Abstract
This study was aimed to develop a Model of Management Capacity Building for Improving The Quality of Elementary School in Bandung, West Java. The research method used the research and development prosedure and the main stages were: a preliminary study, development of the design and the product model, expert analysis judgment, operational testing, validation testing through pre-experiment, and product dissemination. The model developed consisted of six components, i.e. vision, skills, resoures, insentive, action plan, and partnership. The study revealed that this model had a significant influence on improving the quality of education through capacity building school management in an integrative model of partnership between school, university and ministry of education.
Highlights
The capacity building programs which were not followed by the action plan is not guarantee the sustainability of the program especially to achieve the goal, so that it fail to hone the skills of teacher that affect on the structured low-grade learning
Capacity building through the development of individual capacities is carried out through various Continuous Professional Development (CPD) programs designed as a learning community or LO (Learning Organization) as the place for teachers to maintain and improve their personal capacity
Building school capacity is done through CPD program
Summary
The capacity building programs which were not followed by the action plan is not guarantee the sustainability of the program especially to achieve the goal, so that it fail to hone the skills of teacher that affect on the structured low-grade learning. It should be suspected that the child capacity does not develop due to the power of school resources, especially teachers who are less able to color the child's existence It is quite plausible since some researchs on student achievement conclude that student achievement is affected by the teacher’s performance approximately 30% (Meirawan, etc, 2013). Awareness on the improvement of schools’ capacity is identified from policy born to raise the teacher’s career through Permenegpan RB No 16 Year 2009 on Functional Teacher and Its Credit Figures, which requires the necessity of a teacher to report education, teacher’s performance assessment, continuous professional development and the teacher’s functional duty support in nominating their promotion. It impacts on the workings and mindset of teachers in managing their career and adjusting more to the wishes of government and society. (Meirawan, 2013)
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