The study was aimed at evaluating the management of non-formal education institution in Maluku Province. Mixed methods were applied to conduct the study with the population included all 24 accredited non-formal education institutions in Maluku Province in 2017-2018. The non-formal institutions namely Central Maluku Regency 2 Learning Centre Community Activities (PKBM), Southeast Maluku Regency 2 Course and Training Institute (LKP), and 1 PKBM, Buru Regency 2 LKP, and 1 PKBM, Tanimbar Islands Regency 6 PKBM and Ambon City 3 LKP, 6 PKBM and 1 Learning Activity Center. The sample of this study was 24 non-formal education institutions (population sample) with census techniques, and two educators and two learning residents were also involved be interviewed. In collecting the data, several instruments were implemented such as non-test techniques in the form of assessment rubrics, observation, interviews, and documentation studies. In analyzing the data, the context, input, process and product (CIPP) was used as the bases theory and it was analyzed through quantitative and qualitative descriptive analysis ways. The results of this study reported that non-formal education institutions in Maluku Province did not optimally in applying the principles of good governance in the institution management and it was categorized in low level based on the CIPP model of evaluation.

The elementary level is the foundation for children to continue their education to a higher level. Therefore, governance is essential. This study measures school performance and factors inhibiting elementary school performance in Ambon City. The results showed that 1) the dimension of performance action; sub-dimensions that have been achieved by the school, namely the school's physical appearance, staff cooperation, and excellent service. The sub-dimensions that have not been achieved maximally, namely the championship rankings that have not been achieved much, especially in accredited schools B and C. 2) The dimension of performance achievement; sub-dimensions that the school has achieved, namely: all schools have been accredited, the average score on the education report is 7; the average student attendance is good; the Drop-Out presentation is minimal; the average repeating classes and repeating subjects is less, and students show civilized behavior or good character. The sub-dimension that has yet to be achieved is the ranking of championships or non-academic activities. 3) The dimension of performance outcomes: The sub-dimension achieved, namely the attendance of graduates who continue their studies to junior high schools, is 100%. The sub-dimensions that have yet to be achieved, namely the level of customer satisfaction and community support for school programs, still need improvement. Therefore, it is concluded that several dimensions still need to be achieved in heading toward a superior school. It is a challenge for the school to improve and repackage the program so that it runs well.

The purpose of this study was to test the significance of differences in academic supervision by principals on achievement motivation and teacher performance in elementary, junior high and senior high school / vocational high schools in Southeast Maluku Regency. The study population was 136 schools. Teacher samples were taken using a purposive sample technique based on criteria that had 10 years of teaching experience and were certified. The total sample of teachers was 160 people with the following details: elementary school: 52 teachers; Junior High School: 52 teachers; Senior High School: 52 teachers and Vocational High School: 4 teachers. In addition, 6 teachers and 3 principals became participants to be interviewed. Those interviewed did not include the number of samples. This research approach uses mixed methods. Data collection techniques used were questionnaires, interview guides and study documentation. Data analysis techniques used were descriptive statistics, ANOVA 1 lane and qualitative analysis. The results showed that there were no significant differences in the mean of academic supervision and teacher achievement motivation in the three sample groups and there were significant differences in teacher performance in the three samples. Based on the results of the qualitative analysis it was found that academic supervision was carried out without a program, the frequency and intensity of academic supervision conducted by the principal was very less. Supervision of school principals without using standard instruments, and the absence of the results of the analysis of supervision implementation Supervisors still use the bureaucratic-autocratic approach and are not participatory. Teacher achievement motivation is still very dominant triggered by welfare factors. The teacher has shown discipline, not delayed work. However, teachers have not displayed creative, innovative attitudes, independence in work, adaptability and have not reached high performance standards. The results of qualitative analysis of teacher performance variables, it was found that most teachers do not prepare their own lesson plans but copy and paste lesson plans from network sources or other colleagues; teacher copy paste Basic Competencies and indicators exactly as contained in the Minister of National Education Regulation. The teacher does not understand the preparation of HOTS (Higher Order Thinking Skill) questions and also has not been able to compile an assessment rubric. The lesson plans prepared by the teacher are only prerequisites for teaching; so it is only to fulfill formal-administrative demands and not be seen in class performance