EDUCATION MANAGEMENT POLICY AND INTERNATIONAL SCHOOL DEVELOPMENT
By: Jelita Citra Pertiwi / 1222010087 / Student of Class VI C / S1 Program in Islamic Education Management, UIN Sunan Gunung Djati Bandung
First, the insight into future school management tasks emphasizes the importance of principal autonomy in making policies that encourage school development towards superior quality. In the era of educational decentralization, principals have more room to formulate development policies that are adaptive to changing times. The main focus of school management includes changes in organizational systems, handling situational problems such as natural disasters, and responding to broad external influences such as climate change and pandemics. School development is also closely related to innovation that creates a new culture in the educational environment, by involving all school members in the change process.
Second, leadership in internationally-minded schools needs to refer to behavioral theory which states that effective leaders are the result of learning, not innate. Effective leadership includes technical, human, and conceptual skills. Contingency theory also emphasizes the importance of leaders understanding the situation and adjusting their leadership style. School effectiveness is also determined by factors such as reward-punishment systems, a conducive learning environment, the active role of teachers, and student involvement in academic and social activities.
Third, school operational policies reflect a framework that supports various educational programs. Schools must formulate policies that cover curriculum, student management, and community involvement. Good policies are the result of a process that involves various parties, including teachers and staff, in order to have legitimacy and can be implemented effectively. The policy formulation process requires in-depth analysis, active participation, and periodic evaluation to ensure that policies truly support school development.
Fourth. The development of internationally-minded schools is directed at achieving superior quality through participatory leadership and empowerment of school personnel. The principal must be able to manage innovation strategies at various levels, create a positive climate, and build an integrated system in academic and management development. All elements of the school, including teachers, students, and the community, need to be involved in developing a shared vision and realistic and measurable change strategies.
The management policy for developing internationally-minded schools requires adaptive, participatory, and innovative leadership. Through autonomy, collaboration, and strategic planning, schools can achieve effectiveness and quality of education that is in line with global challenges.
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*) This article is summarized from the Course Material "International Islamic Education Management Part 12 Education Management Policy And International School Development." Course Lecturer: Prof. Dr. Rusdiana, M.M.
Jelita Citra Pertiwi, born in July 2003. Address: Jalan Raya Parung, Bogor Regency, West Java Province, Indonesia, 16330. Email: jelitacitra16@gmail.com. Education: Graduated from SDN Iwul 03 in 2015, SMP IT At-Taufiqiyyah in 2018, MA Al-Hikmah in 2021, and currently studying at the State Islamic University (UIN) Sunan Gunung Djati Bandung, majoring in Islamic Education Management.
