Individual Assignment On Effectiveness in School Management

INDIVIDUAL ASSIGNMENT ON EFFECTIVENESS IN SCHOOL MANAGEMENT Questions: 1. Effectiveness can be measured by its “level” or “content”. However, schools often find it difficult to provide a clear and precise picture of the level of effectiveness. Provide an analysis of what causes management to find it difficult to determine the level of management effectiveness in schools! 2. Efficiency in education can be categorized as internal efficiency and external efficiency. Have you ever found a school that provides a picture of external efficiency? Why is this external efficiency rarely measured/evaluated by school management? What are the obstacles for management? 3. School productivity can be seen from 3 (task) perspectives (see slides 15-16). According to your understanding of the 3, which perspective for measuring school productivity is more appropriate and comprehensive? Explain! Answer: 1. Effectiveness can be understood as a measure or standard that states how much or how far the target (in the form of quantity, quality, and time) has been achieved. This can be seen from the greater percentage of targets achieved, the higher the effectiveness. According to Schemerlon John R. Jr. (1986:35) effectiveness is an achievement of output targets measured by comparing budget output with actual output or actual output. Meanwhile, according to Prasetyo Budi Saksono (1984) effectiveness itself has the meaning of how much the level of attachment of the output achieved with the expected output from a number of inputs. It can be concluded that the meaning of effectiveness itself is a measure of target achievement against quantity, quality, and time that has been implemented by management after the target has been determined in advance. Effectiveness itself is closely related to the leadership attitude of a leader. Leadership influences the behavior of others towards certain goals as an indicator of a leader's success. Leaders who have good work independence can be called professional leaders for all educators in schools because they can create an effective learning environment for their students. The independence of school leaders or in this case the principal can be measured by the achievement of ideas or concepts that they have and express, an independent and conducive school environment, strategic and adequate facilities and infrastructure to achieve the effectiveness of teacher learning objectives and the spirit of student learning independence. Effectiveness itself is one of the behaviors needed by someone, especially if he is a leader who plays an important role in achieving the goals of an agency or organization. The effectiveness of an institution can be measured, one of which is through the degree of achievement of organizational goals, while management effectiveness can be known from the extent to which a leader can carry out management functions. Effective leaders can be seen in several attitudes, including carrying out tasks that include planning work schedules, coordinating subordinate activities, providing employee needs, providing technical assistance and relationship behavior aimed at gaining employee trust and so on. The effectiveness of subordinate work can be controlled through the attitude of the leader in the form of directing and coordinating all work behaviors. In essence, effectiveness is the extent to which the work gap that has an impact on results is treated well by individuals between work teams and participatory through joint commitment. Based on the explanation above, it can be concluded that effectiveness itself is an achievement of previously determined standards or targets. So it could be that the reason why management finds it difficult to determine the level of management effectiveness in schools is because of the lack of a firm attitude from the leader regarding the standards of effectiveness for the achievements that must be achieved by the school. 2. Efficiency is essentially known in two main dimensions, namely internal efficiency and external efficiency. Internal efficiency itself is defined as something related to the problem of the relationship between the amount of input and output of education. While external efficiency is about how graduates who are issued (graduated) from an educational institution get a place (position/job) in society. Efficiency itself, when discussed in the educational flow, mostly talks about the financing or education funds that are issued. So to answer the question, why do educational institutions rarely evaluate external efficiency, one of the reasons is because graduates of an educational institution are no longer the responsibility of the educational institution but have become a personal responsibility. This means that every fund or financing that is made goes into personal cash, not institutional financing. Therefore, why do most educational institutions rarely evaluate external efficiency. 3. In the ppt slides (15-16) school productivity is viewed from three perspectives, including 1) comparison of input with output; 2) substance that is the main concern of the school; 3) fulfillment of 8 SNP (National Education Standards). In my opinion, from these three perspectives, what describes school productivity is the comparison between input and output. Productivity itself can be interpreted as a comparison between output and input. Herjanto himself defines productivity as a measure that states how well resources are managed and utilized to achieve optimal results. So by comparing input and output over a period of time, the process can determine how productive a workforce or school institution is.