Developing School Management Capacity through Teacher and
School Staff (PTK) Involvement
Cepi Triatna
Faculty of Educational Science, Universitas Pendidikan Indonesia, Bandung, Indonesia
Keywords: School management capacity, professional learning community, PTK involvement.
Abstract: This study aims to describe, analyze and create patterns of involvement of teacher and school staff (PTK) in
the development of school management capacity. This research is descriptive qualitative with case study at
two high schools (SMA), namely SMA Negeri 2 Bandung and SMA Negeri 2 Kota Tasikmalaya. Technique
of data mining is done by: observation, interview, and study of school document. Data processing is done
through data analysis process, data display, and data verification. The results show that the school
management capacity is manifested in the form of the process of formulating and developing school vision,
mission and objectives; implement school work programs, and evaluate school work programs. The essence
of school management capacity building is the extension of PTK involvement in the school management
process in accordance with their respective roles. But not all of the involvement of PTK in school management
becomes the process of developing the school management capacity. The involvement of PTK that lead to the
strengthening of school management capacity is realized when PTK awareness and commitment grow and
develop during the day-to-day management process. This study concludes that the involvement of PTK
becomes the process of developing the capacity of school management when the involvement of PTK in the
school management process is accompanied by commitment and awareness of PTK so as to realize the
professional learning community in school.
1 INTRODUCTION
A. De Gues (Paul Clarke, 2000: 20) analyzes the
organization's efforts to provide quality, adaptable,
and winning competitive services is to have the
ability to continue learning. In reality, many schools
today do not yet have the ability to continue learning,
either as individuals, groups, or as a school system.
This resulted in less quality learning services and
resulted in less qualified graduates as well as lower
impact on second and third customers, that is parents,
community, and government. The success of schools
has a reliance on the extent to which school capacity
is developed to respond to the functions and problems
facing schools or simply how much do school's ability
to continue learning?
Figure 1: Average National SNP Achievement Year 2016.
Triatna, C.
Developing School Management Capacity through Teacher and School Staff (PTK) Involvement.
In Proceedings of the 1st International Conference on Educational Sciences (ICES 2017) - Volume 1, pages 461-468
ISBN: 978-989-758-314-8
Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
461

Based on the criteria of compliance with the
National Education Standards (SNP) on management
(school management), the average compliance with
national and elementary school management
standards reached 3,93. This achievement is
categorized as "towards SNP 3". While the SMA
reaches 4.02 and SMK 3, 98. This shows that the
condition of school management in Indonesia still
needs structuring and development so that all
management standards can be met.
This real condition is a major problem that needs
to be resolved immediately based on an appropriate
study, especially regarding what the size of the school
management problem is, what is the cause and effect
of the problem, and how to solve the problem. These
problems have an impact on a very serious problem,
namely the PTK is incapable (competent) and not
able to (give up) to provide quality services for
students. The low capacity and competence of PTK in
managing education in schools requires systematic
and sustainable management.
Table 1: Score Category of SNP level (Setditjend
Dikdasmen, 2017:42).
Category
Lower
limit
Upper limit
Towards
SNP 1
0,00
2,04
Towards
SNP 2
2,05
3,70
Towards
SNP 3
3,71
5,06
Towards
SNP 4
5,07
6,66
SNP
6,67
7,00
Efforts to solve problems in school management
need to be done in an integrated manner with the
process of performing daily PTK tasks. This means
that the PTK does not have to leave the assignment
by reason of following the training process or other
similar forms. Because when the PTK leaves its duty,
the education service, either directly or indirectly,
becomes disrupted. Under these conditions, students
become victims who must be willing to not get the
services of the PTK due to the PTK is following the
training process. This is where the need to develop
school management capacity through a pattern of
PTK involvement in the management process.
2 LITERATURE REVIEW
2.1 Development of School Management
Capacity
The search for the concept of "school management
capacity" leads to organizational capacity. The
concept of organizational capacity is grouped into
three things, namely organizational capacity as a
resource, ability, and competence (Bryan, 2011: 9).
Organizational capacity as a resource is intended as:
1) organizational input that will be the material for the
production process of the organization, 2) drawing /
taking / utilizing various resources from the
surrounding environment, 3) the resources of the
organization are categorized as real / visible resources
and resource not visible. Organizational capacity as
capability is intended as: 1) the organization's ability
to absorb and mobilize resources in a number of
distinctive ways that produce organizational
capability, 2) the organization's fundamental
importance of knowing how to do things, 3) changing
organizational resources into output, 4) understood in
reference to public management as "management
capacity." Organizational capacity as a competency is
intended as: 1) organizational resources and
capabilities associated with organizational
effectiveness. 2) Experts assert organizational
effectiveness as a potential for effectiveness. 3) An
understanding of output-oriented capacity
assumption is that the organization can access its
capacity by taking into account the organizational
attributes that positively affect the performance of the
organization.
A review of organizational capacity is generally
used in organizational studies in Business literature
(Hargreaves, 2011: 685). The capacity of the school
organization refers to the resources and processes that
directly or indirectly support what happens in the
classroom. Among them are the availability and
availability of financial resources, physical and
technological resources, qualifications and staff
deployment, management quality and school
leadership, direction of school management, school
relationships with external organizations, and others.
Management capacity is defined as the basic
ability to organize, develop, direct, and control
organizational resources in the form of: finance,
human resources, physical, and information
(Ingraham, et.al. 2003: 15). This definition clearly
states that management capacity is related to the
organization's ability to manage organizational
resources. However, for what the organization's
resource management has not been clearly
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462

summarized in the definition. The emphasis of
developing management capacity in improving
organizational performance includes three things: 1)
providing vision, integrating and arranging
management system; 2) Leadership facilitates
organizational vision. Leadership serves as the
integration of management systems to ensure the
achievement of organizational goals; 3) performance
measurement systems that facilitate organizations to
learn (Ingraham, et al., 2003).
Bryan (2011: 19) defines management capacity
“The ability of organization’s management to
effectively utilize the infrastructural capacity and
available organizational resources to achieve
organizational goals.” This definition describes the
capacity of management as an organizational
management capability to effectively use the
infrastructure capacity and organizational resources
available to achieve organizational goals.
Management capacity is defined as "creating the
conditions under which the objectives are set and
achieved" (Horton et al., 2003: 23). Organizational
management capacity is classified by Horton et al into
three things: strategic leadership, program and
process management, and networking and linkage.
2.2 PTK Involvement in School
Management
Involvement is an attempt to make each PTK has
relevance to decision making in terms of principal
school services, i.e. learning, so as to raise the
responsibility and commitment of school staff to
provide basic school services or develop them. The
concept of engagement refers to "the sense of
responsibility and commitment thereby engendered"
(Amah and Ahiauzu, 2011, p. 662). In the context of
corporate organization, Susan M. Heathfield (2016)
defines staff involvement: "Employee involvement is
an online activity in which people have an impact on
decisions and actions that affect their jobs" (online:
https://www.thebalance.com/employee-
involvement-1918100). Employee participation
becomes an important factor in decision-making as it
is a unified component of knowledge management
(Amah and Ahiauzu, 2011: p.663).
The involvement of PTK in the organization can
be widely seen from the standpoint of organizational
leadership behavior. As Robert Tannenbaum and
Warren H. Schmidt (1973) describe in one continuum
as follows:
Figure 1. Continuous leadership behavior.
Source: https://hbr.org/1973/05/how-to-choose-a-leadership-pattern.
The picture above shows that staff behavior is
stretched in one line from left to right. The more to
the right, the greater leadership behavior gives staff
the flexibility to make decisions and the more left, the
more leadership behaviors use their authority in
making decisions. This continuum theory of
leadership provides an illustration that the behavior of
school staff (PTK) will be greater in its appearance in
the organization when leadership gives flexibility to
the PTK to make decisions.
3 RESULTS AND DISCUSSION
3.1 Develop the Involvement of PTK in
Building the Vision, Mission, and
Goals of the School
The participation process of PTK in building a vision
is found in the form of an idea deal or idea about the
future of the school and each PTK understands the
tasks to realize that vision. The essence of the
development of PTK involvement in building the
vision, mission, and objectives of the school is the
Developing School Management Capacity through Teacher and School Staff (PTK) Involvement
463

extension of the involvement of the realized PTK to
achieve or realize what is agreed upon by the school
community through their respective roles.
The involvement of the PTK relates to the
commitment of each other's role in achieving the
school vision. The involvement of school residents
who are not accompanied by follow-up in the form of
daily work behavior is not considered as the
development of PTK involvement in building the
vision, mission and objectives of the school. The
development of PTK involvement in building the
vision, mission and objectives of the school requires
exemplary formal school leadership. Exemplary
(Keteladanan) is the consistency between what is
mutually agreed between leaders and PTK to be
realized together with what is decided and done by
the school leader in managing the school.
These findings are in line with Hord's (2003: 27)
assessment of the three outcomes of a professional
learning community (PLC) for staff (PTK), namely:
(1) staff committed to mission and working together
to strengthen the mission, (2) staff see themselves as
responsible people for improving the success of
learners, and (3) low absenteeism. In a Hord study, a
good PLC will result in strong ties to the commitment
of the PTK linked to the principal service of the
school that is the success of the learner. This finding
is in accordance with the study conducted by Mulford
(2010: 203) on the latest developments in educational
leadership. Based on his studies at schools in
Tasmania and Australia he concluded that school
success depends on the school leader's decision to
spend time and attention on three things: the context,
the organization, and the leader. The context is related
to the forces that affect the school and the
implications of that power on the school leadership.
School organizations focus on developing a
bureaucratic organization model into a professional
learner community. Great school leaders build school
capacity on a continuous basis.
3.2 Develop the Involvement of the
PTK in Preparing the Annual
Work Plan of the School
Interaction between PTK to be a media for leadership
development when the involvement of PTK in
interaction is the involvement of each PTK's self-role
in the implementation of daily tasks associated with
the interests of schools that must be achieved jointly.
The PTK will link its actualization to the missions
that the school has to do. The process is considered to
develop the ability of PTK management in layers.
Hipp and Huffman (2010: 130) reveal the necessity
of cooperation in the implementation of daily work:
To re-culture our school, change cannot be
separate and fragmented, but must be
collaborative and embedded within the daily
work to address the needs of students. To
meet the diverse needs of students requires a
change of attitudes and habits of action; thus
change involves learning – learning through
dialogue
The development of school management capacity
through day-to-day work processes at schools is
positioned as an effort to re-enrich their school
culture collaboratively and integrate with daily work
of PTK to discover the needs of learners. This process
requires a change in the habits and actions of the PTK
to change their habits and actions through a dialogue
process between the PTK. Stool (2010: 469) looks at
the interconnectedness of PTK with its internal and
external environment:
Because each individual part of the system
is affected by others and individual actions
have rippling effects on their environment, a
holistic view is needed of what it will mean
to improve any part of system. In short,
we’re talking about systemic change....
Sustainable change depends on an ongoing
of learning by individuals, singly and
collectively
In the school community among its members
there is a role as a "keeper of interest," the sensitivity
to this strategic environment becomes more intense,
whereas in a group whose members are mediocre, the
sensitivity to these strategic environmental changes is
also low. The study of the PTK that acts as a "keeper
of interest" becomes an important matter as being the
agent or catalyst of PTK's sensitivity to changes in the
school's strategic environment, and will ultimately
encourage school change.
Teacher management capacity cannot develop
because of routine work that is too time-consuming.
Fulfilling 24 hours of work each week causes teachers
to be too tired to be involved in many school work
programs. This phenomenon poses a great threat to
the capacity building process in planning school work
programs, because reflection activities do not arise
from the work process undertaken. Peter Jarvis's
(1992: 71-85) Study in his book Paradoxes of
Learning; On Becoming an Individual in Society
developed an experiential learning categorization. In
his study, Jarvis revealed there are three forms of
learning from an experience, namely non-learning,
non-reflective learning and reflective learning.
Furthermore, Jarvis describes a category that one
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464

does not always learn from his experience, when: (1)
the person believes that the world will not change
with his being, (2) is too busy to think about what he
does, fears the impact, or his position is not to
understand the situation, and (3) to be in a chaotic
situation. The second category is people learn from
experience but not reflective. This occurs when: (1)
learning does not involve self-awareness, (2) learning
is technical without involving the interaction of
learners with learning objects, (3) learning is
memorization (rote). The third category is that people
learn from cultural reproductive experiences. This
occurs when: (1) there is a process of thinking about
experiences and drawing conclusions from that
experience, without having to relate them to larger
social contexts, (2) reflection work practices, (3) what
is known from various theories / concepts
implemented then searching new knowledge of the
practice.
3.3 Develop the Involvement of PTK in
the Implementation of School
Programs and Activities
PTK involvement in school management capacity
building is a process to represent the interests of all
school stakeholders in the implementation of work
programs and school activities. The extension of PTK
involvement is done by strengthening the way of
thinking about: who are the school stakeholders, what
are their interests to be facilitated, and how to
facilitate their interests materialized in the form of
school services? The involvement of PTK in various
school programs and activities as a process of school
management capacity building is linked to the PTK's
commitment to its profession as an educator.
Involved employees can help improve
decision quality by recognizing problems
more quickly and defining them more
accurately. Employees are, in many
respects, the sensors of the organization’s
environment. When the organization’s
activities misalign with customer
expectations, employees are usually the first
to know (McShane and Von Glinow,
2008:hlm. 238).
Decision making by PTK in determining a school
activity is based on a strong rationale. The process of
finding a solid foundation is conducted through a
dialogue process between the PTK and this process is
the process of developing the school management
capacity for the PTK. Nevertheless, the
implementation of school work programs is
responded by PTK in a variety of ways, some even
showing negative responses. Differences in responses
that appear in the dialogue among the PTK are
considered to be school people as a natural thing. In
this case the Principal facilitates a negative response
from the PTK through the formation of discourse in
the chat between the PTK. This discourse
development process provides capacity building for
schoolchildren in taking change initiatives when
school management faces problems. In this case, Stoll
(2010: 475) sees dialogue as a process for achieving
PLC:
Dialogue is a critical community process,
although difficult to achieve, because all
participants play equal roles, suspending their
individual assumptions as they enter into a
genuine thinking together (Senge, 1990). In
connecting learning communities, dialogic
processes are oriented towards articulating
and exploring members’ tacit knowledge
(Nonaka & Takeuchi, 1995). Through
dialogue, presuppositions, ideas and beliefs
are brought to the surface, examined and
challenged. Collective intelligence is
harnessed, and new ideas and practices are
created as initial knowledge is enhanced or
transformed.
According to Stoll, through dialogue, what is
assumed, echoed, is discussed to the surface so that it
becomes clear and more tested to be implemented in
school. Stoll (2010: 476) also describes that joint
discovery is one of the key learning processes.
Collaborative inquiry is a key learning
process, where learning and inquiry are
facilitated, encouraged, challenged and co-
constructed (Jackson & Street, 2005). Inquiry
can be the means by which teachers identify
important issues related to learning, become
self-regulated drivers for acquiring the
necessary knowledge to solve the issues,
monitor the impact and adjust practice as
necessary (Timperley, Wilson, Barrar, &
Fung, 2008).
Efforts and processes of schoolchildren in trying
new things in the implementation of school programs
and activities are realized when schoolchildren get
new information and they assess the information as a
good thing and can be implemented in school,
whether obtained from colleagues or outside of
colleagues. The efforts and processes of the school
community to try new things in the implementation
of school programs and activities are categorized as
follows, namely: school out activities and activities
within the school. Out-of-school activities that show
attempts at new things are sister school programs. At
Developing School Management Capacity through Teacher and School Staff (PTK) Involvement
465

the beginning, not all school residents consider this as
a necessary or easy thing to be realized. Some assume
that this is difficult and unnecessary. However,
communication between school leaders and
schoolchildren is able to ensure that the work
program has great benefits and can provide a valuable
experience for learners. Timperley, Wilson, Barrar, &
Fung, (2008) (Stoll, 2010: 476):
Inquiry can be the means by which teachers
identify important issues related to learning,
become self-regulated drivers for acquiring
the necessary knowledge to solve the issues,
monitor the impact and adjust practice as
necessary
Efforts and processes of schoolchildren in trying
new things in the implementation of school programs
and activities are realized when schoolchildren get
new information and they assess the information as a
good thing and can be implemented in school,
whether obtained from colleagues or outside of
colleagues.
3.4 Developing PTK Involvement in
Assessing School Success
School program evaluation is conducted to get
feedback information and become daily information
input for PTK and school leaders to help make
decisions about what should be improved or
developed. The interaction of PTKs in assessing
school success will strengthen the ability of PTKs in
school management if feedback from the school
program evaluation process becomes a shared bill for
school progress. This is as confirmed by the OECD.
“Information is critical to knowing whether the
school system is delivering good performance and to
providing feedback for improvement in student
outcomes”.
(http://www.oecd.org/edu/school/46927511.pdf).
The brainstorming process that occurs in
evaluating school programs and activities occurs
formally (meetings) and informally (interactions at
the time of evaluation). The brainstorming process of
these ideas clustered in certain groups, namely critical
groups, school leaders, and groups of workers.
Critical groups are those who tend to give ideas or
ideas of thought to the implementation of the school.
Worker groups are those who tend to accept the ideas
of leaders and critical groups and they are ready to
carry out what is dictated.
Brainstorming is a technique, effective in
groups that were designed to increase the
number of ideas generated by members to
contribute to finding solutions to a problem.
Brainstorming is helpful when one needs to
break from stale patterns of thinking that have
already been established. It focuses on the
development of new ways of looking at things
(Mohammed Khzaiyem ALshammari,
2015:hlm.74).
The decision-making process for improvement
will evolve into daily behavior when PTK has a self-
renewal system. Self-renewal system begins with the
emergence of self-awareness of the need for
improvement. Self-awareness that he has this
deficiency will be the beginning of the emergence of
self-capacity renewal system, his group and his
organization.
Even if self-renewal processes can be
extremely personal (but collective, for
example, at a regional level) self-renewal
capacity needs a proper leadership. As
Sotarauta (2005) states, without leadership,
self-renewal capacity may remain static and
turn out to be a hollow shell. Leadership is
then a collective power that drives forward
exploitation, exploration, integration and
absorption. It’s more directing the ship than
controlling it. However, a proper leadership is
not an easy task to do (Toni Saarivirta,
2007:hlm.7).
In Saarivirta's view, organizational capacity
reform is always linked to self-capacity building and
this involves organizational leadership aspects. In this
case, leadership becomes the determinant factor for
attaining the level of self-organizational capacity
strengthening.
4 RESEARCH FINDINGS:
PATTERN OF PTK
INVOLVEMENT THAT
IMPROVES SCHOOL
MANAGEMENT CAPACITY
The study found a meaning that "the involvement of
PTK in school management capacity building is
realized when PTK is directly part of school
management activities. But not all of the involvement
of the PTK became the process of developing the
school capacity. The involvement of the PTK
resulting in the process of developing the school
management capacity when the involvement was
attributed to the PTK commitment in the engagement
process. Thus a category of PTK involvement can be
created as follows.
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466

Figure 2: Range of PTK involvements in school
management capacity building process.
Figure 1 show that the involvement of PTK in the
school management process, at individual, group, and
organization levels leads to the strengthening of the
capacity / capacity of the PTK in school management
when accompanied by commitment and the process is
made consciously. PTKs simply following school
programs and activities, accompanied by mediocre
commitments, are predicted to have low
reinforcement in developing the capacity of
individuals, groups and organizations. Whereas PTKs
who participate in school programs and activities
accompanied by high commitment to advance the
school and are accompanied with full awareness are
predicted to have rich experience in capacity building
processes of individuals, groups and organizations.
Based on these findings, there are a number of
characteristics that accompany the category of
involvement, commitment, awareness, and capacity
building process / capacity of the following PTK.
Conditions-1 Strengthening low management
capacity is characterized by the following behaviors
of PTK:
a. Do not bother with the process of activities;
what is planned, implemented, and
evaluated in various school activities, as if
apart from her life as a PTK.
b. Consider involvement in school activities as
meaningless, whether associated with
successful activities or with school success.
c. Feeling not part of a group / clique or school
organization as a whole. They tend to work
in school as school employees with specific
tasks and no other activities except regular
tasks. If there are tasks or problems in the
work, it tends to be ignored or avoided.
Conditions 1 Strengthening management capacity
is typically characterized by the following behaviors
of PTK:
a. Sometimes involved in the process of an
activity; what is planned, implemented, and
evaluated in various school activities,
sometimes becomes part of her life as a PTK
and sometimes refuses. Involvement with
various school activities is transactional,
based on the particular value that she gets
from activities / schools. The value that
appears is usually related to the material or
praise / award from the school leader.
b. Assessing his involvement in various school
activities as meaningful or meaningless,
whether associated with successful activities
or with school success. Meaningfulness in
following activities is more judged as
unrelated to others, and more associated
with himself.
c. Sometimes the feelings do not seem to be
part of the clique / clique or the organization
of the school as a whole. He interpreted his
involvement in school as a benefit for
himself, thanks to the benefit of other
schoolchildren. If there are tasks or
problems at work, tend to blame the school
and do not want to find a solution to be part
of the problem solving faced.
Condition-1 Strengthening high management
capacity is characterized by the following PTK
behaviors:
a. Often or always involved in the process of
school activities; what is planned,
implemented, and evaluated in various
school activities becomes part of her life as
a PTK. Involvement with various school
activities is more regarded as a dedication
and a part of his satisfaction.
b. Assessing his involvement in various school
activities as a meaningful thing both
associated with the success of the activity
and with the success of the school.
Meaningfulness for himself in participating
in the activity is considered as always related
to the wider party.
Often or always appear the feeling of being part
of a group / clique or school organization as a whole.
He interpreted his involvement in school as a
necessity for school success. If there is a task or
problem in the work, he tends to sink in looking in
doing problem solving faced.
Developing School Management Capacity through Teacher and School Staff (PTK) Involvement
467

5 CONCLUSIONS
School management capacity is strengthened when
there is a PTK involvement that builds awareness to
engage in achieving school goals, commitment to
become part of the school, and reflection on the day-
to-day activities of school management.
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