Management Strategies for Enhancing Educational Quality in Senior High Schools Through the Driving School Program in Madura
DOI:
https://doi.org/10.52909/jemeb.v5i1.232Keywords:
Teacher Competence, Students Engagement, School Leadership, Driving School Program, Independent Learning CurricullumAbstract
This study investigates the effects of the “Program Sekolah Penggerak” (Driving School Program) and the “Kurikulum Merdeka Belajar” (Independent Learning Curriculum) on teacher competence, student engagement, school leadership, and the overall quality of education in senior high schools across Madura. It also examines the impact of teacher competence, student engagement, and school leadership on educational quality. The research employed a quantitative method using Smart PLS 4 for data analysis. A total of 370 respondents were drawn from 14 senior high schools, with the sample determined using Slovin’s formula and purposive sampling. Results indicate that the Driving School Program significantly enhances teacher competence, student engagement, and school leadership. The Independent Learning Curriculum showed positive but largely insignificant effects on teacher competence and student engagement, though it significantly influenced school leadership. Teacher competence and school leadership were found to have positive but statistically insignificant effects on student engagement. In terms of educational quality, both the Driving School Program and the Independent Learning Curriculum produced significant positive effects. However, teacher competence alone did not significantly influence quality, whereas student engagement and school leadership showed strong positive impacts. This study enriches theoretical discourse on educational quality improvement and strategic management by demonstrating the mediating roles of teacher competence, student involvement, and leadership in advancing the effectiveness of national education programs.
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