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All Journal Journal of Innovation and Research in Primary Education
Nandang Koswara
Universitas Islam Nusantara, Bandung
Education Languange, Linguistic, Communication & Media Mathematics Other

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Principal Management in Improving Teacher Performance for School Program Success: A Comparative Case Study of Two Elementary Schools in Indonesia Vivi Meilani; Nandang Koswara
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2780

Abstract

Principal management plays a critical role in improving teacher performance and ensuring school program success, yet understanding of how management practices function across varied elementary school contexts remains limited. This study examined principal management in improving teacher performance through the PDCA (Plan-Do-Check-Act) framework at two elementary schools in Cianjur Regency, West Java, Indonesia. A qualitative descriptive case study design was employed, with data collected through semi-structured interviews, passive participant observation, and documentary analysis. Research participants comprised school principals and teachers from SD Negeri Nusa Indah Cipanas and SD Negeri Gadog Pacet. Data were analyzed using Miles et al.'s (2014) interactive model, with credibility ensured through triangulation, member checking, and peer debriefing. Findings revealed distinct yet effective management approaches: SDN Nusa Indah demonstrated systematic, participatory leadership emphasizing structured planning, formal supervision, and evidence-based evaluation, while SDN Gadog exhibited transformational leadership prioritizing relational engagement, personalized guidance, and adaptive implementation. Both approaches successfully improved teacher performance through continuous improvement orientations adapted to institutional contexts. Management effectiveness emerges from contextual alignment between leadership practices and institutional realities rather than adherence to singular optimal models, suggesting that both systematic and flexible approaches can generate meaningful teacher development when authentically implemented with continuous improvement orientations.
Implementation of Centralized School Management in Improving Graduate Quality Agus Sugiono; Nandang Koswara
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2782

Abstract

Vocational education quality depends critically on effective management systems aligning educational outputs with industry demands. This study examines Center of Excellence (PK) management implementation in private vocational schools and its impact on graduate quality. A qualitative case study design was employed at SMKS PGRI 35 Jakarta and SMKS Islam Bahagia Jakarta, the only private vocational schools implementing PK programs in West Jakarta 1. Data were collected through semi-structured interviews with 12 key informants, participant observations, and document analysis over four months. Analysis followed systematic qualitative procedures incorporating triangulation to enhance credibility. Findings revealed that systematic PK management through Planning, Organizing, Actuating, and Controlling (POAC) framework significantly enhanced graduate quality. Both schools achieved employment rates of 83% and 79% within three months post-graduation, exceeding the 80% target. Implementation success involved formalized industry partnerships (MoUs with PT Midi Utama Indonesia Tbk and PT Indo Marco Prismata Tbk), curriculum integration with competency certifications (94% and 91% achievement rates), and multilayered supervision systems. Unexpected findings included spontaneous inter-institutional collaboration and student-led peer monitoring mechanisms.  Results support POAC theory's applicability to contemporary vocational contexts while extending understanding of culturally responsive implementation strategies, particularly Islamic values integration. The study demonstrates that resource-constrained private institutions can effectively adapt centralized policies through strategic curriculum design, transparent supervision, and sustained industry engagement to produce competitive graduates.
Co-Authors Agus Sugiono Vivi Meilani