An Integrative Model of School Quality Management through Teacher Professional Development to Improve the Quality of Continuing Education
DOI:
https://doi.org/10.59890/ijetr.v4i2.7Keywords:
Integrative Model, School Quality Management, Teacher Professionalism, Quality of Continuing EducationAbstract
This study aims to develop and test an integrative model of school quality management and teacher professional development in improving the quality of continuing education at the elementary school level, with school quality culture as a mediating variable. The approach used is a quantitative explanatory approach with Structural Equation Modeling analysis techniques based on Partial Least Square (SEM-PLS) using SmartPLS 4.0. The study population was 145 teachers in five elementary schools in Medan City, namely SD Negeri 060895, SD Negeri 064008, SD Negeri 067690, SD Muhammadiyah 04, and SD Swasta Al-Azhar, with a sample of 108 teachers determined through proportionate stratified random sampling based on the Slovin formula. Data were collected through a five-point Likert scale questionnaire that has been tested for validity and reliability. The results of the study indicate that school quality management and teacher professional development have a positive and significant effect on school quality culture and the quality of continuing education, both directly and through the mediation of school quality culture, with an R2 value of 0.612 for school quality culture and 0.671 for the quality of continuing education. This finding implies that improving the quality of continuing education in elementary schools needs to be done simultaneously through strengthening the quality management system, ongoing teacher professional development programs, and strengthening the quality culture as a strategic bridge between the two.
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