QUOVADIS LABSCHOOL REGULATION POLICY IN LPTK

All laboratory schools in the LPTK (Teacher Training Institute) are still in trouble now ¸ so it certainly demands a solution from the public policy dimension. All labschools under the LPTK are all private, whereas the LPTK is a state. This was experienced by UPI (Universitas Pendidikan Indonesia), UNJ (Jakarta State University), UNP (Padang State University), UNDIKSA (Ganesha Education University) and other LPTKs that have Labschool. Until now Labschool has double accountability and responsibility, namely to the LPTK itself and to the Education Office. In practice there are often disagreements and miscoordination in governance. So demand a better solution. The main problem; how regulations must be built? This research has the advantage for LPTK as an institution providing teaching staff to have various alternative regulations that must be developed. This research approach uses a qualitative approach with the method of "public policy analysis" and comparative studies. Focusing on regulations which should bridge the public's expectations regarding the status of laboratory schools. The results showed: 1) Laboratory School Regulation still needs to be improved so that it is synergistic with the Ministry of Education and Culture regulations as the LPTK laboratory school; 2) The need for academic studies and political-strategic efforts in the Ministry of Education and culture with the Ministry of Finance to issue special regulations on the status of Labschool under the LPTK.

Influence of Transformational Leadership Style and Principals’ Decision Making on High-School Teachers’ Organisational Commitment in Jakarta Laboratory Schools

<p class="Abstract">Laboratory schools are faced with the challenges of improving the quality of educational service delivery stemming from their role of being a platform for enhancing the school management skills of prospective teachers, and the demonstration of new teaching techniques towards the acceleration of student learning. The complex processes of determining and implementing school management policies is carried out by school management personnel, teachers and stakeholders. In this direction, organisational commitment, most significantly that of the teacher, is paramount to how effective laboratory schools can achieve their vision, mission and objectives. This quantitative study examines the pattern of relationships and the influence of the transformational leadership style and principals’ decision making on high school teachers’ organisational commitment at Jakarta laboratory schools. Research data was obtained by randomly administering questionnaires to a sample of eighty-nine (89) teachers. Data analysis was performed using descriptive and inferential statistics to provide detailed insight on the spread of research data and to facilitate the drawing of conclusions. The path analysis technique was used to determine the levels of influence between the transformational leadership style, the principals’ decision making and the teachers’ organisational commitment. Results from this study show that: (1) the transformational leadership style has a direct positive influence on high-school teachers’ organisational commitment at Jakarta laboratory schools; (2) the principals’ decision making has a direct positive influence on high-school teachers’ organisational commitment at Jakarta laboratory schools; and (3) the transformational leadership style has a direct positive influence on the principals’ decision making at Jakarta laboratory schools.</p>