Principal Managerial Ability Evaluation Instrument Design of
Vocational High School
Henny Nikolin Tambingon, Wayan Semuel, and Hantje Ponto
Universitas Negeri Manado, Tondano, North Sulawesi, Indonesia
Keywords: Principal, Managerial Ability, Evaluation, Instrument Design, Vocational Education
Abstract: There are many issues that develop that someone who serves as a principal at a vocational school in the
province of North Sulawesi is only due to political factors not based on managerial ability. The purpose of
this study was to design an instrument for evaluation of managerial capability of vocational secondary
school principals in North Sulawesi. The instrument design results have shown to be valid and can be used
to collect research data in order to evaluate the managerial skills of vocational school principals in North
Sulawesi.
1 INTRODUCTION
Technological progress in the era of increasingly
modern industry today characterizes a knowledge-
based economy, so that the state needs human
resources (HR) who have multiple skills (Oketch,
Green, & Preston, 2009). Vocational high school
(SMK) is a vocational education that is being
developed in Indonesia. Vocational education is part
of the education system that prepares human
resources to be better able to work in a group of jobs
or one field of work or one field of work than other
occupations. Vocational / vocational education aims
to meet people's needs for labour (Evans, 1978).
Vocational education is very important to be carried
out to prepare students to work. Vocational /
vocational education and training activities are a
process to prepare students who have skills, skills,
understanding, behavior, attitudes, work habits, and
appreciation of the jobs needed by the business
community / industry, supervised by the community
and government or in contracts with institutions and
based on productive (Pavlova, 2009). This explains
that vocational education is very strategic to produce
reliable human resources. Local, national and global
workforces have implications for vocational
education (Hiniker & Putnam, 2009). This needs to
be considered, especially in the face of increasingly
open competition after the implementation of the
Asean Economic Community (AEC). Various
partnerships in the MEA era are goods or services
and the labor market. If the global flow is not
anticipated, the workforce, especially vocational
graduates will be unable to compete with workers
from outside the country; this implication has been
felt because the issue of labor at various levels from
abroad has entered the territory of Indonesia.
Vocational education is included in technology
and vocational education as explained in Law
Number 20 of 2003 that technology and vocational
education is divided into 3 parts, namely: (1)
Vocational Education, is secondary education that
prepares students primarily to work in certain fields;
(2) Professional education, is a tertiary education
after an undergraduate program that prepares
students to have jobs with special requirements; and
(3) Vocational education, is higher education that
prepares students to have a job with certain applied
expertise, with a maximum equivalent to an
undergraduate program. Thus Vocational Schools
are very important to create resources ready to
plunge into the business and industry world. This
can lead to unemployment. Therefore, it is expected
that SMK graduates can produce quality graduates
according to the demands of the business world and
industry. So that schools are one of the important
components to produce quality graduates, as stated
by Mulyasa (2009), which is one of the most
important components of education in improving the
quality of education. In order to obtain quality
graduates, the principal must have adequate
Tambingon, H., Semuel, W. and Ponto, H.
Principal Managerial Ability Evaluation Instrument Design of Vocational High School.
DOI: 10.5220/0009013204650470
In Proceedings of the 7th Engineering International Conference on Education, Concept and Application on Green Technology (EIC 2018), pages 465-470
ISBN: 978-989-758-411-4
Copyright
c
2020 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
465
managerial skills or skills. Several studies have been
conducted related to this research (Egboka,
Ezeugbor, & Enueme, 2013; Kemal & Setyanto,
2017; Mukherjee, 2013; Muraina, 2014; Paturusi,
2017).
2 LITERATURE STUDY
2.1 Principal of SMK as Managerial
The Principal is an important part of the school
committee structure within a school, both from the
level of basic education, to the level of secondary
education, from elementary to high school /
vocational school. The principal is a leader who runs
all forms of school activities, both operational
activities, as well as non-operational activities
related to the school and its structure. The Principal
is the highest leader in school. The pattern of
leadership will be very influential and even
determine the progress of the school. Therefore in
modern education the leadership of the principal is a
strategic position in achieving educational goals. In
the Indonesian General Dictionary (Poerwadarminto,
1976) the etymology of the principal is the teacher
who leads the school. This shows that the
terminology of the principal is defined as the
functional power of the teacher who is given an
additional task to lead a school that organizes the
teaching and learning process which is where
interaction occurs between the teacher who gives /
presents the lesson and the student receives the
lesson. Thus the principal holds a strategic position
for the advancement of educational institutions.
Edmonds's (1979) study of successful schools in
New York shows that there will never be a good
school led by a low-quality principal. A good school
will always have good principals (Sagala, 2007).
In the regulation of the Minister of National
Education No. 13 of 2007 concerning Standards for
School / Madrasa Affirmations, there are 5
comparisons that the principal must possess, namely
dimensions of personality competence, dimensions
of managerial kempotability, dimensions of
entrepreneurship, and dimensions of supervision,
social dimensions. Wahyudi (2009: 28) states that
the competence of principals is the basic knowledge
and values reflected by the principal in the habit of
thinking and acting consistently which enables him
to be competent or capable in making decisions
about the provision, utilization and improvement of
potential resources to improve quality education at
school.
Based on the explanation, the principal is the
school manager, has a big responsibility in
managing the school he leads. The success of the
principal in managing his school is inseparable from
the ability of the principal as a leader in carrying out
his function and role as principal (Widodo, 2007).
There are three groups that are the target of the
principal in carrying out the task of educating him,
namely the first is the student or student, the second
is the administrative employee, and the third is the
teacher. These three groups were targeted in
education by the school principal (Puspitasari,
2015). The principal holds the position of manager
which is the most complicated and difficult work
(Pidarta, 2009: 13). The same statement as stated by
Crudy in Soebagio (2002: 107) managerial abilities
are: the ability to manage schools, organize people
and resources, use good personnel and good public
relations techniques, utilizing effective
communication in the face of various interested
subjects , such as parents of students or students and
teachers. So, the principal needs human relations
skills. Wahjosumidjo (2008: 100) said that the skills
of human relations are needed by managers in the
same proportion for all levels of managers of lower,
upper and middle level managers.
The principal has to achieve school goals
optimally in preparing planning, development,
management and empowerment (Karwati & Priansa,
2013: 119). The success of school principals in
carrying out their duties is influenced by various
factors, including factors of school community
participation and support from various parties
(Susanto, 2008: 88-195). As the head of the
vocational school, must have the ability to
communicate in order to carry out teaching and
learning activities in schools.
The principal as the manager is expected to have
management skills. Management is an existing
resource management process that has four
functions, namely planning, organizing, mobilizing,
and supervising (Puspitasari, N. 2015). So the
principal is a decision maker in the school
organization. Decision making is a process of
determining the best decision from a number of
alternatives to carry out activities in the future
(Hasibuan, 2001).
2.2 Evaluation of Managerial Ability
To find out the ability of a professional and
competent head of a vocational school, an evaluation
instrument is needed that can truly be measured by
professionalism. According to Ponto (2016: 157)
EIC 2018 - The 7th Engineering International Conference (EIC), Engineering International Conference on Education, Concept and
Application on Green Technology
466
evaluation is a term that is often used by someone
(an individual), group or organization to find out the
performance or results that have been done about an
activity within a certain time. The results of this
evaluation can be used as a reference to assess the
process or activities that have been carried out in
order to improve about things that are not good
towards better, so that the goals of an individual,
group or institution / institution in the process of
activities can be achieved to the maximum as
expected. Wandt & Brown (1997) explains that
evaluation is an action or process of determining the
value of something.
Kumano (2001) explains that evaluation is an
assessment of data collected through assessment
activities. According to Tayibnapis (2000) the
definition of program evaluation in the context of
objectives is as a process of assessing to what extent
educational goals can be achieved.
According to Caesar (2012) the evaluation of
education is an action or activity involving
everything related to or occurring in the field. This
evaluation principle is the clarity of the objectives to
be achieved, requires measurement criteria, involves
parties who understand comprehensively, and
demand feedback and follow-up so that evaluation
results can be used to make policies and decisions.
To do an evaluation, a measuring instrument is
needed to find out the quantities of an object to be
measured. According to Ponto (2016: 184) to
determine the magnitude of an object requires a
measuring instrument. Arikunto, S & Jabar (2004)
said evaluation is a series of activities aimed at
measuring the success of educational programs.
While, Sudijono (2012: 6) explains that
measurement can be interpreted by measuring the
activities of something. This activity is to compare
something with something else. Zainul & Nasution
(2001) assert that measurement is the giving of a
number to a certain attribute or character possessed
by a person, or a particular object that refers to clear
rules and formulations. The rules or formulations
must be generally agreed by experts.
Thus, based on the explanations of these experts
that it can be said the evaluation is a process of
assessment and measurement. In order to be able to
evaluate the managerial skills of the head of the
vocational school, an instrument is needed that can
truly assess and measure the managerial skills of the
head of the vocational school.
3 METHODS
Vocational schools in North Sulawesi Province
totalled 133 schools spread over 15 districts / cities.
The sample in this study was taken by 15 teachers,
in which each teacher/city was taken as a sample,
meaning that 15 teachers were recruited. In this
study, teachers were asked their opinions to assess
products through questionnaires. Data obtained as a
basis for testing the practicality and feasibility of the
product. Product valuation uses a Likert scale, which
is very practical / effective (5), practical / effective
(4), practical / effective sufficient (3), less practical /
effective (2), and very less practical / effective (1).
This study uses research and development
methods. The definition of development is the
process of translating design specifications in
physical form (Seel & Richey, 1994). In this study
include five domains, namely the domain of design,
development, utilization, management, and
evaluation. While the development in this study is a
physical form instrument to measure the managerial
skills of vocational school principals. Namely this
research instrument using the EDDIE model. This
model consists of five steps, namely: (1) analyze, (2)
design, (3) development, (4) implementation, and (5)
evaluation. Research and development of the EDDIE
model are illustrated as shown in Figure 1.
Figure 1: Stages of ADDIE models (Source: Anglada,
2010).
Table 1: Valid criteria.
Range
Information
≥ 4.6
very valid
3.6 – 4,5
valid
3.0 – 3.5
valid sufficient
2.0 – 2.9
less valid
≤ 1.9
very less valid
Table 2: Practical testing criteria
Range
Information
≥ 4.6
very practical / effective
3.6 – 4.5
practical / effective
3.0 – 3.5
practical / effective sufficient
2.0 – 2.9
less practical / effective
≤ 1.9
very less practical / effective
Principal Managerial Ability Evaluation Instrument Design of Vocational High School
467
In this study the product needs to be validated and
tested practically. Validity testing criteria is showed
in Table 1.
While, the criteria of practical testing that consist
of the practicality and effectively of the product
design at showed in Table 2.
4 RESULTS AND DISCUSSION
The stages of conducting research are in accordance
with the EDDIE model, namely analysis, design,
development, implementation, and evaluation.
4.1 Analysis
First of all what is done at this stage is to conduct a
needs analysis and determine the problem followed
by a solution then determine the managerial
competence of the head of the vocational school.
This analysis is an indicator based on literature
studies. The study results obtained aspects that will
be assessed managerial skills of the principal of the
vocational school as: (1) leadership skills, (2)
communication skills, (3) persuasion skills, (4)
negotiation skills, (5) conflict resolution, (6) time
management, (7) strategic thinking, (8) problem
solving, (9) personal effectively, (10) creative
problem solving, (11) positive work attitude, (12)
willingness to learn, (13) team work spirit, and (14)
excitement at work.
Table 3: Product validation.
No.
Item
Assessor
Mean
Expert
1
Expert
2
1
5
5
5
2
5
5
5
3
5
5
5
4
4
5
4.5
5
5
4
4.5
6
4
5
4.5
7
5
4
4.5
8
5
4
4.5
9
5
5
5
10
4
5
4.5
11
3
3
3.0
12
5
3
4.0
13
4
4
4.0
14
3
4
3.5
Total mean
4.4
4.2 Design
The second stage is designing or designing a product
model, which consists of: numbering, aspects that
are assessed on the rating scale, number of scores,
and calculation of comprehensive scores. The results
of this design are in the form of tables.
4.3 Development
The next stage is about product development or
realization and expert validation about the content of
the product. In order for the product to be valid, it is
validated by two experts in the field of measurement
and evaluation. Assessment scores use the Likert
scale, which is very good (5), good (4), sufficient
(3), lacking (2), and very less (1). After obtaining
the data, continued with data analysis. Validation
results are presented in Table 1.
Based on the results of the analysis, product
validity is very valid as much as 4 items or 28.6%,
valid as many as 8 items or 57.1%, and quite valid as
much as 2 items or 14.3%. The total mean is 4.4 or
overall this product is valid.
Table 4: Practical product testing data.
Teacher
Score
1
5
2
5
3
4
4
5
5
3
6
5
7
4
8
5
9
5
10
3
11
4
12
3
13
5
14
5
15
4
Total
65
Mean
4.3
4.4 Implementation
The next step is implementation. In this stage, after
the product is validated, it is supplemented to ask for
opinions or views of the teachers through
questionnaires. The implementation phase is to find
out the practical level, namely the practicality and
effectively of the product. In Table 4 the results of
the product practicality analysis.
EIC 2018 - The 7th Engineering International Conference (EIC), Engineering International Conference on Education, Concept and
Application on Green Technology
468
Based on the data in Table 4, the mean 4.3 is
obtained. Referring to the assessment criteria, this
product is categorized as practical or practical to use.
Next, in Table 5 is data for testing the effectively
of the product.
From Table 5, the mean 4.1 is obtained. Based
on the evaluation criteria, this amount is included in
the effective category. Thus this product is effective
to use.
Table 5: Data testing the effectiveness of the product
Teacher
Score
1
5
2
3
3
4
4
4
5
4
6
5
7
3
8
4
9
5
10
4
11
3
12
5
13
4
14
5
15
3
Total
61
Mean
4.1
5 CONCLUSIONS
Based on the results of the analysis of research data,
it can be concluded that the instrument products
developed as a measuring tool to evaluate the
managerial ability of principals are practical to use
and effective for data collection in order to evaluate
the managerial skills of the head of the vocational
school.
ACKNOWLEDGEMENTS
The authors wish to thankful to DRPM
Kemenristekdikti, Jakarta, Indonesia.that support
financial for the study.
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Application on Green Technology
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