THE INFLUENCE OF PRINCIPAL LEADERSHIP AND ENGAGEMENT OF SCHOOL COMMITTEE TOWARD THE EFFECTIVENESS OF IMPLEMENTING SCHOOL-BASED MANAGEMENT : Descriptive Study at Public Elementary Schools in Coblong Sub-district, in Bandung City, Indonesia.

in Bandung City, Indonesia)

THESIS

Submittedin Partial Fulfillment of the Requirements for Completion of Master’s Degree of Education in Education Administration

By: MUT SOMOEUN

NIM: 1206808

DEPARTMENT OF EDUCATIONAL ADMINISTRATION SCHOOL OF POSTGRADUATE STUDIES

INDONESIA UNIVERSITY OF EDUCATION

THE INFLUENCE OF PRINCIPAL LEADERSHIP

AND ENGAGEMENT OF SCHOOL COMMITTEE TOWARD THE EFFECTIVENESS OF IMPLEMENTING SCHOOL-BASED MANAGEMENT

(Descriptive Study at Public Elementary Schools in Coblong Sub-district, in Bandung City, Indonesia)

Oleh MUT SOMOEUN

S. Pd., Universitas Pendidikan Indonesia, 2014

Sebuah Tesis yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Magister Pendidikan (M.Pd.) pada Fakultas Pasca Sarjana

© MutSomoeun2014 Universitas Pendidikan Indonesia

August 2014

Hak Cipta dilindungi undang-undang.

Tesis ini tidak boleh diperbanyak seluruhya atau sebagian,

AND ENGAGEMENT OF SCHOOL COMMITTEE TOWARD THE EFFECTIVENESS OF IMPLEMENTING SCHOOL-BASED MANAGEMENT

(Descriptive Study at Public Elementary Schools in Coblong Sub-district, in Bandung City, Indonesia)

Approved By: Academic Advisor I

Prof. Dr.H.Djam’an Satori, M.A

NIP: 195008021073031002 Academic Advisor II

AanKomariah, Dr. M. PD NIP: 197005241994022001

Acknowledged by:

Head of Department of Educational Administration The School of Postgraduate Studies

Indonesia University of Education

Prof. H. UdinSyaefudinSa’ud, Ph.D

DECLARATION

I hereby declare that this thesis entitled “The Influence of Principal Leadership and Engagement of School Committee toward the Effectiveness of Implementing School-Based Management”, a descriptive study at the public elementary schools in Coblong sub-district, Bandung City, Indonesia,completely belongs to my own work in all its contents. With my honest responsibility, I do not do a plagiarism or any copyright violation which is not in conformity with the ethics of science that applies the scientific community. In strong confirmation with the above mentioned statement, I will be ready to respond the risk imposed on me if later found a violation of scientific ethics in this work, or there are other parties to the claim of my work.

Bandung, dated.../... 2014

MUT SOMOEUN NIM: 1206808

Mut Somoeun, 2014

THE INFLUENCE OF PRINCIPAL LEADERSHIP

AND ENGAGEMENT OF SCHOOL COMMITTEE TOWARD THE EFFECTIVENESS OF IMPLEMENTING SCHOOL-BASED MANAGEMENT

: Descriptive Study at Public Elementary Schools in Coblong Sub-district, in Bandung City, Indonesia

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

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Mut Somoeun, 2014

THE INFLUENCE OF PRINCIPAL LEADERSHIP

AND ENGAGEMENT OF SCHOOL COMMITTEE TOWARD THE EFFECTIVENESS OF IMPLEMENTING SCHOOL-BASED MANAGEMENT

: Descriptive Study at Public Elementary Schools in Coblong Sub-district, in Bandung City, Indonesia

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

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Mut Somoeun, 2014

THE INFLUENCE OF PRINCIPAL LEADERSHIP

AND ENGAGEMENT OF SCHOOL COMMITTEE TOWARD THE EFFECTIVENESS OF IMPLEMENTING SCHOOL-BASED MANAGEMENT

: Descriptive Study at Public Elementary Schools in Coblong Sub-district, in Bandung City, Indonesia

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu defined.

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Mut Somoeun, 2014

THE INFLUENCE OF PRINCIPAL LEADERSHIP

AND ENGAGEMENT OF SCHOOL COMMITTEE TOWARD THE EFFECTIVENESS OF IMPLEMENTING SCHOOL-BASED MANAGEMENT

: Descriptive Study at Public Elementary Schools in Coblong Sub-district, in Bandung City, Indonesia

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

1. Description of Research Findings ... Error! Bookmark not defined. a. Description of Influence of Principal Leadership (X1) Error! Bookmark not defined.

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Mut Somoeun, 2014

THE INFLUENCE OF PRINCIPAL LEADERSHIP

AND ENGAGEMENT OF SCHOOL COMMITTEE TOWARD THE EFFECTIVENESS OF IMPLEMENTING SCHOOL-BASED MANAGEMENT

: Descriptive Study at Public Elementary Schools in Coblong Sub-district, in Bandung City, Indonesia

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Effectiveness of Implementing School-Based Management at Public

Elementary Schools in Coblong Sub-district . Error! Bookmark not defined. 6. Contribution of the Influence of Principal Leadership and the Engagement of School Committee toward the Effectiveness of Implementing School-Based Management at Public Elementary Schools in Coblong Sub-district ... Error! Bookmark not defined. CHAPTER V CONCLUSION AND RECOMMENDATION . Error! Bookmark not defined.

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Mut Somoeun, 2014

THE INFLUENCE OF PRINCIPAL LEADERSHIP

AND ENGAGEMENT OF SCHOOL COMMITTEE TOWARD THE EFFECTIVENESS OF IMPLEMENTING SCHOOL-BASED MANAGEMENT

: Descriptive Study at Public Elementary Schools in Coblong Sub-district, in Bandung City, Indonesia

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu in Bandung City, Indonesia)

By: MutSomoeun (1206808)

ABSTRACT

School-based management (SBM) is an educational reform through decentralizing the decision-making authority from the central office to local school. However, the effectiveness of SBM implementation is based on principal leadership in performing roles and responsibilities and participation of school committee.

The purpose of this study is to analyze how the influence of principal leadership and engagement of school committee have been implementing at the public elementary schools in Coblong sub-district in Bandung city.

The method used in this study is the descriptive-quantitative approach with techniques of statistical calculation and correlation of data analysis. The data are collected by giving questionnaires to 72 respondents (36 principals and 36 school committees) with population of 36 public elementary schools. The closed-ended questionnaires are used with five options of Likert Scale by focusing on three dimensions of principal’s major roles, including: instructional leadership, community leadership, and visionary leadership; and five dimensions of school committee’s major roles, including: making school policies, policy appraisal, provision of financial resources, public relation, and educational planning and evaluation.

The results of this study found that: (1) the influence of principal leadership has high impact (36.24%) on the effectiveness of implementing school-based management; (2) the engagement of school committee has high impact (37.45%) on the effectiveness of implementing school-based management; and (3) both the influence of principal leadership and engagement of school committee have high impact (49.14%) on the effectiveness of implementing school-based management.

Based on results, it can be concluded that the principal’ performances and school committees’ participations at those public elementary schools in Coblong sub-district in Bandung city are at high level.

Although the results are good, both principal and school committee should more strengthen their key roles and responsibilities for enhancing better school improvement.

Mut Somoeun, 2014

THE INFLUENCE OF PRINCIPAL LEADERSHIP

AND ENGAGEMENT OF SCHOOL COMMITTEE TOWARD THE EFFECTIVENESS OF IMPLEMENTING SCHOOL-BASED MANAGEMENT

: Descriptive Study at Public Elementary Schools in Coblong Sub-district, in Bandung City, Indonesia

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

KETERLIBATANKOMITE SEKOLAH TERHADAP EFEKTIVITAS PELAKSANAAN MANAJEMEN BERBASIS SEKOLAH (Studi Deskriptif di Sekolah Dasar Negeri di Kecamatan Coblong,

di Kota Bandung, Indonesia) By: Mut Somoeun (1206808)

ABSTRAK

Manajemen berbasis sekolah (MBS) adalah reformasi pendidikan melalui desentralisasi otoritas pengambilan keputusan dari kantor pusat ke sekolah-sekolah lokal. Namun, efektivitas pelaksanaan MBS didasarkan pada kepemimpinan kepala sekolah dalam menjalankan peran dan tanggung jawab dan partisipasi darikomite sekolah.

Tujuan dari penelitian ini adalah untuk menganalisis bagaimana pengaruh kepemimpinan kepala sekolah dan keterlibatan komite sekolah telah menerapkan di sekolah dasar negeri di Kecamatan Coblong di kota Bandung.

Metode yang digunakan dalam penelitian ini adalah pendekatan deskriptif-kuantitatif dengan teknik perhitungan statistik dan korelasi analisis data. Data dikumpulkan dengan memberikan kuesioner kepada 72 responden (36 kepala sekolah dan 36 komite sekolah) dengan populasi 36 sekolah dasar negeri. Kuesioner tertutup-berakhir digunakan dengan lima pilihan dari Likert Scale berfokus pada tiga dimensi peran utama kepala sekolah, termasuk: kepemimpinan instruksional, kepemimpinan masyarakat, dan visioner kepemimpinan; dan lima dimensi peran utama komite sekolah, termasuk: kebijakan pembuatan sekolah, penilaian kebijakan, penyediaan sumber daya keuangan, humas, dan perencanaan dan evaluasi pendidikan.

Hasil penelitian ini menemukan bahwa: (1) pengaruh kepemimpinan kepala sekolah memiliki dampak yang tinggi(36.24%) pada efektivitas pelaksanaan manajemen berbasis sekolah; (2) keterlibatan komite sekolah memiliki dampak yang tinggi(37.45%) pada efektivitas pelaksanaan manajemen berbasis sekolah; dan (3) kedua pengaruh kepemimpinan kepala sekolah dan keterlibatan komite sekolah memiliki dampak yang tinggi (49.14%) pada efektivitas pelaksanaan manajemen berbasis sekolah.

Hasilnya dapat disimpulkan bahwa 'pertunjukan dan komite sekolah' para pelaku partisipasi di sekolah-sekolah dasar negeri di Kecamatan Coblong di kota Bandung berada pada tingkat tinggi.

Meskipun hasilnya baik, baik komite sekolah dan sekolah harus lebih memperkuat peran kunci dan tanggung jawab untuk meningkatkan perbaikan sekolah yang lebih baik.

Mut Somoeun, 2014

THE INFLUENCE OF PRINCIPAL LEADERSHIP

AND ENGAGEMENT OF SCHOOL COMMITTEE TOWARD THE EFFECTIVENESS OF IMPLEMENTING SCHOOL-BASED MANAGEMENT

: Descriptive Study at Public Elementary Schools in Coblong Sub-district, in Bandung City, Indonesia

1

Mut Somoeun, 2014

THE INFLUENCE OF PRINCIPAL LEADERSHIP

AND ENGAGEMENT OF SCHOOL COMMITTEE TOWARD THE EFFECTIVENESS OF IMPLEMENTING SCHOOL-BASED MANAGEMENT

: Descriptive Study at Public Elementary Schools in Coblong Sub-district, in Bandung City, Indonesia

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu A. Background of Research

The world of educational system has been timely transformed in order to seek a better development of education quality for serving the peoples’ needs to job market access. In the 21st century of education, the school-based management (SBM) has been viewed largely as a political reform that transfers a central power over management of budget, personnel and curriculum to individual schools. The reform aims to drive greater school improvement by fostering principal’s roles and involving stakeholders to school communities through putting the hard work and generating significantly better results for their students. The education reform helps create a school system that is geared towards improvement and results.

SBM is normally referred to the encouragement of all involved parties/ stakeholders to get involved in school-site managing or making decisions for school improvement. In another word, it is to foster the principal leadership (roles and responsibilities) of the local school principals to build good communications among school committee and all stakeholders by promoting their participations (participative decision-making) within the school (World Bank, 2007). SBM was adopted as a political reform that shifted the balance of power from the central office to the community level or the school sites (Murphy & Beck, 1995).

SBM implementation is to drive the effectiveness of school and extends to which the schools themselves can perform their core functions such as technical and economics, human and social, political, culture, and educational. In this sense, the effectiveness of the school shows effective school performance in improving the high quality of education (Teguh Sihono and Rohaila Yusof, 2012). They further explained that SBM is a form of some formal decision making authority in planning for schools’ main functional areas such as budget planning, personnel and programs which is delegated to and often distributed among the site-level actors. And also, it is a formal structure (council/committee) often composed of

Mut Somoeun, 2014

THE INFLUENCE OF PRINCIPAL LEADERSHIP

AND ENGAGEMENT OF SCHOOL COMMITTEE TOWARD THE EFFECTIVENESS OF IMPLEMENTING SCHOOL-BASED MANAGEMENT

: Descriptive Study at Public Elementary Schools in Coblong Sub-district, in Bandung City, Indonesia

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

principal, teachers, parents and at time, students (high school), and community residents is created so that site participants can get directly involved in the wide school decision-making.

In Indonesia, the implementation of SBM was triggered by the fact that Indonesian educational stakeholders had been struggling with the quality of national education over the last two decades leading to the financial crisis in 1997, which created severe economic and social problems (Nurkolis, 2005; Mulyasa, 2004; Departemen Pendidikan Nasional, 2001). For these reasons, the Indonesian Ministry of National Education appointed a Komisi Nasional Pendidikan (KNP) or the Commission of National Education (CNE) in February 2001. The KNP worked until December 2001 with responsibilities to: (1) formulate the policy recommendations to have a better quality of education; (2) provide inputs to government about educational decentralization. The work of this Commission of National Education (CNE) would become a basis from which to comprehensively reform the Indonesian education. One of the recommendations of the KNP is to develop educational councils at district level and school councils at school level. Developing the educational council and school councils is one of the educational decentralization policies, aimed at devolving power and authority from central government to district authorities and schools, resulting in improvements of democratic principles, community participation, equity, and accommodation of the diverse local interests and needs (Departemen Pendidikan Nasional, 2001: 26). Indonesia first applied SBM in 1999; the central government established a Commission of National Education (Journal of NTT Studies, 2009) in February 2001 on the basis of Law 22/1999 for decentralizing education. The commission recommended the formation of school councils at the school level to improve quality of national education. The government then embarked on the formation of school councils in Western Sumatera, Eastern Java, and Bali. On the basis of these trials, the councils were considered as a strategy in promoting the democratic

Mut Somoeun, 2014

THE INFLUENCE OF PRINCIPAL LEADERSHIP

AND ENGAGEMENT OF SCHOOL COMMITTEE TOWARD THE EFFECTIVENESS OF IMPLEMENTING SCHOOL-BASED MANAGEMENT

: Descriptive Study at Public Elementary Schools in Coblong Sub-district, in Bandung City, Indonesia

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

principles in schools, creating higher levels of parental participations in school governance, and improving the quality of national education.

Until 2002, the government provided a set of guidelines to establish mandatory corporate governing body type school councils (the SBM-principles, Decree No. 044/U/2002 on the Education Board and School Committees) by defining the school committee as a community representative body at school level with members from parents, community leaders, education professionals, private sector, education associations, teachers, NGOs and village officials. Furthermore, the Education Act 20/2003 (art. 56) states that community shall take part in the quality improvement of educational services, which include planning, monitoring, and evaluation of educational programs through Educational Council and School Council/Committee.

Through decentralization of education reform, Indonesia’s SBM design incorporates some features that are considered as essential to SBM effectiveness (Barrera- Osorio et al., 2009). First, the Indonesian reform is designed to provide a high level of autonomy to schools and encourage broad participation of the local community in school affairs. School principals and teachers are provided with increased autonomy to make decisions across key school areas related to school operations, budget, and education. However, the central government maintains authority over the hiring, assignment, and firing of civil service teachers. Second, SBM in Indonesia provides schools with the autonomy to exercise power in resource allocation over a block of discretionary funds, called BOS (Bantuan Operasional Sekolah). The BOS allows schools to cover operational costs based on annualper student basis. It is also administered with few restrictions, thereby facilitating autonomous SBM resource allocation regarding the disbursement of funds according to school priorities across almost all school activities (except paying bonuses to teachers, rehabilitation of facilities, and building new rooms or buildings). Third, through central government direction, the SBM reform calls for

Mut Somoeun, 2014

THE INFLUENCE OF PRINCIPAL LEADERSHIP

AND ENGAGEMENT OF SCHOOL COMMITTEE TOWARD THE EFFECTIVENESS OF IMPLEMENTING SCHOOL-BASED MANAGEMENT

: Descriptive Study at Public Elementary Schools in Coblong Sub-district, in Bandung City, Indonesia

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

the creation of school committees, BOS teams and teaching boards that are made up of teachers, parents and community leaders. These groups serve to assist and advise principal and provide recommendation on the design and implementation of educational programs, policies, and the management of funds. Fourth, the reform encourages schools to engage in self-evaluation and monitoring of their processes. Under this SBM model, schools are expected to inform stakeholders for their decisions, and to be accountable for their decisions through monitoring by education districts, school committees, parents, and the immediate community (Vernez, G., Karam, R. &Marshall, J., 2012).

According the World Bank (RAND, 2012:1-4), although the Indonesian government has broadly implemented SBM policy since 2003, the national survey was conducted throughout the country with 400 principals in 2010 indicated that most principals consulted with teachers, districtstaff, and other school principals before making decisions,community and parent participation in school decision-makingwas very limited. Members of school committees, whichwere designed to facilitate parental and community involvementin education, rarely participated in school affairs. The survey revealed that school committeeparticipated in decisions in 44 percent of schools. Principals mainly viewed the school committee as an intermediarybetween the schools and parents, and the school committeemembers expressed attitudes of noninterference withschool matters and deference to school staff. Commonly, parents similarlyexpressed deference to school staff, and most principals andteachers reported feeling little or no pressure from parents toimprove school performance. As a result, parents and community members are not participating as fully as envisioned, and the decision-making authority of principal at school level was: 88% in recruiting and hiring teachers; 99% in setting school vision and goal; 88% in developing school curriculum; 65% in setting school calendar; 88% in selecting textbooks; 96% in student administrating; and 99% in allocating school budget. The survey further emphasized that although the

Mut Somoeun, 2014

THE INFLUENCE OF PRINCIPAL LEADERSHIP

AND ENGAGEMENT OF SCHOOL COMMITTEE TOWARD THE EFFECTIVENESS OF IMPLEMENTING SCHOOL-BASED MANAGEMENT

: Descriptive Study at Public Elementary Schools in Coblong Sub-district, in Bandung City, Indonesia

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

policy change toward local autonomy, districts still strongly influenced school policies and practices.Principals reported that they rarely made decisions withoutseeking district approvalout of fear of making a mistakeor appearing authoritarian. Thefindingshown that the district influence was equal to/greater than that of teachersin all areasaveraging 3.2 to 3.6 on a scale of 4—except inclassroom instructional practices. Principals frequently had meeting with district staff, which indicated thedistrict’scontinued prominent role in school decision-making.

B. Problem Identification and Research Formulation 1. Problem Identification

Based on background of the study in educational reform above, it is seen that Indonesia started implementing school-based management and enforced the effectiveness of implementation, especially delegating the local authoritative power (decentralizing) to the school communities or local schools. In this regard, the empowerment of local schools is transferred to the individual schools for implementing school-based management (SBM) by strengthening the principal leadership (roles and responsibilities) and promoting the engagements of school committee through participative decision-making (PDM). Here, the term PDM refers to the involvements of stakeholders or shared decision-making and shared responsibilities among the principal, and school committee, (teachers, parents, and community residents) who are the key actors toward the effectiveness of SBM implementation.

SBM is a model of management providing more autonomy to individual schools and enhancing the direct involvements of school communities (head teachers, teachers, students, staff, parents and society) in making decisions to improve the quality of schools under the policy of the Indonesian Ministry of National Education (Fadjar, 2002). The concept of SBM was chosen based on the

Mut Somoeun, 2014

THE INFLUENCE OF PRINCIPAL LEADERSHIP

AND ENGAGEMENT OF SCHOOL COMMITTEE TOWARD THE EFFECTIVENESS OF IMPLEMENTING SCHOOL-BASED MANAGEMENT

: Descriptive Study at Public Elementary Schools in Coblong Sub-district, in Bandung City, Indonesia

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

paradigm of decentralization of education which is being applied to solve the ineffectiveness of the centralistic educational paradigm formerly implemented. Centralistic management of education does not educate the school management to creatively develop the school organization, develop the curriculum, manage facilities and learning resources, nor develop community participation. SBM makes the school community an active participant involved in making decisions in relation to school programs including curriculum and its learning strategies.

In general, there are two pillars to help SBM implementation succeed the effectiveness; the influence of principal leadership and the engagement of school committee. The principal leadership refers to the performance of principal’s roles and responsibilities such as role in instructional leadership, community leadership, and visionary leadership (Michael Usdan, Barbara McCloud, and Mary Podmostko, 2000). And the engagement of school committee refers to power and authority related to empowerment to: formulate and approve the school policies; formulate and approve the school’s mission and vision; formulate and approve annual school programs including annual school budget; design strategic planning for school development; determine learning standards in the school; decide on the provision of incentives to the principal, teachers, and administrative staff; develop school potential factors for increasing student achievements both academic (school examinations) and non-academic (religious life, sports, arts, skills which are appropriate to school environment such as agricultural skills, weaving skills, and simple technology); raise school funds for the purpose of financing the school; mobilize school resources both financial and non-financial (human power for school building and facilities, ideas and recommendations); encourage more participation of school stakeholders in formulating, implementing, and monitoring school policies; create a transparent, accountable, and democratic atmosphere in the school for the purposes of quality education in the school; respond to the national and local curriculum requirements; coordinate networks and partnerships

Mut Somoeun, 2014

THE INFLUENCE OF PRINCIPAL LEADERSHIP

AND ENGAGEMENT OF SCHOOL COMMITTEE TOWARD THE EFFECTIVENESS OF IMPLEMENTING SCHOOL-BASED MANAGEMENT

: Descriptive Study at Public Elementary Schools in Coblong Sub-district, in Bandung City, Indonesia

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

between school and external organizations for improving educational processes and outcomes; identify and solve school problems; and evaluate school policies and programs including the control of school buildings and facilities as well as school grants (SBM policy by the Indonesian Ministry of Education, 2002). These authorities can be briefed into the four major roles: (1) An advisory agency in determining and/ approving school policies, at the school level; (2) A supporting agency in supporting the school both in financial and non-financial matters; (3) A controlling agency for transparency and accountability at school level; and (4) A mediator between school, government, and community. In another word, the key roles of school committee are: (1) Making school policies; (2) School policy appraisal; (3) Supporting financial resources; (4) Bridging public relations; and (5) Educational planning and Evaluation (Foxborough Public School, 2008; and Triton Regional School, 2013).

To enforce SBM effectively, the Indonesian Education Act 20/2003 (art. 56) also defines that a school committee is an independent body established to provide advice, directions and support for personnel, facilities and equipment, and monitoring of a school. However, Indonesia still faces many problems in the real practice such as some local schools do not establish school committee or less participation from stakeholders, and even principal leadership’s role seems to be in low performance so far, which must be more developed (World Bank, 2010).

Up to 2004, the SBM guidelines clarified that the school has to elect the school council (participative decision makers) with a minimum of nine members depending on the size of the school. The membership of a school council should comprise of community representatives, principal, teachers, school foundations, and local governments. The community representatives should consist of: (1) parents; (2) public figures, (3) educational experts; (4) industries or businesses; (5) professional organization of teachers; (6) representatives of alumni; and (7) representatives of students. Apart from electing and/or nominating a maximum of

Mut Somoeun, 2014

THE INFLUENCE OF PRINCIPAL LEADERSHIP

AND ENGAGEMENT OF SCHOOL COMMITTEE TOWARD THE EFFECTIVENESS OF IMPLEMENTING SCHOOL-BASED MANAGEMENT

: Descriptive Study at Public Elementary Schools in Coblong Sub-district, in Bandung City, Indonesia

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

three representatives only from teachers, school foundations, and Advisory Body for the Village Governance, there is no limitation of the total number elected from the representatives of the community members. And each school council has the authority to elect school council executive and standing committees. The council executive of each school council consists of at least the Council President, Secretary, and Treasurer. It is ruled out that a school principal cannot be elected as the Council President, while the executive members and standing committees are elected from and by school council members. Depending on the need of the schools, the standing committees of the school councils can be elected for: (1) Finance; (2) School Quality Control; (3) Partnership Networks and Information System; and (4) Buildings and School Facilities.

In summary, this study is primarily focused on the two key factors which contribute to the effectiveness of implementing SBM at school level. Those key factors are called as independent variables: the influence of principal leadership (X1)and the engagement of school committee (X2), which will make a positive influence toward the effectiveness of implementing school-based management (Y) at school level. Therefore, the movements toward the effectiveness of SBM are to provide opportunities to all relevant stakeholders such as teachers, parents and community members with information about their rights and responsibilities, and about the general state of education in their community; training stakeholders in how to use information; delegating to stakeholders (school committee), a specific power (right to hire and fire the contract teachers/the responsibility for monitoring teacher performance); allowing the local authorities, such as a school committee or the principal to determine the use of school resources.

The figure below illustrates the key factors foster the effectiveness of SBM implementation at school level:

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AND ENGAGEMENT OF SCHOOL COMMITTEE TOWARD THE EFFECTIVENESS OF IMPLEMENTING SCHOOL-BASED MANAGEMENT

: Descriptive Study at Public Elementary Schools in Coblong Sub-district, in Bandung City, Indonesia

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Principal

Leadership’s

Roles

School

Committee’s

Engagements Instructional

Leadership

Community Leadership

Visionary Leadership

Making School

Policies School _Policy

Appraisal

Supporting Financial Resources

Educational Planning & Evaluation Key Factors

to SBM Effectiveness

Bridging Public Relations

(Source: School Leadership for 21st _{Century Initiative, Leadership for Student Learning, Oct 2000)} Figure 1.1: Factors to foster SBM Effectiveness

2. Research Formulation

Based on background and problem identification of the research above, the problem formulations that are going to be explored and studied are primarily focused on the influence of principal leadership (roles and responsibilities), and school committees’ engagement in participative decision making (PDM). These are the key factors for making positive influence toward the effectiveness of implementing school-based management. Thus, the research questions to be raised in this research study are:

1. How is the influence of principal leadership in performing roles and responsibilities strengthened at public elementary schools in Coblong sub-district, Bandung city?

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2. How is the engagement of school committee promoted at public elementary schools in Coblong sub-district, Bandung city?

3. How far is the effectiveness of implementing SBM policy at public elementary schools in Coblong sub-district, Bandung city?

4. How can the influences of principal leadership foster the effectiveness of implementing SBM policy in Coblong sub-district, Bandung? 5. How can the engagement of school committee foster the effectiveness

of implementing SBM at public elementary schools in Coblong? 6. How much can the influence of principal leadership and engagement

of school committee enhance the effectiveness of SBM policy? C. Objectives of Research

The overall aim in this research study is to describe the educational reform through fostering the influence of the school leadership in performing key roles and the engagement of school committee in sharing decisions and responsibilities in school operations toward the effectiveness of implementing SBM policy at the primary level of public schools in Coblong sub-district, in Bandung city.

With particular purpose, this study is discovered on the key factors of the effectiveness of School-Based Management (SBM) which has been firstly applied since 1999 in Indonesia. However, this study is explored only on the current situations at school level in the context of school community. In this research, therefore, the main purposes of study are:

1. To know the influence of principal leadership in performing key roles at public elementary schools in Coblong sub-district, Bandung city. 2. To know the engagement of school committee in sharing decisions at

public elementary schools in Coblong sub-district, Bandung city. 3. To know the effectiveness of SBM policy at public elementary schools

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4. To critically analyze the influence of principal leadership contributing toward the effectiveness of implementing SBM policy.

5. To analyze the engagement of school committee contributing to the effectiveness of implementing SBM policy.

6. To know how the influence of principal leadership and engagement of school committee toward the effectiveness of implementing SBM. D. Significance of Research

As a scientific research, the significances of this study are divided into two sides as the followings:

1. Significance in Theory

With critical analysis and findings, this study is expected to be a useful instrument for students, teachers, principal or researchers who are interested in researching in field of educational administration. It will become a helpful tool to the next generation of researchers (theoretical-proofed document). Here, the study will come up with the new findings of the problems in implementing the concept of school-based management (SBM) such as how performance the principals do to improve education quality, the engagements of school committees, the challenges to theoretical implementation failures, and the factors to achieve a success of the school-based management.

2. Significance in Practice

This study is expected to be a significant encouragement to the key actors of school such as: principals, supervisors, teachers, community leaders, parents/ stakeholders who involve in managing the local schools; since it gives a better understanding of what makes a difference in improving student outcomes and effective environments of schools at the primary level.

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Systematic writing in this study consists of five chapters in accordance with the Guidelines for Scientific Writing of Indonesia University of Education in 2012. The research study is illustrated with the organizational structure which is going to discuss with details in the specific chapters. Here, the structure of the research study is to describe how the thesis is organized in order to produce an appropriate format and research beauty with coherences as the follows:

In chapter I, the discussion starts with introduction to the research by over viewing the main issues such as background, problem identification, problem formulation, objectives of research, significance of research, and organizational structure of research.

Chapter II discusses on the literature review, research framework, and hypothesis of research. The study focuses are on issues of school leadership, school committee, school-based management, and hypothesis of research.

Chapter III focuses on the research methodology by explaining about how the study is conducted based on the rule of scientific method, including: research location, population and sample; research design; operational definition; research instrument; instrument development process; techniques of data collection; and techniques of data analysis.

Chapter IV states about the research findings and discussions.

And chapter V discusses about the conclusion and recommendations of the research study.

53

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THE INFLUENCE OF PRINCIPAL LEADERSHIP

AND ENGAGEMENT OF SCHOOL COMMITTEE TOWARD THE EFFECTIVENESS OF IMPLEMENTING SCHOOL-BASED MANAGEMENT

: Descriptive Study at Public Elementary Schools in Coblong Sub-district, in Bandung City, Indonesia

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu A. Location, Population and Sample of Research

1. Location of Research

In order to shape the scope of the research, this study is conducted in the certain location. Here, the research study is particularly targeted in the public elementary schools in Coblong sub-district in Bandung city, Indonesia. And also, the study is mainly focused on the perspectives and effectiveness of implementing the concept of school-based management policy (SBM).

2. Population and Sample of Research

Arikunto (2010: 173) states that population is the entire subject of the research, while Margono (2010: 118) says population is all data which become the

researcher’s attention in a certain place and time. To Hinton (2005: 48) explained

that the population of study can be a complete set and can also be any part of a particular category that researchers want to conduct.

Based on the statements above, the population in this study is all the public elementary schools where have already been effectively implemented the SBM policy in Coblong sub-district, Bandung city, Indonesia. According to the data of Dinas Pendidikan Kota Bandung in 2014, there are 36 public elementary schools in Coblong sub-district; therefore all of those schools are chosen for subject study. In addition, a total population sampling is used in this study because the total population is very small. Total population sampling is a type of purposive sampling technique/ non-probability sampling techniques chosen to examine the entire population that has a particular set of characteristics (Patton, 1990, 2002; and Kuzel, 1999; as cited in Lund Research Ltd, 2012). And the respondents for each school are two people (one principal and one head of school committee) who are representatives of individual school and delegated with power and authority in making decisions, planning school policies, setting school vision and mission,

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monitoring, implementing and evaluating the programs at school level through open participations of school stakeholders based on the school-based management policy (Indonesian Ministry of Education, the SBM guidelines 2004).

Thus, this research study will select all those 36 public elementary schools where have been implementing the policy of school-based management (SBM). The total population in this research study is shown in the table below:

Table 3.1: Total Population of Research

No. Name of Schools Principal Head of SC Respondents

1 SDN CISITU 1 1 1 2

2 SDN CISITU 2 1 1 2

3 SDN CIPAGANTI 2 1 1 2

4 CIPAGANTI 4 1 1 2

5 SDN CIHAMPELAS 1 1 1 2

6 SDN CIHAMPELAS 3 1 1 2

7 SDN COBLONG 1 1 1 2

8 SDN COBLONG 2 1 1 2

9 SDN COBLONG 3 1 1 2

10 SDN COBLONG 4 1 1 2

11 SDN COBLONG 5 1 1 2

12 SDN COBLONG 6 1 1 2

13 SDN PELESIRAN 1 1 2

14 SDN NEGLASARI 1 1 1 2

15 SDN NEGLASAI 3 1 1 2

16 SDN SENANGGALIH 1 1 2

17 SDN LANGENSARI 1 1 1 2

18 SDN LANGENSARI 5 1 1 2

19 SDN NEGLASARI 4 1 1 2

20 SDN NEGLASARI 2 1 1 2

21 SDN NEGLASARI 5 1 1 2

22 SDN HAURPANCUH 1 1 1 2

23 SDN HAURPANCUH 2 1 1 2

24 SDN HAURPANCUH 3 1 1 2

25 SDN HAURPANCUH 4 1 1 2

26 SDN TILIL 1 1 1 2

27 SDN TILIL 2 1 1 2

28 SDN TILIL 3 1 1 2

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30 SDN TIKUKUR 1 1 1 2

31 SDN TIKUKUR 2 1 1 2

32 SDN TIKUKUR 3 1 1 2

33 SDN TIKUKUR 4 1 1 2

34 SDN TIKUKUR 5 1 1 2

35 SDN SEKELOA 1 1 1 2

36 SDN SEKELOA 2 1 1 2

Total Respondents 36 36 72

B. Research Design

In order to get the valid and reliable data, the method used in this study is descriptive survey of a quantitative approach. This approach seeks to describe the current status of an identified variable to provide systematic information about a phenomenon in the research issues. The analysis and synthesis of the collected data provide the test of the hypothesis. Systematic collection of information requires careful selection of the units studied and careful measurement of each variable. According to Omar (2004: 81), he states that “descriptive method can provide research correlation, descriptive analysis method can describe the things that reveal facts, classification and measurement, and whereas to be measured is a fact that serves to define what happens.” Meanwhile RJ Hilsden (2001: 23) gives a restriction on descriptive research, namely "research directed to provide the symptoms, the facts or events in systematic and accurate information on the properties of a particular population or region."

However, by principle, the overall structure for a quantitative design is based on the scientific method. It uses deductive reasoning, where the researcher forms a hypothesis, collects data in an investigation of the problem, and then uses the data from the investigation, after analysis is made and conclusions are shared to prove the hypotheses not false or false. With this stance, the basic procedure of a quantitative design is: making observations about something that is unknown, unexplained, or new by investigating the current theory surrounding the research

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problem or issues; hypothesizing an explanation for those observations; making a prediction of outcomes based on the hypotheses by formulating a plan to test the prediction; collecting and processing data; and verifying the research findings by making final conclusions and presenting the findings in an appropriate form.

Simply speaking, this research will be based on the hard documents, theory interpretations, data populations (questionnaires with a total number of population and sample selection), and data analysis. It will be relied on the numerical data (primary and secondary data). It claims for developing knowledge, such as cause and effect thinking, reduction to specific variables, hypotheses and questionnaire responses, the use of measurement and observation, and the test of theories. The research will isolate the three variables and causally relates them to determine the magnitude and frequency of relationships.

In addition, the research study will be determined with the variables to investigate and chooses instruments, which will respond highly reliable and valid data. This means that the two variables of research issues: independent (X1, X2) and dependent (Y) are inevitably correlated to the research study.

The figure below is used to determine the correlation coefficient of the variable X1 to Y, X2 to Y, and X1 and X2 to Y of this research study:

(X1RY) (X1X2RY)

(X2RY)

Where:

X1 = Influence of Principal Leadership X2 = Engagement of School Committee Y = Effectiveness of Implementing SBM

R = Correlation Coefficient between X1 and X2 to Y X1

Y

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Based on the figure above, it means that the two independent variables of the correlation coefficient between the influence of principal leadership (X1) and engagement of school committee (X2) will make a change to the effectiveness of implementing school-based management (Y). In this sense, the researcher can draw a conclusion that the descriptive method of analysis is suitable to use in this study, because it is in accordance with the purpose of research, which is to get an overview on the influence of principal leadership (X1), and the engagement of school committee (X2) toward the effectiveness of school-based management (Y). C. Operational Definition

1. Effectiveness of School-Based Management (Y)

School-based management (SBM) is defined as a form of decentralization that can improve the educational outcomes and increase client satisfaction. It also emphasizes the individual school (represented by principals, teachers, parents, and other members of school community) as the primary unit for improving education and the redistribution of decision-making authority over the school operations as the primary means by which this improvement can be stimulated and sustained (World Bank, 2007). It is a form of educational governance at school level by granting authority and power to all stakeholders for making shared decisions and taking shared responsibilities (Vernez, G., & Karam, R. Marshal, J. 2012).

Thus, the effectiveness of school-based management is referred to the successful implementation of decentralization at school level. According to Dr. K. Pushpanadham (in the ABAC Journal Vol. 26, No. 1, 2006:43), the effectiveness of implementing SBM would be appeared in these areas: (1) involvements of staff in decisions about programs and organization; (2) involvements of parents and others in the community in the school; (3) efficient and effective allocation of resources based on the school budget; (4) strong instructional leadership and a focus on educational concerns; (5) environmental supports of professional growth

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AND ENGAGEMENT OF SCHOOL COMMITTEE TOWARD THE EFFECTIVENESS OF IMPLEMENTING SCHOOL-BASED MANAGEMENT

: Descriptive Study at Public Elementary Schools in Coblong Sub-district, in Bandung City, Indonesia

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and collaboration; (6) long term academic improvement; (7) positive attitudes and support for the school demonstrated by staff, students, parents, and the community; (8) positive behavior modeled by the staff; (9) and the school should be successful and effective in meeting its goals.

There are three dimensions in implementing the SBM policy. And for its effectiveness can be measured by the authorities of school itself as the follows:

(1) Budget Management: School principal and school committee can make decisions over expenditures, allocations, and find funds from various sources with accountability (World Bank, 2007; Barrera-Osorio, Fasih & Patrinos, 2009:5; and UNESCO, 2012).

(2) Staff Management: Principal and in some case with discussions among school committees can decide to promote, compensate, hire or terminate staff or teachers, this also include right to assign staff (David Lustick and Jing Lei, 2005: 64; Lunenburg et al., 2006: 14). (3) Curriculum Development: Based on SBM policy, each local school can develop its core curriculum, select textbook and improve the instructional programs (World Bank, 2007; UNESCO, 2012). Based on the definitions above, SBM is to foster school management by giving more decision-making authority to parents and community with autonomy in setting school vision, mission, goals, and policies. It requires changes in school governance and management, strategic planning, school financing, accountability, and the development of new skills for staff members.

2. Influence of Principal Leadership (X1)

The influence of principal leadership is a strength of school principal’s roles and responsibilities in managing school such as assuring instruction aligned to the state academic standards; maintaining continuous improvement; designing

instruction for student success; developing partnership with student’s parents and community; and nurturing a school culture (Shelly Habegger, 2008:42-43). While

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AND ENGAGEMENT OF SCHOOL COMMITTEE TOWARD THE EFFECTIVENESS OF IMPLEMENTING SCHOOL-BASED MANAGEMENT

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Sun, Creemers and Jong (2007: 97) define principal leadership’s influence as an

empowerment of school leader for managing personnel (hiring, firing, promoting teachers and school staff members), time and finance, spiritual and human resources support, and school improvement. The main focuses of principal are to influence in these areas: school leadership; teacher evaluation; student disciplines; developing, implementing, and evaluating programs; reviewing policies and procedures; setting school schedule; hiring new teachers; building parents and community relations; and authority delegation (Derrick Meador, 2013).

According to Michael Usdan, Barbara McCloud, and Mary Podmostko, et al., (as cited in the School Leadership for the 21st Century Initiative, Leadership for Student Learning, October 2000: 8), the influence of principal is done through

performing the principal’s key roles. It is defined as leadership in the three key dimensions for school improvement as the followings:

(1) Instructional leadership: focusing on strengthening the teaching and learning, the professional development (staff), data-driven decision-making and accountability;

(2) Community leadership: manifesting in a big-picture awareness of the

school’s role in society; shared leadership among educators, community partners and residents; close relations with students’ parents and others; and advocacy for

school capacity building and resources;

(3) Visionary leadership: guiding or demonstrating energy, commitment, entrepreneurial spirit, values and conviction that all children will learn at high levels, as well as inspiring others with this vision both inside and outside the school building. It is the action undertaken by an effective instructional principal in four key roles in SBM implementation: designer of involvement; motivator/ coach; facilitator of change; and liaison to outside world (Priscilla Wohsteller & Kerri L. Briggs, 1994: 17).

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The term engagement shares meaning with involvement and participation. Thus, the engagement of school committee is an involvement or participation of the people who are elected as committee members of a school. Those elected members have power and authority to make decisions for their school affairs.

According to Queensland’s article cited by Emerson, Fear, Fox, and Sanders (in

the Parent and Community Engagements Framework, 2012:2), the engagements of school committee are to strengthen the students’ outcomes through effective partnerships between principals, teachers, students, parents and the community.

The Indonesian Ministry of National Education (2002) states that school

committee’s engagements are to get involved in these areas: an advisory agency in determining/approving educational policies at the school level; a supporting agency in supporting school both in financial and non-financial matters at school level; a controlling agency for the purpose of accountability and transparency at school level; and a mediator in communicating between school, government, and community.

However, Foxborough Public School (2008) and Triton Regional School (Massachusetts, USA, 2013) have common ideas that the engagements of school committee are normally to fulfill the five dimensions of roles at school level as the followings:

(1) Policy making: the school committee is responsible for development of the school policy as guides for administrative action and for employing a superintendent who will implement its policies.

(2) Appraisal: the school committee is responsible for evaluating the effectiveness of its policies and their implementation.

(3) Provision of financial resources: the school committee is responsible for adoption of a budget that will enable the school system to carry out the committee's policies.

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(4) Public relations: the school committee is responsible for providing adequate and direct means for keeping the local citizenry informed about the schools and for keeping itself and the school staff informed about the needs and wishes of the public.

(5) Educational planning and evaluation: the committee is responsible for ensuring that educational objectives are set that promote continual improvement of the educational programs.

In brief, the engagement of school committee is a participation with right in these areas: sharing decision-making in setting school vision, mission, and goal; planning, implementing, monitoring, and evaluating the school programs; managing school budget; hiring, terminating, compensating; bridging relations; promoting parental and community participation through sensitizing, involving and effectively communicating educational information to all parents, pupils, community stakeholders, and toward local authorities for seeking effectiveness of quality education, student outcomes, quality teaching and building the good environments or conditions of school.

D. Research Instrument

The research instruments used in data collection are questionnaires. In this sense, questionnaires are a number of written questions used to obtain information from respondents in terms of statements about personal or things that are known (Arikunto, 2010:128). Therefore, the questionnaires of the research instrument are given to the respondents of principals and heads of school committee.

Based on the reason above, the instrument (questionnaires) in this study will be used in the preparation of model of Likert Scale. According to Riduwan and Kuncoro (2007:20), Likert Scale is used to measure the attitudes, opinions and perceptions about a person or group social events or symptoms. By using the Likert Scale, the variables to be measured are translated into dimensions, the dimensions are translated into sub-variables and sub-variables are translated into

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indicators. With measurable indicators can be used as a starting point to make the item instrument in the form of questions or statements that need to be answered by the respondents.

In addition, the respondents will be asked to answer the closed-ended questions regarding with these three issues: 1) Influence of Principal Leadership (X1); 2) Engagement of School Committee (X2); and 3) Effectiveness of School-Based management (Y) of the research study.

And to obtain information from the field study, the questionnaires will be use with the multiple choices in a form of Likert Scale of five weighted options as shown the table below:

Table 3.2: Value of Likert Scale Alternative Answers Question Scores

Very High 5

High 4

High Enough 3

Low 2

Very Low 1

1. Influence of Principal Leadership (X1)

To know the level of the Influence of Principal Leadership (X1) in the day-to-day school operations, the researcher designs a table of brief aspects of the study variable as shown below:

Table 3.3: Aspects of Instrument

Variable (X1) Definition Dimensions Indicators Items

A strength of school

principal’s roles and

responsibilities such as assuring instruction

- Strengthening the teaching and learning - Improving professional growth & skills for staff

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The Influence of Principal Leadership

aligned to the state academic standards; maintaining continuous improvement;

designing instruction for student success; developing partnership with parents and community; and nurturing a school culture (Shelly Habegger, 2008).

Instructional Leadership

- Assuring academic standard for student outcomes

- Designing instructional programs,

- Hiring &firing teachers

- Assigning, promoting & compensating staff - Making school policies & disciplines

1, 2, 3, 4, 5, 6, & 7

Community Leadership

- Promoting awareness

of the school’s roles in society

- Sharing leadership with educators, community residents & committees - Close relations with students’ parents, staff and community - Advocacy for school capacity building and resources 8, 9, 10, 11, 12, 13, 14 & 15 Visionary Leadership

- Demonstrating energy, commitment, values and entrepreneurial spirit - Inspiring others with clear vision both inside and outside the school - Involvement designer of all stakeholders - Motivator or coach of participants/stakeholders - Facilitator of change

16, 17, 18, 19, 20, 21, 22 & 23

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- Liaison to outside world

2. Engagement of School Committee (X2)

To know the times/ how often the Engagement of School Committee (X2) is done in school affaires, the researcher designs a table of brief aspects of the study variable as shown below:

Table 3.4: Aspects of Instrument

Variable (X2) Definition Dimensions Indicators Items

Engagement of School Committee

The involvements of the people who are elected as committee members of a school and those members have power and authority to make decisions for their school affairs to strengthen the

students’ outcomes

through effective partnerships between principals, teachers, students, parents and the community (Queensland, 2012).

- Making school policies

- Initiating and approving the educational policies - Consulting in setting school vision, mission and goals

1,2,3, 4 & 5

- Policy Appraisal

- Evaluating the effectiveness of school policies & disciplines - Monitoring & evaluating the educational programs

6, 7, 8, 9 & 10

- Provision of financial resources

- Supporting both in financial & non-financial matters

- Controlling budget with accountability

- Adapting budget plan

11, 12, 13, 14 & 15

- Public relations

- Bridging information of school to community - Mediating relations in school &outside school - Involving parents, community & partners

16, 17, 18, 19 & 20

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- Educational planning & evaluation

- Analyzing, researching, planning, & ensuring educational objectives - Promoting continuous quality improvement - Effective teaching-learning environments for student success

20, 21, 22, 23, 24 & 25

3. Effectiveness of School-Based Management (Y)

To know the Effectiveness of School-Based Management (Y) is done in school community, the researcher designs a table of brief aspects of the study variable as shown below:

Table 3.5: Aspects of Instrument

Variable (Y) Definition Dimensions Indicators Items

Effectiveness of School-Based Management

The success of decentralization at school level through involvements of teachers, parents and community in setting school vision, mission, goals, policies, strategic planning, financing,

accountability, and developing skills for staff members (Dr. K. Pushpanadham, 2006:43). - Budget Management (autonomy & accountability)

- Allocating resources - Supporting funds - Setting budget policy & planning

1, 2, 3, 4 & 5

- Staff Management (autonomy)

- Making human resource policy & planning

- Hiring & firing staff and teachers

- Promoting & compensating staff - Assigning staff - Professional trainings

6, 7, 8, 9, 10 & 11 - Curriculum Development (autonomy) - Improving instructional programs & educational outcomes - Professional & skills

12, 13, 14, 15, 16 & 17,

Mut Somoeun, 2014

THE INFLUENCE OF PRINCIPAL LEADERSHIP

AND ENGAGEMENT OF SCHOOL COMMITTEE TOWARD THE EFFECTIVENESS OF IMPLEMENTING SCHOOL-BASED MANAGEMENT

: Descriptive Study at Public Elementary Schools in Coblong Sub-district, in Bandung City, Indonesia

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

development - Selecting textbooks - Instructional schedule

E. Instrument Development Process

In data collection, the techniquesare needed to use the mostappropriate, so thatit canget the valid and reliabledata. In this study, the researcherwillusesome stepsas the followings:

1. Determination of Data Collection Tool

A tool is questionnaire will be used. Questionnaire is a list of questions to others who are willing to respond in accordance with the user demand in granting respondents to checklist answers to the required questions (Riduwan, 2010: 99). Therefore, questionnaires used in this study are closed-ended questions, which respondents have to answer the questions relate to the studied variables only. 2. Preparation of data collection tool

Data collection tool in the preparation of this study are as follows:

- Creating variable that will be investigated in accordance with the given subject, namely variables: Influence of Principal Leadership (X1); Engagement of School Committee (X2); and Effectiveness of School-Based Management (Y).

- Constructing the aspects of questionnaires into questions.

- Formulatingcriteriascoresforeach itemaccording to thestatisticalanalysis by using a LikertScale.

Mut Somoeun, 2014

THE INFLUENCE OF PRINCIPAL LEADERSHIP

AND ENGAGEMENT OF SCHOOL COMMITTEE TOWARD THE EFFECTIVENESS OF IMPLEMENTING SCHOOL-BASED MANAGEMENT

: Descriptive Study at Public Elementary Schools in Coblong Sub-district, in Bandung City, Indonesia

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 3. Instrument Test

Upon completion of data collection tool, then the next step is to test the form of a questionnaire instrument or questionnaires disseminated throughout the respondents to the principals and heads of school committees in the 36 public elementary schools in Coblong sub-district, Bandung city. In the test instrument is used by statistical analysis. Statistical test aims to test the validity and reliability of the collected data so that it can be justified scientifically. The processes of test validity and reliability are illustrated as the follows:

a. Test Validity

Test Validity describes how the questionnaire is really able to gauge what will be, so the validity of test is the more appropriate tool of the planned target. Validity value is essential to the value of the correlation function to calculate the used items. The technique used is the total item correlation is consistency between the scores of items that can be seen overall magnitude of correlation coefficient between each item with an overall score, which is the basis of the Pearson Product Moment Correlation.

Related to the validity testing of the instrument according to Riduwan and Kuncoro (2008: 109-110), it is explained that validity is a measure of the degree of reliability or correctness of a measuring instrument. A good questionnaire should be able to measure with a clear framework of the research to be measured. Validity means the extent to which the precision and accuracy of a measuring instrument in doing the measuring function. Test of validity means testing the procedures to see whether in the form of questionnaires as a measuring instrument can measure carefully or not.

Validity is a measurement that indicates the validity of research instrument (Arikunto, 2006: 170). To get data of the research, the instrument should be valid

117 Mut Somoeun, 2014

THE INFLUENCE OF PRINCIPAL LEADERSHIP

AND ENGAGEMENT OF SCHOOL COMMITTEE TOWARD THE EFFECTIVENESS OF IMPLEMENTING SCHOOL-BASED MANAGEMENT

: Descriptive Study at Public Elementary Schools in Coblong Sub-district, in Bandung City, Indonesia

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

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