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This study explains the approaches used by the Institute for Research and Community Development Studies in School-Based Management (SBM) training for Islamic elementary schools in Magelang Regency. The data in this qualitative study were collected through observation techniques, interviews, and document studies obtained from training facilitators, principals, supervisors, school boards, and training organizing committees. Furthermore, the data were analyzed using qualitative techniques. The results of the study show that the leadership enculturation approach was used in training to strengthen the leadership of Islamic elementary schools. The leadership enculturation approach was adjusted to the stages of SBM training as follows: 1) Partnership leadership enculturation was used to strengthen school leadership in preparing follow-up plans after SBM training. 2) Mentoring collaborative leadership enculturation was used to strengthen school leadership in schools’ action implementation. 3) Evaluative leadership enculturation was used to strengthen school leadership in measuring and assessing the training process, training outcomes, and the impact of change on schools. The school leadership enculturation approach adjusted to the training stages can be used to ensure the implementation of SBM in schools after training.
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References
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References
Ahmad, I. (2013). Effect of community participation in education on quality of education: Evidence from a developing context. Journal of Education and Vocational Research, 4(10), 293–299. https://doi.org/10.22610/jevr.v4i10.133
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Ehren, M., & Perryman, J. (2018). Accountability of school networks: Who is accountable to whom and for what? Educational Management Administration and Leadership, 46(6), 942-959. https://doi.org/10.1177/1741143217717272
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Grinshtain, Y., & Gibton, D. (2018). Responsibility, authority, and accountability in school-based and non-school-based management: Principals’ coping strategies. Journal of Educational Administration, 56(1), 2-17. https://doi.org/10.1108/JEA-01-2017-0005
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Hardjono, W. (2020). Analisis efektivitas rencana tindak lanjut peserta pelatihan pertanian. Jurnal AgriWidya (Menginspirasi Untuk Pelatihan Yang Lebih Baik), 1(1), 119-127. https://repository.pertanian.go.id/items/00eb35cc-b936-4331-8c06-80ba44b2ee05
Harrison, J. (2019). Building advocacy capacity in a teacher training program. In H. A. Linville & J. Whiting (Eds.), Advocacy in English language teaching and learning (pp. 44-56). Routledge.
Hervas, G., & Medina, J. L. (2020). Key components of lesson study from the perspective of complexity: A theoretical analysis. Teachers and Teaching: Theory and Practice, 26(1), 118–128. https://doi.org/10.1080/13540602.2020.1745174
Hidayat, F., & Tolla, I. (2022). Transparansi dan akuntabilitas penggunaan dana bantuan operasional sekolah (BOS) [Transparency and accountability in the use of school operational assistance funds]. Jurnal Administrasi, Kebijakan, dan Kepemimpinan Pendidikan (JAK2P), 3(1), 66-74. https://doi.org/10.26858/jak2p.v3i1.16167
IRCOS Indonesia. (2022). Laporan kegiatan implementasi aksi menuju sekolah penggerak program POP - IRCOS Indonesia 2022 [Activity report on the implementation of action towards the POP program driving school - IRCOS Indonesia 2022]. IRCOS Indonesia.
Jansen, S., Knippels, M. C. P. J., & van Joolingen, W. R. (2021). Lesson study as a research approach: A case study. International Journal for Lesson and Learning Studies, 10(3), 286–301. https://doi.org/10.1108/IJLLS-12-2020-0098
Kelly, D., & Nicholson, A. (2022). Ancestral leadership: Place-based intergenerational leadership. Leadership , 18(1), 140-161. https://doi.org/10.1177/17427150211024038
Kentab, M. Y. (2016). Barriers to accountability implementation in the education directorates in the Kingdom of Saudi Arabia. Journal of Education and Practice, 7(4), 129–152. http://files.eric.ed.gov/fulltext/EJ1092348.pdf
King, E. F. (2018). Developing teacher capacity in Cambodia: an expanded model. Asian Education and Development Studies, 7(1), 2–14. https://doi.org/10.1108/AEDS-06-2017-0053
Kozlowski, S. W. J., & Ilgen, D. R. (2006). Enhancing the effectiveness of work groups and teams. Psychological Science in the Public Interest, 7(3), 77-124. https://doi.org/10.1111/j.1529-1006.2006.00030.x
Kusumaputri, E. S., Muslimah, H. L., & Hayati, E. I. (2023). The case study of Islamic-education leadership model: What we can learn from the dynamics of principals’ leadership in Indonesian excellence Islamic boarding-schools. Jurnal Psikologi, 50(1), 18-44. https://doi.org/10.22146/jpsi.78892
Lee, E., Neumann, M., Boese, S., & Maaz, K. (2021). Implementation processes of site-based management at schools in challenging circumstances in Germany: Principals’ and teachers’ perceptions of openness and consensus in target setting processes. Studies in Educational Evaluation, 70, 101003. https://doi.org/10.1016/j.stueduc.2021.101003
Leithwood, K., & Menzies, T. (1998). Forms and effects of school-based management: A Review. Educational Policy, 12(3), 325–346. https://doi.org/10.1177/0895904898012003006
Martin, H. J. (2009). Improving training impact through effective follow-up: Techniques and their application. Journal of Management Development, 29(6), 520-534. https://doi.org/10.1108/02621711011046495
Mehner, L., Rothenbusch, S., & Kauffeld, S. (2024). How to maximize the impact of workplace training: A mixed-method analysis of social support, training transfer and knowledge sharing. European Journal of Work and Organizational Psychology. https://doi.org/10.1080/1359432X.2024.2319082
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd edition). Sage Publications, Inc.
Mohammed, I., Abdulal, R., & Seidu, A. A. (2022). Contraints and restrictions to community participation in school developments at primary schools in the Sagnarigu Municipal, Ghana. Journal of Educational Review, 14(1), 41–51. https://www.researchgate.net/publication/363896448
Moradi, S., Bin, S., & Barzegar, N. (2012). School-based management (SBM), opportunity or threat (Education systems of Iran ). Procedia - Social and Behavioral Sciences, 69, 2143–2150. https://doi.org/10.1016/j.sbspro.2012.12.179
Morales-Huamán, H. I., Medina-Valderrama, C. J., Valencia-Arias, A., Vasquez-Coronado, M. H., Valencia, J., & Delgado-Caramutti, J. (2023). Organizational culture and teamwork: A bibliometric perspective on public and private organizations. Sustainability, 15(18), 13966. https://doi.org/10.3390/su151813966
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