The Strategic Management at State Vocational High School 2 Kalianda,south Lampung, Indonesia

Abstract

The increasingly fierce competition mechanism inspired this research in vocational high schools in Indonesia.The State Vocational High School (SMK Negeri) 2 Kalianda, South Lampung, lacked facilities and human resources that can support students success. It also lacked the motivation to face the era of the industrial revolution 4.0. This phenomenon is interesting to explore. This research aimed to illustrate the strategic management of the school. The research was an interpretive paradigm by employing the descriptive qualitative method. The research data were obtained from the principal, curriculum representatives, teachers, education personnel, and school committees. The data collecting techniques employed were observations, interviews, and documentation. Based on the research, it was found that (1) the strategic formulation done by SMK Negeri 2 Kaliandaconsisted of vision and mission, SWOT analysis, short, medium and long term planning, as well as determining strategic superiority that can be categorized as good, but the development of educational facilities (infrastructure) still needs to be optimized. 2) Strategic implementation was ineffective, especially in utilizing information systems and linking employee competencies with educational institutions performance. Those problems were causedby the mismatch between work performancesandthe roles, considering the limited allocation and operations. 3) Strategic evaluation can be categorized as reasonably good, which covered monitoring the results of strategic planning and implementation, measuring individual and school performance, and determining improvement steps.

Principals Roles in Improving Islamic High Schools Educational Quality in Bandar Lampung, Indonesia

“…The role of the principal prioritizes opportunities and encouragement for all school elements to work on the high-value system so that all elements in the school (teachers, students, employees, parents of students, and the community) are willing, without coercion, to participate optimally in achieving the ideal goals of the school. [18].…”