization, self-development, Cooperative collegial development and skills development model.

CPD in Individual Capacity DevelopmentCPD translated in an activity of PKB (Sustainable

professional development) becomes so necessary when anew policy on the promotion of teachers is about toimplement, i.e. through Permenegpan RB No. 16 of 2009on Teachers’ Promotion and Their Credit Figures.Through this new Permenegpan school responds byappointing a coordinator of PKB in charge ofcoordinating activities of PKB. Some of the takenCPD’s activities are seminars, workshops, bookreviews, field trip, in-house training, conductingclassroom action research, manufacturing dictates,modules, training and follow-up studies. CPD isaddressed in accordance with the primary function ofprofessional development to improve individualperformance, learning practices and ineffective work,to facilitate changes in learning and working style orperformance, and to establish a basis for policyimplementation.Learning Organization in Individual CapacityDevelopment

Learning Organization is an important value inthe creation of learning. Each of the schools’ stepsas educational organizations must be aimed at thecreation of school learners, meaning that any timeschool is always open to always learning. LearningOrganization is created through an association of theteachers’ activities gathered in MGMP. According tothe principal, creating this learning organization isintended on school organization as an organizationthat is clearly named as the best learning institutionso that it must reflect very good study habits at thelevel of individual, group or system as a whole to

conduct continuous transformation with the goal tosatisfy the customer. Explicit language on learningorganization in school is not so well known, butthrough an organizational association of study orsubject groups referred to MGMPs of school or towninternally.Self-development in Individual Capacity Development

Professional development for teachers is aimed atthe teacher's ability to improve their performance.Improving the teachers’ performance is obtained byimproving their experience in training and theirattempts on sharpening their abilities throughprofessional communication forums. Development inIndividual Capacity Development is in the form of: 1)the efforts and school processes to build newknowledge related to the annual work plan for theschool community. 2) The efforts and school processesin trying new things of making the school's annualwork plan. 3) The efforts and school processes infinding feedback from the actions that have beenperformed and the achieved results (reflection) of thepreparation of the annual work plan of the school.

Improving the quality of the teacher as a corepart of capacity building and some activities that areregularly held and include in the highest limit of theschool’s budget in non-personnel operational cost planfor teacher quality improvement activities includes:(1) training of IT-based lesson plans, (2) training ofIT-based materials development, (3) teacher and staffquality improvement activities in the fulfillment ofSNPs, (4) training of lesson study, (5) annualmeeting, (6) the development of insight apparatus(HR), (7) English language training, (8) learningmodel and classroom management training, (9)evaluation and revision of curriculum (KTSP), (10) thepreparation of action plan, (11) the evaluation ofwork program of the school, (12) fund of sharingactivities of SKM / SSN.Cooperative Collegial Development of IndividualCapacity Development

Coordinator of MGMPs also contributes inpreparing the work plan of the school. Even thisMGMPs’ coordinator becomes the coordinator of PKB /CPD who participates in designing the development ofcollegiality cooperation amongst fields of study,interdisciplinary studies and between school as wellas between country. The work plan of the school is notonly made on a national but also an internationalscale, such as the sister school activities withschools in Japan and mandarin teacher exchanges withthe Chinese government, Singapore and Australia. Theforms of sister school of SMA 2 are conducted withvarious schools, i.e. Tun Fatimah School of Malaysia,Shukoh Middle School of Japan, and Sendai Ikuei GakuenTagajo of Japan.Skill Development Model of Individual Capacity

Skill Development Model of Individual Capacitycarried out by the teachers with the school’sfacilities is actively reading a book that deals withlatest learning methods and scientific developments ofthe field of study that they teach, and for readingthe Quran has been facilitated by the school by makingit a habit to read it for 15 minutes before the lessonbegins for all of its adherents. Of course not onlyreligious teachers but also other teachers and staffwill be more fluent.

The activities of Skill Development Model ofIndividual Capacity are also conducted by doingsimulation practice tests of a new learning methodbefore teaching, reviewing electronic media, TV, Videoor any other learning sources and development of newscience, reading books related to the teaching andlearning principles in the classroom and the use oftechnology to support learning conducted independentlyand following the facilitation of City’s LPMP, MGMPsand program from instructors of centers.

2) School Management of Organizational CapacityDevelopment

School management to improve the organizationalcapacity in terms of 5 organizational development

capacities include vision, skills, resources,incentives, and action plan.Vision and Shared Vision in School CapacityDevelopment

The school’s vision has been understood by all ofthe school’s citizens and its statement has beenrecognized by the whole school community. Vision ofthe school according to the teachers quite inspiresenthusiasm and stimulates consensus, so if there isnational or international activity, the principalgives the opportunity for its utilization and it is anadvantage for teachers and can ultimately increase theorganizational capacity.

The vision has become a way to act and basicvalue used as a reference for schools to actualize theprogram which refers to the achievement of the vision.The religious, national, and international programsare not difficult to find in school and the schoolenvironment is also very well known as a healthy andgreen school in the society.Skill of School Capacity Development

The development of organizational capacity of theschool is accommodated in the form of lesson study.Actually a lot of the efforts have been carried outincluding the efforts carried out to improve thequality of pre-service teachers (in-service teacher).But on the lesson study, the teachers’ skills can besharpened more in real and what is more is that howthe learning happens in the classes with thedeliberate and conscious changes for the quality ofeducation.

The necessary skills to improve the capacity ofthe school are not limited to the developing skillsfor teachers but the entire school personnel whosupport the achievement of the goals. However, due tothe limited funds, the skills developed morecomprehensively are newly found in the dimensions ofthe teachers. However, teachers can be a powerfuldeveloper of the capacity through improving theirparticipation in the management process andparticipative leadership so that their bright ideas

obtained from the training agenda and lesson studybecome the power of building school capacity.

Skills to improve the capacity of schools areespecially in the realm of teachers who are directlyon learning. The next leader’s skills are essential tobe able to move the capacity of the teachers andothers. Thus, the principal skills are very important;first and foremost to make the school has the capacityto improve the quality of the school.Resources in School Capacity Development

Resources are part of organizational capacitydevelopment. The developed resources are humanresources for more advanced functions for the task ofteachers, while the other educational andadministrative personnel have not been much empoweredyet. Resources for the school capacity improvement isdeveloped more on physical infrastructure such asadding new buildings, maintaining learning and schoolfacilities, adding network, and maintaining network.Capacity development resources on human resource isstill focused on the licensing and assignment to joina training, competition participation assignments,secondary education, participation in workshops andseminars. As for the individual activities ofdevelopment resources such as subscribing journals,books, participation in professional associations’forums have not received full recognition yet.Incentives of School Capacity Development

Incentives for the development of school capacityare distributed according to their field, so specialposts for self-development in particular have not beenstated explicitly yet. However, if each of theprofessional development activities is identified fromthe program, those have had its each charge. Forindividual activities, the school has not definitivelyapplied it yet and also the orientation fordistribution of prosperity in the form of incentivebased upon merit system.

The given incentives are in the form of help forfurther studies for the teachers and school staff,training and development, comparative studies, taking

the competency test, taking part in MGMPs, followingthe training, joining the competition andambassador/envoy of science, teacher performanceevaluation and supervision of teaching. The amount ofincentive is not really suitable for the needs. It isnewly stimulus and award for mere creative activitiesof the teachers.Action Plan CQI (Continuous Quality Improvement) ofSchool Quality Improvement

The CPD programs to improve the quality of theschool have not been in the explicit name but includedin the program of each field, i.e. the field ofstudent affairs, curriculum, facilities andinfrastructures. CQI is identified from programs toimprove the quality of teachers and educationalpersonnel through seminars, workshops, training andlearning quality improvement, MGMPs activities,participation in the competition and the preparationof guidelines for improving the quality of theteachers and education performed by associatedofficial as well as professional associations.

In SMAN 2 Bandung and SMAN 11, they have notimplemented explicitly the CPD program as a key policyof PTK management innovation. However, MBO is aninnovative program developed gradually. From MBOprogram, CPD is illustrated and implemented, althoughit is not comprehensive yet.

3) Leadership Capacity in School Quality ImprovementVision of Leadership Capacity Improvement for theSchool Capacity Development

The schools have already owned visions, and thesevisions become reference point for the school,especially the principal to bring it into reality.Leadership Capacity Improvement for School CapacityDevelopment is merely a boundary to the ability of theprincipal to understand the vision of the school andtransforms it to the school community to be a sharedvision. However, in line with the school's vision, thedevelopment of the vision is born from activities toactualize the vision especially from the vision of

excellence and achievement that lies in the qualityimprovement program and is very directly related tothe improvement in individual and organizationalcapacity.

Development of school leadership in developingthe vision, mission, and goal of the school is carriedout through the construction of exemplary behavior ofthe school community so that the schools’ artifactreflects the school's leadership. Emotional bond ofthe school community toward the school’s vision isimportant to develop both formally and informally.Formal bond is performed through a joint declarationof the school community to achieve the vision of theschool. Informal bond is performed by involving theschool community in developing the school's vision inthe slightest form of involvement.Leadership Core Value of School Capacity development

The vision of the school becomes a challengingstatement for the leaders to go at it and that theytry to make it happen. School principals realize thatvision is the determinant of the direction of theorganization through understanding the core values derived from the vision. Core values built by theschool are excellence/achievement, spiritual andinsight environment that become the goals that will beaimed and direct behaviors toward a desired way.Self Discipline of School Capacity Development

Vision requires the principals and otherpersonnel to perform in accordance with the wishesstated in the vision so that the vision becomes amajor challenger of school performance and thestrength to improve the school capacity. Vision makesthe principal take part as agents of change. Theschool principal is challenged and responsible forstimulating changes in the internal environment. Onthe leaders, an impulse and discomfort with staticorganizational situation and the status quo arise; hedreams of the success of the organization through thenew policies that trigger the performance and acceptchallenges by translating them into clear and rational

working agendas. With such a vision the schoolprincipal is not satisfied with the existing andwishes to have superiority from what has existed suchas thinking of how to develop innovative learning,management schooling, business cooperationrelationship and so on.The Leadership’s Self Awareness of School CapacityDevelopment

Vision stimulates thought to realize theposition. Vision warns the principal’s role to be ableto lead a school with access to the outside world tointroduce and socialize the advantages and visions ofthe organization as well as is far more involved forthe advancement of the organization of the outcome ofnegotiations that could end up with fun mutualitycooperation morally and materially.

Leaders who understand and want to realize thevision have high awareness for having patient (whichis based on the ability/skill and noble morality). Assomeone who has high sense of self-awareness as aleader, the principal should be able to guide theteachers and other staff as well as providing a senseof trust on the ability of teachers and other staff.Leaders with this awareness always encourage, helpthem to learn and grow, build their confidence,appreciate success, honor and teach how to improvetheir skill to achieve the vision constantly.

4) The Model Design of 5-star 4CS Capacity Building ofEducational Quality Improvement

School management capacity development model canbe seen in the following figure:(the model in a separate file)

The model design of the schools’ qualitymanagement capacity improvement uses GO-PIC systematicthinking (Goals Input-Process-Output Context) with anassertion on the strength of 5-star 4CS which is apriority to force the leadership to be able toincrease and optimize the capacity of the school.

This Go-Pic approach focuses on four aspects ofschool management focus: 1) that its output-goals is

to create effective schools that concern with thequality of students; 2) the process is through theaddition and optimal empowerment of individual,organizational, and environmental capacity building;3) The input is the management of systemic changes asa provider of the leadership for transformation ofcapacity building; 4) the context is the creation ofthe climate of excellent school. Thus, despite itsGoals is effective school but basically the quality ofthe school and students. It is merely to show that theprocess of developing capacity building is theintensity and the real working focus to build anexcellent school.

The process of transformation optimization ofcapacity building is carried out by executing theprogram to build 5-star leadership tower performed by4 CS. The 5-star leadership has 5 foundations and 5pillars. The five-star tower is called as thegenuine/authentic leadership with five leadershipcapacities that must be built, i.e. constructivistleadership, value/morale-based leadership, servantleadership, transformational leadership, and a solidvisionary leadership which foundation is on thespirit, self discipline, relationship, heart andpurpose.

2. Discussion1) Individual Capacity of School Quality Improvement

Capacity building through the development ofindividual capacities is carried out through variousCPD programs (Continuous Professional Development)designed as a learning community or LO (LearningOrganization) as the place for teachers to maintainand improve their personal capacity. LO is thegathering place for self-development, cooperativecollegial, and skills development. Sackney and KeithWalker (2006: 341-358) explains that novice principalsmust create supporting culture of learning communitiesand develop trust, collaboration, risk-taking,reflection, shared leadership, and data-baseddecision-making. Furthermore, the principal mustintensely engage people in a variety of capacity

building activities together to increase confidence inorder to build a professional learning community.

2) Organizational Capacity of School Quality ImprovementAt the organizational level, capacity building

sees how individual capacity can strengthen and beused for the progress of organization. At the level oforganizational capacity, an individual is an asset andgreatest power that if it is empowered proportionallyand professionally, it can produce a high degree oforganizational effectiveness. The individual activityis not only facilitated but also professionallymanaged including the supporting capacity ofleadership, availability of infrastructure devices,MBO in this case as the organization's strategy,communications and international networks, prosperity,culture, and other human resources. Bryan (2011: 15)clearly revealed two components of the organizationalcapacity management, namely: 1) the focus ofmanagement on the leadership that provides vision andactions as integrating management systems, and 2)management as the strategic subject to identify andimplement its dynamic capabilities that will affect onthe improvement of organizational performance.

Overall the concept of capacity developmentproposed by Morrison (2000) is associated withorganizational changes. It means that successfulcapacity development has always been associated withhow strong the changes occur at the level oforganization and even system. Furthermore, Morrisondeveloped actionable learning theory as the changemanagement process in a complex organization, asillustrated in the following figure.

Figure 1 Illustration of the direction of theorganizational capacity development

(Morrison, 2000: 19)

3) Leadership Capacity of School Quality ImprovementLeadership capacity is the most important aspect

of school improvement. In the leader who has theauthentic capacity to lead can make progress anddevelop. Leadership capacity for eligible qualityimprovement applied as school management capacitybuilding effort is to build a five-star leadershiptower through the 4CS. The substance of this conceptis relevant to the results of the research of George(2003), Avolio, Gardner & Walumbwa (2005) and Komariah(2012) which shows the authentic leadership foreducational organizations which is built upon fivepillars, i.e. purpose/vision, values, self-discipline,relationship, and heart/self awareness.

C. ConclusionCapacity building of school management (school

capacity building) to improve the quality of education isbased on the goals_input - process_input_ context approachthat means major outcomes are effective school that sideson the main objective of quality graduates created insynergy by professional PTK input transformed in acontinuous process of capacity building in the context ofexcellent school. The primary and first capacity thatbecomes the touch of capacity building is on leadership by

adjusting the 5-star leadership. Capacity building processis developed by CPD through learning organization.

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