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School-Based Management in the Graduated Empowerment Perspective

Year 2020, Volume: 4 Issue: 7, 70 - 80, 04.12.2019
https://doi.org/10.31458/iejes.607249

Abstract

This study was critical
analysis of the example of School-Based Management (SBM) in the perspective of graduated
empowerment. as educators and educators in Islamic boarding schools, especially
in terms of low income and graduated contributions to Islamic boarding schools.
The main focus of this analysis was seen from the side of human resource
management in the context of SBM in Indonesian boarding schools. The article
reveals the activities of graduated who are empowered to achieve the goals of
Islamic boarding schools. Using qualitative methods, data collection through
interviews and participation in graduated activities. Interviews were conducted
with research informants consisting of boarding school supervisors, school
principals, teachers, graduated. The management of human resources in Da’arul
Rahman Islamic boarding school in terms of selection and placement of educators
and education personnel based on Kyai's agreement with the priority of Da’arul
Rahman's Islamic boarding school graduated who meet the standards of
educational needs and education staff needed by Islamic boarding schools.

Supporting Institution

Lembaga Pengelolah Dana Pendidikan

Thanks

Pondok Pesantren Daarul Rahman

References

  • Abu-duhou, I. (1999). School base management. International Institute for Educational Planning (Vol. 62). Diambil dari http://www.unesco.org/iiep
  • Agasisti, T., Catalano, G., & Sibiano, P. (2013). Can schools be autonomous in a centralised educational system? International Journal of Educational Management, 27(3), 292–310.
  • Aldighrir, W. M. (2019). The analysis of self leadership strategies and its relationshıp with psychological empowerment faculty members at emerging saudi university. Jurnal Kependidikan Islam Al-Idarah, 9(1), 109-121. https://doi.org/https://doi.org/10.24042/alidarah.v9i1.3828
  • Arar, K., & Abu-Romi, A. (2016). School-based management: Arab education system in Israel. Journal of Educational Administration, 54(2), 191–208.
  • Arifin, Z. (2012). Perkembangan islamic boarding school Di Indonesia. Pendidikan Agama Islam, 9(1), 40-53.
  • Badwan, J. J., Shobaki, M. J. Al, Naser, S. S. A., Abu, Y. M., Badwan, J. J., Shobaki, M. J. Al, … Adopting, A. (2017). Adopting technology for customer relationship management in higher educational institutions. International Journal of Engineering and Information Systems(IJEAIS), 1(1), 20–28.
  • Bandur, A. (2012a). School-based management developments: Challenges and impacts. Journal of Educational Administration, 50(6), 845–873.
  • Bandur, A. (2012b). School-based management developments and partnership: Evidence from Indonesia. International Journal of Educational Development, 32(2), 316–328.
  • Barnett, E. (2013). An analysis of community involvement in primary schools in Malawi. International Journal of Educational Development, 33(5), 497–509.
  • Block, P. (1987). The empowered manager: positive political skills at work. San Fransisco: Jossey Press.
  • Brown, B. K., & Campion, M. A. (1994). Biodata phenomenology: recruiters’ perceptions and use of biographical information in resume screening. Journal of Applied Psychology, 79(6), 897–908.
  • Burke, W. W. (1986). Leadership as empowering others. executive power:how executives influence people and organizations, (January), 63–77.
  • Christ, C., & Dobbins, M. (2016). Increasing school autonomy in western europe: a comparative analysis of its causes and forms. European Societies, 18(4), 359–388.
  • Dhofier, Z. (2011). Tradisi islamic boarding school: studi pandangan hidup Kyai dan visinya mengenai masa depan Indonesia. Lembaga Penelitian, Pendidikan, dan Penerangan Ekonomi dan Social (LP3ES).
  • Fathorrazi, A., & Rifqi, A. (2017). Graduated management at ıslamic boarding school ( case study at pondok ıslamic boarding school nurul jadid ). International Research-Based Education Journal, 1(1), 2-5.
  • Gallant, R. V., Cohen, C., & Wolff, T. (1985). Change of older persons’ image, impact on public policy result from highland valley empowerment plan. Perspective on Aging, 14(5), 9–13.
  • Gallo, M. L. (2013). Higher education over a lifespan: a gown to grave assessment of a lifelong relationship between universities and their graduates. Studies in Higher Education, 38(8), 1150-1161.
  • Gobby, B., Keddie, A., & Blackmore, J. (2018). Professionalism and competing responsibilities: moderating competitive performativity in school autonomy reform. Journal of Educational Administration and History, 50(3), 159-173.
  • Grauwe, a De. (2005). School-based management (SBM): does it improve quality ? Quality, (October), 1-14.
  • Harris, A. R., Jennings, P. A., Katz, D. A., Abenavoli, R. M., & Greenberg, M. T. (2016). Promoting Stress management and wellbeing in educators: feasibility and efficacy of a school-based yoga and mindfulness Intervention. Mindfulness, 7(1), 143–154.
  • Haruthaithanasan, T. (2018). Effects of educational reforms in the 2nd decade (2009–2018) on teacher motivation and student achievement among schools in Southern Thailand. Kasetsart Journal of Social Sciences, 39(2), 222–229. https://doi.org/10.1016/j.kjss.2017.06.008
  • Herbert, I. (2009). Business transformation through empowerment and the implications for management control systems. Journal of Human Resource Costing & Accounting, 13(3), 221-244.
  • Kemal, I., Suryadi, & Rosyidi, U. (2019). Lecturer resource development management at stkip bina bangsa getsempena banda aceh. International e-Journal of Educational Studies (IEJES), 3 (6), 197-204. DOI: 10.31458/iejes.602422
  • Kinlaw, D. C. (1995). The practice of empowerment: Making the most of human competence. Gower Publishing, Ltd.
  • Lee, D. H. L., & Chiu, C. S. (2017). “School banding”: Principals’ perspectives of teacher professional development in the school-based management context. Journal of Educational Administration, 55(6), 686–701.
  • Lubis, U. A. (2015). Sekolah dalam meningkatkan mutu lulusan di sma islam al-ulum terpadu medaN. Analytica Islamica, 4(1), 167-186.
  • Menon, S. T. (1995). Employee empowerment: definition, measurement and construct validation. McGill University.
  • Oxford. (1995). Oxford advanced learners dictionary. Oxford University Press.
  • Rahim, M. A., Utsha, A. M., Bhuiyan, I. A. & Miah, M. R. (2019). Academic performance improvement procedure of university students applying total quality management: a case of bangladesh. International e-Journal of Educational Studies (IEJES), 3 (5), 29-38.
  • Shor, I., & Freire, P. (1987). A pedagogy for liberation: Dialogues on transforming education. Greenwood Publishing Group.
  • Sirait, J. T. (2016). Memahami aspek-aspek pengelolaan sumber daya manusia dalam organisasi. Jakarta: PT. Grasindo.
  • Stevens, M. J., & Campion, M. A. (1994). The knowledge, skill, and ability requirements for teamwork. Journal of Management, 20(2), 503-530.
  • Sumarto. (2016). Pemetaan sistem pengelolaan pendidikan manajemen berbasis sekolah. Universum, 10(1), 83-90.
  • Susilo, M. J., Kartowagiran, B., & Vehachart, R. (2018). Modeling of cultural effect on school autonomy at religion-based school in Indonesia. Jurnal Pendidikan IPA Indonesia, 7(3),365-375.
  • Ugboro, I. O., & Obeng, K. (2000). Top management leadership, employee empowerment, job satisfaction, and customer satisfaction in TQM organizations: an empirical study. Journal of Quality Management, 5(2), 247-272.
  • Yip, J. S. (2000). Quality service success – property management development to empowerment: a Hong Kong analysis. Structural Survey, 18(4), 148-154.
  • Zimmerman, M. A. (2000). Empowerment theory. Psychological, 2, 43-63.

School-Based Management in the Graduated Empowerment Perspective

Year 2020, Volume: 4 Issue: 7, 70 - 80, 04.12.2019
https://doi.org/10.31458/iejes.607249

Abstract

This study was critical
analysis of the example of School-Based Management (SBM) in the perspective of graduated
empowerment. as educators and educators in Islamic boarding schools, especially
in terms of low income and graduated contributions to Islamic boarding schools.
The main focus of this analysis was seen from the side of human resource
management in the context of SBM in Indonesian boarding schools. The article
reveals the activities of graduated who are empowered to achieve the goals of
Islamic boarding schools. Using qualitative methods, data collection through
interviews and participation in graduated activities. Interviews were conducted
with research informants consisting of boarding school supervisors, school
principals, teachers, graduated. The management of human resources in Da’arul
Rahman Islamic boarding school in terms of selection and placement of educators
and education personnel based on Kyai's agreement with the priority of Da’arul
Rahman's Islamic boarding school graduated who meet the standards of
educational needs and education staff needed by Islamic boarding schools.

References

  • Abu-duhou, I. (1999). School base management. International Institute for Educational Planning (Vol. 62). Diambil dari http://www.unesco.org/iiep
  • Agasisti, T., Catalano, G., & Sibiano, P. (2013). Can schools be autonomous in a centralised educational system? International Journal of Educational Management, 27(3), 292–310.
  • Aldighrir, W. M. (2019). The analysis of self leadership strategies and its relationshıp with psychological empowerment faculty members at emerging saudi university. Jurnal Kependidikan Islam Al-Idarah, 9(1), 109-121. https://doi.org/https://doi.org/10.24042/alidarah.v9i1.3828
  • Arar, K., & Abu-Romi, A. (2016). School-based management: Arab education system in Israel. Journal of Educational Administration, 54(2), 191–208.
  • Arifin, Z. (2012). Perkembangan islamic boarding school Di Indonesia. Pendidikan Agama Islam, 9(1), 40-53.
  • Badwan, J. J., Shobaki, M. J. Al, Naser, S. S. A., Abu, Y. M., Badwan, J. J., Shobaki, M. J. Al, … Adopting, A. (2017). Adopting technology for customer relationship management in higher educational institutions. International Journal of Engineering and Information Systems(IJEAIS), 1(1), 20–28.
  • Bandur, A. (2012a). School-based management developments: Challenges and impacts. Journal of Educational Administration, 50(6), 845–873.
  • Bandur, A. (2012b). School-based management developments and partnership: Evidence from Indonesia. International Journal of Educational Development, 32(2), 316–328.
  • Barnett, E. (2013). An analysis of community involvement in primary schools in Malawi. International Journal of Educational Development, 33(5), 497–509.
  • Block, P. (1987). The empowered manager: positive political skills at work. San Fransisco: Jossey Press.
  • Brown, B. K., & Campion, M. A. (1994). Biodata phenomenology: recruiters’ perceptions and use of biographical information in resume screening. Journal of Applied Psychology, 79(6), 897–908.
  • Burke, W. W. (1986). Leadership as empowering others. executive power:how executives influence people and organizations, (January), 63–77.
  • Christ, C., & Dobbins, M. (2016). Increasing school autonomy in western europe: a comparative analysis of its causes and forms. European Societies, 18(4), 359–388.
  • Dhofier, Z. (2011). Tradisi islamic boarding school: studi pandangan hidup Kyai dan visinya mengenai masa depan Indonesia. Lembaga Penelitian, Pendidikan, dan Penerangan Ekonomi dan Social (LP3ES).
  • Fathorrazi, A., & Rifqi, A. (2017). Graduated management at ıslamic boarding school ( case study at pondok ıslamic boarding school nurul jadid ). International Research-Based Education Journal, 1(1), 2-5.
  • Gallant, R. V., Cohen, C., & Wolff, T. (1985). Change of older persons’ image, impact on public policy result from highland valley empowerment plan. Perspective on Aging, 14(5), 9–13.
  • Gallo, M. L. (2013). Higher education over a lifespan: a gown to grave assessment of a lifelong relationship between universities and their graduates. Studies in Higher Education, 38(8), 1150-1161.
  • Gobby, B., Keddie, A., & Blackmore, J. (2018). Professionalism and competing responsibilities: moderating competitive performativity in school autonomy reform. Journal of Educational Administration and History, 50(3), 159-173.
  • Grauwe, a De. (2005). School-based management (SBM): does it improve quality ? Quality, (October), 1-14.
  • Harris, A. R., Jennings, P. A., Katz, D. A., Abenavoli, R. M., & Greenberg, M. T. (2016). Promoting Stress management and wellbeing in educators: feasibility and efficacy of a school-based yoga and mindfulness Intervention. Mindfulness, 7(1), 143–154.
  • Haruthaithanasan, T. (2018). Effects of educational reforms in the 2nd decade (2009–2018) on teacher motivation and student achievement among schools in Southern Thailand. Kasetsart Journal of Social Sciences, 39(2), 222–229. https://doi.org/10.1016/j.kjss.2017.06.008
  • Herbert, I. (2009). Business transformation through empowerment and the implications for management control systems. Journal of Human Resource Costing & Accounting, 13(3), 221-244.
  • Kemal, I., Suryadi, & Rosyidi, U. (2019). Lecturer resource development management at stkip bina bangsa getsempena banda aceh. International e-Journal of Educational Studies (IEJES), 3 (6), 197-204. DOI: 10.31458/iejes.602422
  • Kinlaw, D. C. (1995). The practice of empowerment: Making the most of human competence. Gower Publishing, Ltd.
  • Lee, D. H. L., & Chiu, C. S. (2017). “School banding”: Principals’ perspectives of teacher professional development in the school-based management context. Journal of Educational Administration, 55(6), 686–701.
  • Lubis, U. A. (2015). Sekolah dalam meningkatkan mutu lulusan di sma islam al-ulum terpadu medaN. Analytica Islamica, 4(1), 167-186.
  • Menon, S. T. (1995). Employee empowerment: definition, measurement and construct validation. McGill University.
  • Oxford. (1995). Oxford advanced learners dictionary. Oxford University Press.
  • Rahim, M. A., Utsha, A. M., Bhuiyan, I. A. & Miah, M. R. (2019). Academic performance improvement procedure of university students applying total quality management: a case of bangladesh. International e-Journal of Educational Studies (IEJES), 3 (5), 29-38.
  • Shor, I., & Freire, P. (1987). A pedagogy for liberation: Dialogues on transforming education. Greenwood Publishing Group.
  • Sirait, J. T. (2016). Memahami aspek-aspek pengelolaan sumber daya manusia dalam organisasi. Jakarta: PT. Grasindo.
  • Stevens, M. J., & Campion, M. A. (1994). The knowledge, skill, and ability requirements for teamwork. Journal of Management, 20(2), 503-530.
  • Sumarto. (2016). Pemetaan sistem pengelolaan pendidikan manajemen berbasis sekolah. Universum, 10(1), 83-90.
  • Susilo, M. J., Kartowagiran, B., & Vehachart, R. (2018). Modeling of cultural effect on school autonomy at religion-based school in Indonesia. Jurnal Pendidikan IPA Indonesia, 7(3),365-375.
  • Ugboro, I. O., & Obeng, K. (2000). Top management leadership, employee empowerment, job satisfaction, and customer satisfaction in TQM organizations: an empirical study. Journal of Quality Management, 5(2), 247-272.
  • Yip, J. S. (2000). Quality service success – property management development to empowerment: a Hong Kong analysis. Structural Survey, 18(4), 148-154.
  • Zimmerman, M. A. (2000). Empowerment theory. Psychological, 2, 43-63.
There are 37 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Review Article
Authors

Ayu Wulandarı 0000-0002-9195-9879

İvan Hanafı This is me 0000-0002-6698-2217

Suparno Wıdodo This is me 0000-0002-0698-0033

Publication Date December 4, 2019
Submission Date August 20, 2019
Published in Issue Year 2020 Volume: 4 Issue: 7

Cite

APA Wulandarı, A., Hanafı, İ., & Wıdodo, S. (2019). School-Based Management in the Graduated Empowerment Perspective. International E-Journal of Educational Studies, 4(7), 70-80. https://doi.org/10.31458/iejes.607249

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