Abstract
The study aims to analyze the implementation of Good School Governance in vocational schools in Indonesia as a response of the high number of inappropriate employment to the vocational graduates’ competencies. This present quantitative descriptive study applies the purposive sampling technique by picking up 852 vocational school principals and teachers from 34 provinces in Indonesia. The researcher found a model for improving the vocational school performance based on good school governance in Indonesia covering Transparency, Accountability, Responsibility, Autonomy, Fairness, Participation, Effectiveness and Efficiency, and Consensus-Oriented principles. Among these eight factors, Responsibility is assessed the highest with the Mean score of 3.25, while both Consensus-Oriented and Participation are labelled as “Not Good” with the Mean scores of 2.93 and 2.82 respectively. However, the results of the recent study need to be legitimated in order to formally applied in all vocational schools in Indonesia.
Highlights
1.1 Introduce the ProblemVocational Schools in Indonesia have adopted the School-Based Management (SBM)
The data in this study were taken from the vocational schools spread in 34 provinces in Indonesia
The data is used to describe the good governance that has been applied by vocational high schools in Indonesia
Summary
1.1 Introduce the ProblemVocational Schools in Indonesia have adopted the School-Based Management (SBM). School performance and efficiency measurement have become the debate and research in education policy (Stiefel et al, 2013). Those measure the school performance using the cost functions which capture the minimum cost of producing outputs given prices of inputs. Both measurements should provide similar results to the production function approach because a cost function incorporates all economically relevant information about school organization. School performance can be measured using the school outputs, for example, graduation rates or college attendance rates, efficiency requires resources, such as students, teachers, and community attributes. Any single measure of overall school performance is likely to misrepresent the performance of some schools
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