Reviewing The Development Management Policy Of Educational Institutions With An International Perspective

(By: Nurlaeli Jum'atul Fikriyah (1222010128)/S1/Semester 6 Class D/FTK-MPI/UIN Sunan Gunung Djati Bandung)

The constant changes that occur in the world of organizations, including educational institutions, give rise to a phenomenon in which only adaptive and innovative institutions are able to survive and thrive, while those that are not prepared to face global challenges tend to stagnate or even regress. In the context of competition between schools and between regions, the problem arises of the lack of development policies that are able to answer the demands of the quality of education of international standards. This urgency encourages the need for an international-minded management strategy to build educational institutions that are adaptive, superior, and able to compete globally. This article aims to examine the relevant development policy directions in responding to the challenges and opportunities of the global education era. Here's the discussion:

First: Insight into School Management Tasks in the Future; The management of the school in the future requires the principal to have a deep understanding of development policies that are oriented towards superior quality. With greater autonomy due to decentralization, school principals have room to innovate and design strategic policies. The main focus of management includes changing organizational systems to increase effectiveness, handling situational problems such as natural disasters, as well as anticipating the far-reaching impacts of global events such as pandemics and technological changes. Innovation is the key to school development, which must be supported by effective communication between stakeholders and a thorough understanding of organizational and environmental dynamics.

Second: Operational Policy of Internationally Minded Schools; With a strong foundation of managerial insight, the next step is to develop operational policies that are in line with the vision of the school with an international perspective. The management of the future school requires the principal to formulate innovative and quality development policies. An internationally minded school requires operational policies that reflect vision, involve curriculum, student management, and community participation. According to Caldwell and Spinks, policy should be based on an analysis of issues, both non-controversial and those that require deliberation. The process includes problem identification, goal setting, consultation, and evaluation. Participatory leadership and teacher involvement are important for policies to be effective and shared. Inclusive policies support positive school-community relationships and long-term planning that is consistent with superior quality.

Third: Leadership and Policy of Internationally Minded Schools; To ensure policies can be implemented effectively, participatory responsive leadership is a key key in modern school management. Leadership in an internationally minded school emphasizes the leader's interpersonal influence on members' attitudes and behaviors. Behavioral theory states that effective leadership can be learned through technical, human, and conceptual skills. Hersey and Blanchard's situational theory adds that the effectiveness of leadership depends on the maturity of subordinates, with four styles: telling, selling, participatory, and delegative. Research shows that school effectiveness is determined by a reward-reward system, a positive environment, clear academic goals, exemplary teacher behavior, and participatory leadership that involves all school residents.

Fourth: International School Development Policy; Furthermore, the policy of developing schools with an international perspective emphasizes autonomy, participatory leadership, and collaboration between stakeholders. Effective schools have leadership that involves principals, deputies, and teachers in decision-making and creates a positive climate. Organizations need to encourage innovation at all levels, and principals need to be able to empower staff with integrity and entrepreneurial spirit. Transformational leadership is considered to be able to increase teacher participation and commitment to the school's vision. Successful development depends on strategic planning, clear communication, active stakeholder engagement, data evaluation, and strengthening of the monitoring system and quality of school resources.

Based on these four discussions, it can be concluded that future school management requires school principals to understand quality development policies and develop operational policies according to international vision. Effective policy involves analysis, consultation, and participation of teachers and the community for positive relationships and long-term planning. Responsive participatory leadership is important, with style adjustments according to the maturity of subordinates. Empowering staff through integrity and innovation at all levels of the organization is also crucial. The success of international school development depends on strategic planning, open communication, stakeholder engagement, data evaluation, and strengthening of school monitoring systems and resources.

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*) This article is extracted from the Teaching Module of the International Islamic Education Management Course Part 12 by Prof. Dr. H. A. Rusdiana, M.M (https://digilib.uinsgd.ac.id/id/eprint/85341)

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