School management is an important factor in education and teaching in schools whose success is measured by graduate achievements (output), therefore in the running of leadership , had to think "system" means in the education in school-related components such as: teacher- teachers, TU staff, Parents / Community, Government, students, and others must function optimally influenced by the policies and performance leadership.

The challenge of educational institutions (schools) are meant to catch up competition in the achievement especially in the face of global competition, especially from Vocational High School where the graduates have acquired sufficient knowledge, attitudes and skills of mid-level professionals as it is in accordance with the guidance curriculum SMK 2004.

B. Problem formulation 

C. Purpose

The purpose of this discussion paper to know anything what the scope of management education school


D. Limits problem

Based platabelakang problems then this paper only discusses
management of school education


A. Understanding School Management

In the context of education, was still found to controversies and inconsistencies in the use of the term management. On the one hand there are still inclined to use the term management, so known by the term management education . On the other hand, some may use the term so well known term administration of educational administration. In this study, the authors tend to identify them, so these two terms can be used with the same meaning.

Furthermore, the following will present some common understanding of management presented by several experts. From Kathryn. M. Bartol and David C. Martin was quoted by AM Kadarman SJ and Jusuf Udaya (1995) gives the formula that:
"Management is the process for achieving goals - goals of the organization by performing the activities of the four main functions are to plan (planning), organizing (organizing), lead (leading), and controlling (controlling). Thus, management is a continuous activity. "

While from Stoner as cited by T. Hani Handoko (1995) suggested that:
"Management is the process of planning, organizing, directing, and monitoring efforts of the members of the organization and use of resources-resources other organizations in order to achieve predetermined organizational objectives".

Specifically in the context of education, Djam'an Satori (1980) gives the sense of management education by using educational administration interpreted the term as "the whole process of cooperation by utilizing all personnel and material resources that are available and appropriate to achieve the educational goals have been established to effectively and efficient ".

Meanwhile, Hadari Nawawi (1992) argued that "the educational administration as a series of activities or the overall control process a number of collaborative efforts to achieve educational goals are systematically organized in a certain environment, especially in the form of institutions of formal education ".

Although found understanding of management or administration of a diverse, both general and specifically about education, but essentially we could conclude about the understanding of management education, that:

B. Management Functions

Stated above that management education is an activity. Activities referred to was none other actions that refer to functions manajamen. With regard to these management functions, H. Siagian (1977) express the views of several experts, as follows:

According to GR Terry, there are four functions of management, namely:

Harold Koontz and Cyril O 'Donnel proposed five management functions, including:

To understand more about the functions of management education, at the bottom will be presented about the functions of management education in the perspective of schooling, with reference to the thoughts GR Terry, include:

1. Planning (planning)

Another is planning an activity to set goals to be achieved along with ways to achieve that goal. As delivered by Louise E. Boone and David L. Kurtz (1984) that: planning may be defined as the process by the which managers set objectives, asses the future, and develop courses of action designed to accomplish these objectives. While T. Hani Handoko (1995) suggested that:
"Planning (planning) is the selection or setting organizational goals and determining strategies, policies, projects, programs, procedures, methods, systems, budgets and standards needed to achieve the goal. Decision-making involved in this function. "

The importance of planning in particular is to provide clear directions for each activity, so that each activity can be attempted and carried out as efficiently and effectively as possible. T. Hani Handoko the nine argued that planning for the benefit of planning:

Gil Indriyo Sudarmo and Agus Mulyono (1996) suggests the main steps in planning, namely:

The same thing is also expressed by T. Hani Handoko (1995) that there are four stages in the planning, namely:

On the other hand, Indriyo Gito Sudarmo and Agus Mulyono (1996) suggested that on the basis of the wide scope of problems and the range contained in a plan, then the planning can be divided into three forms, namely: (1) global plan which is the determination of overall objectives and Long-term, (2) strategic plan is a plan drawn up to determine the objectives of activities or tasks that have strategic significance and has a long-term dimensions, and (3) the operational plan which is a plan of activities to sustain the achievement of short-term term goals length, both in the global planning and strategic planning.

Strategic planning lately become very important in line with the development environment is very fast and very difficult to predict, such as the very rapid development of technology, managerial work is increasingly complex, and the acceleration of other changes in the external environment.

On the other hand, T. Hani Handoko explained briefly about the steps in the preparation of strategic planning, as follows:

While opinions on the further illustrate the strategic planning in a business context, but essentially the concept of strategic planning can be applied also in the context of education, particularly at the level of schooling, because education in Indonesia today is facing many challenges internally and externally, and thus require planning can really guarantee sustanabilitas education itself.

2. Organizing (Organizing)

The next is organizing functions of management (organizing). George R. Terry (1986) argued that: "Organizing is the act of seeking relationships that effectively conduct between people, so they can work together efficiently, and gain personal satisfaction in performing certain tasks, in particular environmental conditions in order to achieve the goals or specific targets ".

Louise E. Boone and David L. Kurtz (1984) defines the organization: "... as the act of planning and implementing organization structure. It is the process of arranging people and physical resources to carry out plans and organizational acommplishment obtective ".

From the second the opinion above, it is understood that the organization is basically an attempt to complete the plans that have been made with implementing organizational structure. The important thing to consider in organizing is that every activity must be clear who is doing, when done, and what its target.

With regard to this organization, Hadari Nawawi (1992) suggested several principles in the organization, including: (a) the organization must be professional, with the division of labor units that suit their needs, (b) grouping of units of work should describe the division of labor, (c) organizations must manage the delegation of authority and responsibility, (d) the organization must reflect the span of control, (e) the organization must contain a command unit, and (f) the organization must be flexible and balanced.

Ernest Dale as quoted by T. Hani Handoko suggests three steps in the process of organizing, namely: (a) pemerincian all work to be undertaken to achieve organizational goals, (b) the division of total work load into activities that logic can be implemented by one person, and (c) procurement and development of a mechanism to coordinate the work of its members into a unified and harmonious unity.

3. Implementation (actuating)

Of the entire chain management process, implementation (actuating) is the most important management function. In planning and organizing functions more related to abstract aspects of the management process, while the actuating functions are even more emphasis on activities that relate directly to the people in the organization

In this case, George R. Terry (1986) suggested that an attempt to move actuating members of the group in such a way that they desire and strive to achieve corporate objectives and targets members of the company because its members also want to reach those goals.

From the definition above, the implementation (actuating) is nothing but an attempt to make the plan a reality, through various briefings and motivating so that each employee can carry out activities in an optimal fit with the role, duties and responsibilities.

The important thing to consider in the implementation (actuating) is that an employee will be motivated to do something if: (1) feel confident will be able to do, (2) believes that the work is beneficial for him, (3) not being burdened by personal problems or other more important tasks, or urgent, (4) is a trust for the task concerned and (5) the relationship between friends in the harmonious organization.

4. Monitoring (controlling)

Monitoring (controlling) is a function of management is no less important in an organization. All the previous functions, will not be effective without the oversight function. In this case, Louis E. Boone and David L. Kurtz (1984) gives the formulation of supervision as: "... the process by the which managers determine wether actual operation are consistent with plans".

Meanwhile, Robert J. Mocker as presented by T. Hani Handoko (1995) suggested the definition of supervision in which contains the essential elements of the regulatory process, that: "Supervision of management is a systematic attempt to set the standard implementation with the purpose - the purpose of planning, designing information feedback system, comparing actual activity with the standards set before, define and measure the distortions, as well as taking corrective action necessary to ensure that all company resources are used most effectively and efficiently in achieving corporate objectives. "

Thus, supervision is an activity that seeks to control the order execution can be run in accordance with the plans and determine whether organizational goals achieved. When a deviation occurs where the deviation is and how well the necessary measures to overcome them.

Furthermore, also proposed by T. Hani Handoko that the regulatory process has five stages, namely:
The standards implementation;

Management functions interact with each other and it runs intertwined with each other, thus producing what is called process management. Thus, the management process is actually a process of interaction between the various management functions.

In the perspective of schooling, for the purpose of education in schools can be achieved effectively and efficiently, then the process of management education has a vital role. Because no matter how the school is a system in which involves a variety of components and a number of activities that need to be well managed and orderly. School without the support of good management processes, may only result in chaos organization pace, which in turn was the purpose of education will never be achieved properly.

Thus, every educational activity in schools should have a clear and realistic planning, organizing an effective and efficient deployment and motivating the entire school personnel to always be able to improve the quality of its performance, and supervision on an ongoing basis.

C. Field of Education Activities

Speaking of education, below some of the views of experts on areas of activity into an area of ​​arable management education. Ngalim Purwanto (1986) classify them into three arable fields, namely:

Something similar is also expressed by M. Rifa'i (1980) that the fields of educational administration consists of:

Meanwhile, Thomas J. Sergiovani sebagimana cited by Uhar Suharsaputra (2002) suggested eight areas of educational administration, including: (1) instruction and curriculum development, (2) pupil personnel; (3) community school leadership, (4) staff personnel, (5) school plant; (6) school trasportation; (7) organization and structure and (8) School finance and business management.

On the other hand, the Ministry of National Education General Directorate of Secondary Education (1999) has published a book Management Guide School, in which explores the areas of education management activities, including: (1) curriculum management, (2) personnel management, (3) management of student affairs; ( 4) financial management , (5) preventive care management school facilities and infrastructure.

From the opinions of the above, seems to be underlined that the field of educational administration put forward by Thomas J. Sergiovani. In the context of education in Indonesia today, the view of Thomas J. Sergiovani presumably not yet fully implemented, especially in the field of school transportation and business management. For some reason, the general policy of national education has not been able to reach in that direction. Nevertheless, within the framework of enhancing the quality of education, the future is very exciting idea to be applied to education policy in Indonesia. 

Management School Education

Referring to the policy of the Directorate General of Secondary Education, Ministry of Education in School Management Guide book, the following will be described briefly on the areas of education activities in schools, which include:

A. Management curriculum

Management curriculum is the main substance in school management. The basic principles of this curriculum management is trying to make the learning process can run well, with the benchmark goal achievement by students and encouraging teachers to develop and continually refine their learning strategies. Stages of curriculum management in schools is done through four stages:

In the context of the Education Unit Level Curriculum (SBC), Tita Lestari (2006) argued about the curriculum management cycle consists of four stages:

B. Student Management

In a management student, there are four basic principles, namely:

C. Personnel management

There are four basic principles of personnel management are:

Besides the availability of human resources, it is very important in regard to mastery is manajamen personnel competence of the personnel at the school. Therefore, efforts to develop the competence of any school personnel to be absolutely necessary.


D. Financial Management

Financial management in schools, especially with regard to school tips in tapping funds, school tips in managing funds, financial management associated with the school's annual program, how to administer the school funds, and how to do surveillance, control and inspection.

The essence of financial management is the achievement of efficiency and effectiveness. Therefore, in addition to seeking the availability of adequate funds for development needs as well as routine operational activities at the school, is also worth noting the factors of accountability and financial transparency of any use either the originating government, community and other sources.


E. Preventive maintenance and facilities management school prasana

Preventive maintenance and facilities management school prasana an act carried out periodically and planned to take care of physical facilities, such as buildings, furniture, and other school equipment, with the aim to improve performance, extend service life, lower repair costs and establish cost effective means of treatment and pre-school facilities.

In this management need to be made preventive maintenance programs in schools by implementing team-building, make a list of facilities and pre-advice, prepare a schedule of maintenance activities, prepare an evaluation sheet to assess the work of maintenance on each piece and provide rewards for those who managed to improve performance school equipment in order to increase awareness of caring for school facilities and infrastructure.

As for the implementation being: direction to the implementation team, striving for monthly monitoring of the locations where facilities and infrastructure, disseminate information about preventive care program for the entire school community, and create a race program maintenance on facilities and school facilities to motivate the citizens of the school.


F. Teacher Performance Management

In the perspective of management, so that teacher performance can always be improved and reached a certain standard, it takes a performance management (performance management). By referring to thoughts Robert Bacal (2001) in his book Performance Management below will be discussed about the performance management of teachers.

Robert Bacal suggests that performance management, as: a communication process is sustainable and conducted in partnership between an employee and his direct supervisor. This process includes activities to build clear expectations and understanding of the work to be done. This is a system. That is, he has a number of parts that must all be included, if this performance management system would provide added value to the organization, managers and employees.

From the expression above, the performance management of teachers, especially closely related to the task of school principals to always perform a continuous communication, through a partnership with the teachers at her school. In developing the performance management of teachers, inside should be able to establish clear expectations and understanding of: 

Essential job functions expected of teachers.

Furthermore, Robert Bacal suggests also that the performance management among others include performance planning, communication and continuous performance evaluation of performance.

Performance planning is a process in which teachers and principals work together to plan what to do with teachers in the coming year, determine how performance should be measured, identify and plan how to overcome obstacles, and achieve common understanding on the job.

Continuous communication is a process in which principals and teachers work together to share information about work progress, obstacles and problems that may arise, solutions can be used to solve various problems, and how principals can help teachers. Its importance lies in its ability to identify and overcome the difficulties or the problem before it becomes big.

Performance evaluation is one part of performance management, which is a process in which individual performance is assessed and evaluated. These are used to answer the question, "How well a teacher's performance in a given period?". Any method used to assess performance, it is important for us to avoid two traps. First, do not assume performance problems occur in isolation from each other, or "always wrong teacher." Second, no one estimates that can give an overall picture of what happened and why. Performance appraisal is just a starting point for discussion and further diagnoses.

Meanwhile, Karen and Joe B. Seeker Wilson (2000) gives an overview of performance management processes with the so-called performance management cycle, which consists of three phases of planning, coaching, and evaluation.

Planning is the phase of definition and discussion of roles, responsibilities, and measurable expectations. Planning had led to the development phase, - where the teacher guided and developed - encourage or direct their efforts through support, feedback, and rewards. Later in the evaluation phase, the teacher's performance be assessed and compared with predetermined expectations in the performance plan. Plans being developed, the cycle continues over and over, and teachers, principals, and administrative staff, as well as the organization continues to learn and grow.

Each phase is based on input from the previous phase and generates output, which in turn, feed into the next phase. All three phases of the Performance Management Cycle is as important to the quality of the process and all three must be treated sequentially. Planning must be done first, followed by Construction, and finally Evaluation.

By not mean to rule out the importance of performance planning and coaching or communication performance. Below will be presented on the evaluation of teacher performance. That in order for the teacher's performance can be improved and provide a significant contribution to overall school performance it is necessary to evaluate teacher performance. In this case, Ronald TC Boyd (2002) suggested that teacher performance evaluations are designed to serve two purposes, namely:

Teacher performance evaluation system should provide benefits as a feedback to meet the various needs in the classroom (classroom needs), and can provide opportunities for the development of new techniques in teaching, and receive counseling from school principals, education supervisors or other teachers to make changes in the classroom.

To achieve these objectives, an evaluator (read: the principal or school superintendent) must first set specific procedures and establish standards of evaluation. The standards should be linked to:

Evaluators should consider a variety of teaching skills that teachers have. and use various sources of information about teacher performance, so as to provide a more accurate evaluation. Some teacher performance evaluation procedures that can be used by the evaluators, including:

Each evaluation should be reported. Post-observation conference can give feedback to teachers about the strengths and weaknesses.

In this case, several things must be considered by the evaluators:

CHAPTER IV
CONCLUSIONS AND SUGGESTIONS

A. Conclusion

Based on the above papers DAPT concluded several conclusions:

B. Suggestions

1. A school principal, in addition to be able to implement process management refers to management functions, are also required to understand and apply the whole substance of the educational activities.

2. The school principal is required to have the ability to: