<![CDATA[Penelitian ini bersifat deskriptif yang dilakukan dengan studi kasus di kedua sekolah, yaitu: SMAN 5 dan SMA Darul Hikam Kota Bandung. Teknik penggalian data dilakukan dengan pengamatan, wawancara dan studi dokumentasi sekolah. Pengolahan data dilakukan melalui proses pengumpulan data, reduksi data , penyajian data (display), dan verifikasi data. Berdasarkan pengolahan data diperoleh hasil penelitian sebagai berikut: 1) proses kebijakan pada pemberdayaan guru di sekolah semua diarahkan untuk meningkatkan mutu hasil pembelajaran; 2) perencanaan strategi pemberdayaan guru lebih kepada merencanakan aspek peningkatan kemampuan guru, aspek kondisi organisasi dan mengkondisikan baik secara fisik maupun non fisik kondisi sekolah sehingga mendukung pengoptimalisasian kinerja guru; 3) pelaksanaan program pemberdayaan guru lebih kepada proses pemberian bimbingan, pimpinan, pengaturan, pengendalian dan pemberian fasilitas lainnya; 4) pengawasan pemberdayaan guru lebih kepada kualitas guru sesuai dengan kreteria tertentu dalam rangka memenuhi kepuasan pelanggan (peserta didik, orang tua, serta pihak-pihak berkepentingan lainnya); dan 5) dampak strategi pemberdayaan guru terletak pada kualitas kinerja guru baik mutu akademik, manajerial yang mempunyai komitmen tinggi untuk meningkatkan mutu pendidikan. Peneliti merekomendasikan kepala sekolah hendaknya memperhatikan relevansi kebutuhan pengetahuan dan keterampilan serta kebutuhan sekolah, selama ini mengelola proses pembelajaran guru relatif masih rendah.This is a descriptive study conducted by the case studies in both schools, namely: SMAN 5 and SMA Darul Hikam Bandung. Data are performed by observation, interview and documentation study school. Data processing is done through the process of data collection, data reduction, data presentation (display), and verification of data. Based on the data processing obtained the following results: 1) the policy process on empowering teachers in schools all geared to improving the quality of learning outcomes; 2) planning of teacher empowerment strategy is to plan the aspects of teacher capacity building, organizational conditions and conditioning aspects of both physical and non-physical condition of the schools that support optimizing the performance of teachers; 3) the implementation of teacher empowerment program more to the process of providing guidance, leadership, regulation, control and provision of other facilities; 4) supervision over the quality of teacher empowerment of teachers in accordance with certain criteria in order to meet customer satisfaction (students, parents, and other interested parties); and 5) the impact of teacher empowerment strategy lies in the quality of teacher performance both academic quality, managerial who have the commitment to improve the quality of education. Researchers recommend principals should consider the relevance of the needs of knowledge and skills and the needs of the school, as long as the teacher is managing the learning process is still relatively low. ]]>
