Towards Educational Quality Improvement: an Integrated Educator Management Model in Indonesian Vocational High Schools
DOI:
https://doi.org/10.52690/jswse.v7i3.1710Keywords:
Competency Development, Educational Quality, Educator Management, Educator Planning, Teacher Performance EvaluationAbstract
This study examines educator management practices and their contribution to educational quality at YAPPAN Vocational High School (SMK YAPPAN), Indonesia. Using a qualitative descriptive approach, data were collected through semi-structured interviews, observations, and document analysis involving principals, vice principals, and teachers selected through purposive sampling. The findings reveal that educator management comprises three interconnected dimensions: (1) strategic planning based on school needs, student enrollment, and teacher competencies; (2) continuous professional development targeting pedagogical and professional competencies; and (3) performance evaluation serving both supervisory and developmental functions. These dimensions operate as an integrated cycle, with planning informing development needs, development strengthening instructional capacity, and evaluation providing feedback for future planning. This study contributes to educational management scholarship by demonstrating the interconnectedness of these three management functions within vocational education contexts and provides practical insights for school leaders seeking to optimize educator management for quality improvement. The findings underscore the necessity of systematic, continuous, and integrated educator management as a strategic mechanism for enhancing vocational education quality.
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