The Management of Educators and Education Personnel as the Key to Enhancing the Quality of National Education

The phenomenon of low educational quality often stems from suboptimal management of educators and education personnel. The assumption is that educational success is largely determined by the quality of human resources rather than facilities and infrastructure alone. Problems arise when qualifications, competencies, rights, obligations, and management systems for educators and education personnel are not fully implemented. Therefore, this material aims to provide a comprehensive understanding of the concepts, scope, and strategies of managing educators and education personnel to enhance learning effectiveness and improve the overall quality of national education.

First. The Basic Concept of Human Resource Management in Education
The management of educators and education personnel involves organizing educational staff to perform their functions effectively. This process extends from the moment they enter the organization until their service concludes, including planning, recruitment, selection, placement, compensation, professional development, and termination. The objectives are to secure competent and motivated personnel, enhance individual and institutional capacity, establish a fair and productive work system, foster commitment-oriented management practices, and cultivate a harmonious and collaborative work climate.

Second. The Nature of Educators and Education Personnel
Human resources are the most strategic element within education; without them, facilities and technology lose their significance. Educators are individuals directly engaged in teaching and learning, while education personnel are those who support institutional operations, including administration, supervision, and technical services. Educators are entitled to welfare, recognition, career development, legal protection, facilities, promotion, and professional certification, while being obliged to deliver meaningful and professional learning and act as role models. Their duties extend to planning, implementing, assessing, guiding, training, researching, and community service. Education personnel, on the other hand, ensure administrative and technical support, encompassing roles such as teachers, lecturers, counselors, tutors, school leaders, librarians, technicians, administrators, psychologists, social workers, therapists, and custodial staff---all contributing to the achievement of quality education.

Third. Qualifications and Competencies
The qualifications and competencies of educators and personnel vary by role. Teachers are required to hold at least a bachelor's degree and demonstrate competencies in pedagogy, professionalism, personality, and social skills. Lecturers are expected to attain master's or doctoral degrees, professional certification, and fulfill the tridharma of higher education. Counselors undergo specialized academic and professional training. Tutors, instructors, and facilitators must possess relevant degrees and competencies, while trainers (widyaiswara) require at least a master's degree with expertise in instructional management. Principals and supervisors must meet academic and professional standards, supported by managerial, supervisory, entrepreneurial, and evaluative competencies.

Fourth. The Scope of Management
The scope of managing educators and education personnel spans nine core dimensions: planning, recruitment, placement, empowerment, competency development, performance evaluation, promotion or transfer, compensation, and termination. These functions ensure the availability of professional, well-supported, and effective personnel. Ultimately, such comprehensive management enhances the quality of education at both institutional and national levels, while remaining adaptive to evolving educational challenges.

The management of educators and education personnel constitutes a strategic approach to human resource development in education. By integrating clear rights, responsibilities, qualifications, and competencies with structured management practices, education systems can ensure the presence of professional and committed personnel. In turn, this creates the foundation for sustainable improvements in the quality of education.

This article is an excerpt from the teaching module for The Human Resources Management Education Course by Lecturer Prof.Dr.A.Rusdiana, M.M (https://digilib.uinsgd.ac.id/96098/1/Bahan%20Ajar-MSDMP%20Segan%20TA%20%202024-2025%20%281%29.pdf )