scholarly journals Influence of Organization and Leadership on Lecturer Performance

2021 ◽  
Vol 04 (09) ◽  
Author(s):  
Nurlinawati Simanjuntak ◽  
Keyword(s):  
School Facilities ◽  
Organizational Variables ◽  
School Committee ◽  
Organizational Variable

This study aims to determine and analyze the influence of organization and leadership on lecturer performance. Based on the results of the discussion and testing, it can be concluded several things related to this research as follows: Simultaneously the variables of the school committee, organization, and leadership, simultaneously have a positive and significant effect on the performance of Lecturers of the Faculty of Economics, Sisingamangaraja XII University Tapanuli, marked by Fcount = 29.324 and Ftable = 2.87 in this case Fcount is greater than Ftable and the significant value is 0.00 less than the alpha value of 0.05. Partially, the school committee variable has no significant effect on the performance of the Lecturer of the Faculty of Economics at Sisingamangaraja XII Tapanuli University which is indicated by the tcount value for the school committee variable ( 1.180) is smaller than ttable(3.18) or sig value (0.246) is greater than alpha (0.025). Partially, organizational variables have a positive and significant effect on the performance of Lecturers of the Faculty of Economics, Sisingamangaraja University XII Tapanuli which is indicated by the tcount value for the organizational variable (6.096) which is greater than ttable (3.18) or the sig value (0.000) is smaller than alpha (0.025). ). Partially, the leadership variable has a positive and significant effect on the performance of the Lecturer of the Faculty of Economics, Sisingamangaraja XII Tapanuli University, which is indicated by the t-count value for the leadership variable (4.081) which is greater than ttable (3.18) or the sig (0.000) value is smaller than alpha (0.025). The R2 value obtained is 0.710 or 71.0% which shows the ability of the school committee, organization, and leadership variables in explaining the variations that occur in Lecturer Performance is 71.0%, while the remaining 29.0% is explained by other variables that not included in the model, for example curriculum, lecturer certification, school facilities and others

scholarly journals EVALUASI IMPLEMENTASI KURIKULUM 2013 DI MADRASAH ALIYAH

2016 ◽  
Vol 10 (2) ◽  
pp. 117
Author(s):  
Siskandar Siskandar
Keyword(s):  
School Environment ◽  
Success Factors ◽  
Group Discussion ◽  
Monitoring And Evaluation ◽  
School Facilities ◽  
School Principal ◽  
Snowball Sampling ◽  
Teacher Competency ◽  
School Committee ◽  
Depth Interview

 This study describes success factors and obstacles of implementation of 2013 Curriculum at Islamic Senior Schools (Madrasah Aliyah). This study used qualitative approach.  Data were collected using participatory observation, in-depth interview, Focus Group Discussion, and document analyses. Subject consisted of: school principal, vice principal, students, students’ parents, and school committee each of which was selected using snowball sampling techniques.  Data were triangulated using process of checking, recheck and cross-check.  The research revealed that: (1) success factors of implementation were: (a) completeness of curriculum infrastructure, (b) teacher competency, (c) principal leadership, (d) school facilities, (e) school environment and culture, and (f) effectiveness of monitoring and evaluation of curriculum inplementation;  (2) obstacles of implementation included: false perception upon new 2013 curriculum, and shorts implementation on  instructional design, classroom teaching, assessments, application of IT, teaching facilities and school management.             

Comfort v. Lynn School Committee

2004 ◽  
Author(s):  
Nathalie F.P. Gilfoyle ◽  
Lindsay Childress-Beatty ◽  
David W. Ogden
Keyword(s):  
School Committee

MANAJEMEN BERBASIS SEKOLAH: STRATEGI ALTERNATIF DALAM PERSAINGAN MUTU

2018 ◽  
Vol 4 (01) ◽  
pp. 57
Author(s):  
Busthomi Ibrohim
Keyword(s):  
Quality Assurance ◽  
San Francisco ◽  
School Effectiveness ◽  
Or Education ◽  
Self Assessment ◽  
School Committee ◽  
School Based ◽  
Annual Reporting ◽  
School Based Management ◽  
Decentralization Of Education

Abstract. Politically, School Based Management (SBM) becomes the mouthpiece of all issues in the field of education that will be portrayed in schools, because the school is the last network of educational bureaucracy. SBM is also a form of operationalization of the decentralization or education autonomy policy in relation to regional autonomy. Theoretically, SBM is also a concept that offers autonomy to schools in order to improve quality, efficiency and equity of education in order to accommodate the interests of local communities as well as establishing close cooperation between schools, communities and governments. Operationally SBM is an idea that places the authority of school management in a system entity. Based on the above view, this article outlines the basic framework of SBM as a strategy for improving the quality of education. With SBM, principals, teachers and learners get the opportunity to innovate and improvise in schools related to curriculum, learning, managerial and others. So the principal serves as an educator, manager, administrator, supervisor, leader, innovator, motivator, figure, and mediator. SBM also calls for the creation of new institutional arrangements and institutions, including: the establishment of school boards, development of school strategy planning, develop of annual school planning, internal monitoring and self-assessment, annual reporting, school opinion surveys of school stakeholders. Keywords. School Based Management, Decentralization of Education, Quality Assurance, Autonomy of Education, School Committee Abstrak. Secara politis, Manajemen Berbasis Sekolah (MBS) merupakan muara dari semua kebijakan dibidang pendidikan akan tergambarkan di sekolah, sebab sekolah merupakan jaringan terakhir dari rangkaian birokrasi pendidikan. MBS juga sebagai bentuk operasionalisasi dari kebijakan desentralisasi atau otonomi pendidikan dalam hubungannya dengan otonomi daerah. Secara teoretis, MBS merupakan suatu konsep yang menawarkan suatu otonomi kepada sekolah dalam rangka meningkatkan mutu, efisiensi dan pemerataan pendidikan agar dapat mengakomodir kepentingan masyarakat setempat serta menjalin kerja sama yang erat antar sekolah, masyarakat dan pemerintah. Secara operasional MBS merupakan gagasan yang menempatkan kewenangan pengelolaan sekolah dalam suatu keutuhan entitas sistem. Berdasarkan pandangan di atas, artikel ini menguraikan kerangka dasar MBS sebagai strategi dalam peningkatan mutu pendidikan. Dengan MBS, kepala sekolah, guru dan peserta didik mendapatkan peluang untuk melakukan inovasi dan improvisasi di sekolah berkaitan dengan masalah kurikulum, pembelajaran, manajerial dan lain-lain. Maka kepala sekolah berfungsi sebagai educator, manajer, administrator, supervisor, leader, inovator, motivator, figure, dan mediator. MBS juga menuntut penciptaan tatanan dan budaya kelembagaan baru, yang mencakup: pembentukan dewan sekolah, pengembangan perencanaan strategi sekolah, pengembangan perencanaan tahunan sekolah, melakukan internal monitoring, self-assesment, menyusun laporan tahunan, melakukan survei pendapat sekolah terhadap stakeholder sekolah. Kata Kunci.     School Based Management, Desentralisasi Pendidikan, Jaminan Mutu, Otonomi Pendidikan, Komite Sekolah   Daftar Pustaka Fiske, Edward. 1999. Decentrilization of Education atau Desentralisasi Pengajaran (Terjemah). Jakarta: Grasindo. Bappenas. 1999. School Based Management. Jakarta: Bappenas bekerja sama dengan Bank Dunia. Binde, Brome. 2001. Keys to the 21st Century. Paris: UNESCO Publishing. Bryson, Jhon M.. 1995. Strategic Planning For Public and Nonprofit Organiztions. San Francisco: Jossey-Bass Publishers. Delors, Jacques. 1996. Learning: The Treasure Within. Australia: UNESCO. Engkoswara. 2002. Lembaga Pendidikan sebagai Pusat Pembudayaan. Bandung: Yayasan Amal Keluarga. Finn, C.E dan Prash J.C dalam Dimmock Clive. 1993. School Based Management and School Effectiveness. London: Routledge. Formasi, Jurnal Kajian Manajemen Pendidikan, No. 2, Tahun II Maret 2000. ---------, No. 8 tahun IV November 2003. Gorton, Richart, A. 1976. School Administration Challenge and Opportunity For Leadership. Lowa: Brown Company Publishers. Malen, Ogawa, Kranz dalam Abu-Duhon Ibtisam, School Based Management. Paris: UNESCO, 1990. Mulyasa, E. 2003. Manajemen Berbasis Sekolah: Konsep, Strategi dan Implementasi. Bandung: Rosdakarya. --------. 2003. Menjadi Kepala Sekolah Professional Dalam Konteks Menyukseskan MBS dan KBK. Bandung: Rosdakarya. Naisbitt, John. 1994. Global Paradox, terjemah Budijanto. Jakarta: Binarupa Aksara. Paul I, Dressel. 1980. The Autonomy of Public Colleges. San Francisco: Jossey-Bass Inc. Peraturan Pemerintah No.25 Tahun 2000 tentang Kewenangan Pemerintah dan Kewenangan Provinsi sebagai Daerah Otonom. Satori, Djam’an. 1999. Pengembangan Sistem “Quality Assurance” Pada Sekolah, Naskah Akademik Untuk Pusat Pengujian. Jakarta: Balitbang Depdiknas. Slamet et.al. 2001. Manajemen Peningkatan Mutu Berbasis Sekolah (buku 1, 2 dan 3) Konsep dan Pelaksananya. Jakarta : Depdinas Dirjen Dikdasmen. Suyatno. 2001. Penerpan Manajemen Berbasis Sekolah. Makalah disajikan pada Colloqium Pendidikan Universitas Muhammadiyah Prof. Hamka Jakarta 15 Mei 2001 di Jakarta. Thomas L. Wheeler dan J. David Hunger. tt. Strategic Management and Business Pilicy. New Jersey: Upper Saddle iver. Tilaar, H.A.R. 2000. Paradigma Baru Pendidikan Nasional. Jakarta: Rineka Cipta. Wahjosumidjo. 2000. Dasar-Dasar Kepemimpinan dan Komitmen Kepemimpinan Abad XXI. Jakarta: LAN-RI.

KINERJA KOMITE SEKOLAH DALAM MENINGKATKAN KUALITAS PENDIDIKAN DI SMP AL-KHAIRAAT KALUMPANG KOTA TERNATE

EDUKASI ◽  
2016 ◽  
Vol 13 (1) ◽  
Author(s):  
Anwar Ismail
Keyword(s):  
Education Quality ◽  
Quality Of Education ◽  
Committee Meeting ◽  
Student Parents ◽  
Teacher Student ◽  
School Committee ◽  
School Programs

The purpose are (1) to know the school committee to improve the quality of education at SMP Al-Khairaat Kalumpang Ternate; ( 2 ) to know the work achievement of school committee to improve the education quality  at SMP Al-Khairaat Kalumpang Ternate.The approaches used in this research is a qualitative approach.Research result indicates that ( 1 ) a school committee at SMP Al-Khairaat Kalumpang Ternate has formed by 2012 in accordance with the decree no. 325 / B-III / SMP.BP. Alkh / 11 / 2010 and has the school committee structure, namely; chief; secretaries, and the treasury; ( 2 ) the school committee meeting periodically, that is four times in a year. Involved in the talks is the principal, the teacher, student parents, Al-Khairaat foundation and the school committee. Things had been spoken in the meeting are; the school fee, standards graduation, the school programs plan ; ( 3 ) the school committee does not make a written report yet orally. This is a form of violations Kepmendiknas number 044 / u / 2002 about the school committee.( 4 ) the school committee ' s active, this could influence the development of education at SMP Al-Khairaat Kalumpang Tenate.It is a part breach Kepmendiknas number 044 / u / 2002 about the school committee. The keywords:  performance, the quality, the school committee

The role of demographic variables as the moderator between organizational variables and job stress among teachers in Sabah

2009 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Najihah Hanisah Marmaya ◽  
Syed Azizi Wafa
Keyword(s):  
United Kingdom ◽  
Sample Size ◽  
Job Stress ◽  
Demographic Variables ◽  
Personal Factors ◽  
Occupational Groups ◽  
Organizational Variables ◽  
Population Norms ◽  
The United Kingdom

A nationwide investigation into stress among teachers in the United Kingdom, found teachers to be reporting stress-related problems which were far higher than those of the population norms and other comparable occupational groups. Job stress can be influenced by personal factors (Matteson & Ivancevich, 1999). The present study examined the role of demographic variables as the moderator between organizational variables and job stress. A sample size of 177 teachers participated in this study revealed that teachers in Tawau and Lahad Datu experienced low stress levels. This study found that demographic variables do not serve as the moderator between organizational variables and job stress.

KEJADIAN LUAR BIASA KERACUNAN “CUMI-CUMIAN” DI SEKOLAH DASAR NEGERI 1 TRASAN BANDONGAN KABUPATEN MAGELANG

2018 ◽  
Vol 7 (2) ◽  
pp. 131-136
Author(s):  
Nasir Ahmad
Keyword(s):  
Abdominal Pain ◽  
Bacillus Cereus ◽  
Rhodamine B ◽  
Attack Rate ◽  
Food Poisoning ◽  
Health Department ◽  
Analysis Data ◽  
Food Samples ◽  
Bivariate Analysis ◽  
School Committee

Background: On May 4th, 2016, at 12:30 district surveillance officer of Magelang Health Department received reports from Public Health Center of Bandongan about 21 students of SDN 1 Trasan who suffered from the same food-poisoning symptoms. Objective: Investigation was carried out to identify the source, how it spread and how to control it. Methods: This study used descriptive analytic and mapping the cases distribution location. The case was people experiencing symptoms of dizziness or abdominal pain or nausea or vomiting. Data analysis was done by using bivariate analysis. Data collection were done through interviews, observations and laboratory tests on the food samples. Results: The case was 50 students (from 1-6 grade students). The perceived symptoms were dizziness (77%), nausea (42%), abdominal pain (40%) and vomiting (8%). Attack rate found ranged from 14.3% to 60% with the highest Attack rate found on class three (60%). The incubation period of 15-240 minutes (mean 72.3 minutes). Calamari like positive Bacillus cereus and Rhodamine-B 10 mg/kg. Conclusion: The outbreak of food poisoning because calamari like contaminated Bacillus cereus. We suggested the school committee to provide the socialization of harmful food for the students. The teachers should restrict the permission for the food vendor to sell at school.   Keywords: Bacillus cereus, , Food Poisoning, Outbreak, Rhodamine B, School Food

6. ADMINISTRASI SARANA DAN PRASARANA PENDIDIKAN

2020 ◽  
Author(s):  
putri asifa ◽  
Hade Afriansyah
Keyword(s):  
Learning Process ◽  
School Environment ◽  
School Facilities ◽  
Educational Environment ◽  
Educational Goals ◽  
Educational Facilities ◽  
Infrastructure Maintenance

In this article the author will explain the administration of facilities and infrastructure in the school environment. Facilities and infrastructure administration is one of the most important things in education. All activities in schools will require facilities and infrastructure, both directly and indirectly so that they will support the course of the learning process of education.Administration of facilities and infrastructure is very supportive of achieving educational goals. The positive and negative educational environment depends on maintaining the school facilities and infrastructure. Maintenance and management of infrastructure must be managed properly, but there are still some that have not been implemented optimally. Therefore, the author intends to make this article so that it can be used as a reference in managing educational facilities and infrastructure.

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