Principals’ leadership strategy to improve “link and match” quality for vocational education

Asrin Asrin, Master Program of Educational Administration, Postgraduate of Universitas Mataram, Indonesia
Agus Ramdhani, Master Program of Educational Administration, Postgraduate of Universitas Mataram, Indonesia
Lalu Muhaimi, Master Program of Educational Administration, Postgraduate of Universitas Mataram, Indonesia
Mohammad Archi Maulyda, Prodi PGSD, FKIP, Universitas Mataram, Indonesia

Abstract


This study aimed to identify, analyze, and reflect on vocational school leadership strategies for improving the quality of vocational education. The result achieved is forming the principal’s leadership strategy in improving the quality of education. This study used a qualitative approach so that the data collection was carried out through observation, document analysis, interviews, and questionnaires. This study can be developed to improve the quality of learning at the vocational school level in line with the implementation process. Academically, the results of this study can be used as a guideline for the development of vocational education management. The development of the school into an educational service organization with high-quality sustainability. The results show that the principal’s leadership strategy in improving the quality of education at SMK Negeri 1 Mataram includes articulation of the vision and mission of the school, leadership values of the leaders, awards in the school, social-emotional relationships of principals, and the quality of the “Link and Match” education in schools.

Keywords


link and match, principal’s leadership strategy, vocational education

Full Text:

PDF

References


Akpil, Ş., & Gündüz, H. B. (2016). The level of new science leadership behaviors of school principals: A scale development. SHS Web of Conferences, 26, 01100. https://doi.org/10.1051/shsconf/20162601100.

Al-Ani, M. A., & Al Attar, A. T. (2017). The role of private school principals in total quality management and its relation with educational leadership style. Journal of Educational and Psychological Studies [JEPS], 11(3), 687. https://doi.org/10.24200/jeps.vol11iss3pp687-706.

Bessa, C., Hastie, P., Araújo, R., & Mesquita, I. (2019). What do we know about the development of personal and social skills within the sports education model: A systematic review. Journal of Sports Science and Medicine, 18(4), 812-829.

Bolsoni-Silva, A. T., & Loureiro, S. R. (2014). The role of social skills in social anxiety of university students. Paidéia (Ribeirão Preto), 24(58), 223-232. https://doi.org/10.1590/1982-43272458201410.

Canales, M. T., Tejada-Delgado, C., & Slate, J. R. (2018). Leadership behaviors of superintendent/principals in small, rural school districts in Texas. The Rural Educator, 29(3), 55-72. https://doi.org/10.35608/ruraled.v29i3.461.

Dessalegn, F., Bekalu, F., & Frew, A. (2016). Principals perceived leadership effectiveness and its relationship with academic achievement among students in secondary school: The Ethiopian experience. Educational Research and Reviews, 11(12), 1129-1137. https://doi.org/10.5897/ERR2015.2617.

DiPaola, M., Tschannen-Moran, M., & Walther-Thomas, C. (2017). School Principals and Special Education: Creating the Context for Academic Success. Focus on Exceptional Children, 37(1). https://doi.org/10.17161/foec.v37i1.6808

DiPaola, M., Tschannen-Moran, M., & Walther-Thomas, C. (2004). School principals and special education: Creating the context for academic success. Focus on Exceptional Children, 37(1).

García-Garnica, M. (2018). Prácticas eficaces de liderazgo dirigidas a apoyar la calidad docente en los CEIP Públicos de Andalucía. La percepción de directivos y maestros. REICE (Revista Iberoamericana Sobre Calidad, Eficacia y Cambio En Educación), 16(3), 139-156. https://doi.org/10.15366/reice2018.16.3.008.

Goldingay, S., Hitch, D., Ryan, J., Farrugia, D., Hosken, N., Lamaro, G., Nihill, C., & Macfarlane, S. (2014). The university didn’t actually tell us this is what you have to do: Social inclusion through embedding of academic skills in first year professional courses. The International Journal of the First Year in Higher Education, 5(1). https://doi.org/10.5204/intjfyhe.v5i1.194.

Gorkani, F., & Sohrabi, E. (2015). The relationship between individual personality orientation and principals’ leadership behavior. Management Science Letters, 5(5), 517-520. https://doi.org/10.5267/j.msl.2015.3.001.

Hallinger, P., Bickman, L., & Davis, K. (2014). Principal leadership and student reading achievement. The Elementary School Journal, 96(5), 527-549.

Hughes, R. L., Ginnet, R. C., & Curpy, G. J. (2002). Leadership: Enhancing the lessons of experience. Mc Graw Hill.

Ihsani, S., Inderawati, R., & Vianty, M. (2020). The transformational leadership behaviours of school principals of vocational high school in Palembang. Tadbir: Jurnal Studi Manajemen Pendidikan, 4(1), 117-132. https://doi.org/10.29240/jsmp.v4i1.1203.

İnandi, Y., Uzun, A., & Yeşil, H. (2016). Okul müdürlerinin göstermiş oldukları liderlik stilleri ile değişimi yönetme yeterlikleri arasındaki ilişki. Journal of Educational Sciences Research, 6(1), 191-209. https://doi.org/10.12973/jesr.2016.61.10.

Kaya, İ., & Deniz, M. E. (2020). The effects of life skills education program on problem behaviors and social skills of 4-year-old preschoolers. İlköğretim Online, 19(2), 612-623. https://doi.org/10.17051/ilkonline.2020.692983.

Leonard, H. C. (2016). The impact of poor motor skills on perceptual, social and cognitive development: The case of developmental coordination disorder. Frontiers in Psychology, 7, 311. https://doi.org/10.3389/fpsyg.2016.00311.

Malton, T. D., Mallory, B. J., & Chance, L. (2012). Global perspectives on school leadership: An ongoing study of policy, practice, and cultural context. Journal of Global Intelligence & Policy, 5(9), 81-91.

Moorosi, P., & Bantwini, B. D. (2016). School district leadership styles and school improvement: evidence from selected school principals in the Eastern Cape Province. South African Journal of Education, 36(4), 104-114. https://doi.org/10.15700/saje.v36n4a1341.

Naidoo, P., & Petersen, N. (2016). Towards a leadership programme for primary school principals as instructional leaders. South African Journal of Childhood Education, 5(3), 334-339. https://doi.org/10.4102/sajce.v5i3.371.

Pattanapichet, F., & Wichadee, S. (2015). Using space in social media to promote undergraduate students’ critical thinking skills. Turkish Online Journal of Distance Education, 16(4), 38-49. https://doi.org/10.17718/tojde.94170.

Roza, D., Nurhafizah, N., & Yaswinda, Y. (2019). Urgensi profesionalisme guru pendidikan anak usia dini dalam penyelenggaraan perlindungan anak. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 4(1), 267-273. https://doi.org/10.31004/obsesi.v4i1.325

Samancioğlu, M., Kalman, M., & Sincar, M. (2015). The relationship between teachers’ leadership behaviours and emotional labour. Journal of Educational Sciences Research, 5(2), 77-96. https://doi.org/10.12973/jesr.2015.52.5.

Samsu, S., & Rusmini, R. (2016). The influence of principals’ leadership styles on school innovation in Jambi (Case study in several senior high schools in Jambi). Al-Ta Lim Journal, 23(1), 52-64. https://doi.org/10.15548/jt.v23i1.154.

Satria, M. A. K. (2016). pengaruh jejaring sosial terhadap pendidikan karakter peserta didik. Jurnal Manajemen Pendidikan Islam, 4(2), 37-43.




DOI: https://doi.org/10.21831/jk.v6i1.40628

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Jurnal Kependidikan: Penelitian Inovasi Pembelajaran

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

p-ISSN: 2580-5525 || e-ISSN: 2580-5533

Indexed by:

          


Creative Commons License
Jurnal Kependidikan by http://journal.uny.ac.id/index.php/jk is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


View Journal Stats

Flag Counter