School Effectiveness Policy in the Context of Education Decentralization

NURKOLIS Siri KASTAWI, Dwi Sulisworo

Abstract


This article aims to examine what are the characteristics of school effectiveness and how the school effectiveness policy in the context of education decentralization. The research approach is qualitative exploratory conducted in 2016 on 10 out of 35 districts/cities in Central Java Province. The results showed that there are eight characteristics of effective schools: effective school leadership, efficient learning process, active community participation, conducive school environment, increased professionalism of educators, height expectations of students, the sincere commitment of teachers, and lead to student achievement. Local government policy has not been mentioned explicitly to build an effective school. Their system has implicitly led to creating effective schools through human resource development, community participation, fulfillment of facilities and infrastructure, professional development of educators, the guide to students and teacher' achievement, monitoring student progress, education financing somewhalyt, and the commitment of local governments to give appreciation to education actors

Keywords


School leadership; Community participation; School environment; Professionalism of teachers; Teacher commitment

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DOI: http://dx.doi.org/10.11591/edulearn.v12i2.7728

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Journal of Education and Learning (EduLearn)
ISSN: 2089-9823, e-ISSN 2302-9277
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