EVALUASI MANAJEMEN SISTEM KINERJA SEKOLAH DALAM PENINGKATAN MUTU PENDIDIKAN

Abstract

Introduction. This article examines school performance management as a strategic instrument for ensuring the effectiveness of educational delivery and improving the quality of learning. School performance systems encompass student academic achievement, teacher and staff performance, financial management, school leadership, and community participation. This study seeks to understand how school performance management is implemented and to identify key factors influencing its effectiveness in enhancing educational quality.

Research Methods. This study employs a qualitative descriptive approach. Data were collected through literature review, analysis of policy documents and school performance reports, and examination of previous studies relevant to educational performance management.

Data Analysis. The data were analyzed using a descriptive-analytical method through thematic categorization, conceptual interpretation, and synthesis of findings from multiple sources. The analysis focused on patterns of performance management, evaluation mechanisms, and the roles of key actors and supporting systems in school management.

Results. The findings indicate that effective school performance management is characterized by comprehensive academic performance evaluation, continuous professional development for teachers, transparent and accountable financial governance, and visionary school leadership. In addition, parental and community involvement, as well as the use of information technology, play a crucial role in strengthening the effectiveness of school performance systems.

Conclusion. This article concludes that the success of school performance management largely depends on the integration of continuous evaluation, capacity building of human resources, and optimization of educational technology. Strengthening these aspects is essential for achieving sustainable school performance management oriented toward improving educational quality.