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"School culture is behind-the-scene context that is reflects of the values, beliefs, norms, tradition, and ritual that build up overtime a people in schoolwork together-administrator, teachers, students, parents, and community members. It influenced all the components of school in the process of education directly. It is assumed that school culture could make the educational achievement different. It is also assumed that school culture influenced teacher culture.This research's prime vision is to know whether there is difference of school culture between a higher-success and a lower-success Senior High School in Klaten, Central Java, and to what extent they differ according to their school performance. It also aims to know the relationship between school culture and teacher culture and to what extent the school culture influenced the teacher culture.Like the other social organization, school is an organization that has a culture. To measure the school culture, there are three indicators such as: norms of school culture behavior, beliefs, and core slues. While to measure teacher culture whether the school has positive or negative teacher cultures there are also three indicators collegiality, collaboration, and efficacy.This study employed a quantitative approach. Technique for collecting data is using questionnaire, unstructured interview and documents. The measure employed Likert Side, with five options: strongly agree, agree, uncertain, disagree, and strongly disagree. The techniques Analysis used in this study are descriptive statistic, T-test, Correlation, and Regression.Statistically, the study concluded that there is a difference of school culture between a higher-success school and a lower-success school. The score obtained by the two schools shows the difference. The difference of the mean is 3.56. The differences are on the norms of behavior, beliefs, and values. In testing the difference using t-test, the result shows that score oft value is larger than score oft table. Or the score of probability is less than 0.05. It showed that null hypothesis (Ho) is rejected or the two schools have different school culture. It also showed that the higher-success school has score of school culture that is higher than the lower-success school. The results implicated that the higher-success school has a better school culture than the lower-success school.Nevertheless, the difference of school culture found in this study is not too striking. So the difference could not viewed as white and black, because culture of the schools didn't work and process all alone. There is other side going along to shape the school culture and to determine the success or failure of the school. In this case, culture of Klaten community greatly influenced the schools.In the second testing of hypothesis, statistically, this study also concluded that there is a positive relationship between school culture and teacher culture. The value oft (2.486) is larger than value oft table (1.67), or the probability is more than alpha (0.05). It shows that null hypothesis is rejected. The strength of the relationship is shown by the coefficient correlation (the level of significance is 0.05) obtained in this analysis that is 0.793. This result shows that the relationship is very significant. It can be interpreted that norm of behavior, belief and school values influenced teacher's culture (collegiality, collaboration and teacher's sense of efficacy).Local community culture also influenced the teacher culture. "Klateneses", like other Javanese, has a permissive culture. They are so kind, friendly and easy to work together. This condition could support collegiality and collaboration activities."

"Tesis ini membahas implementasi performance management atau manajemen kinerja untuk melihat keberlangsungan dan kesinambungan antar proses manajemen kinerja untuk guru di XYZ International School sesuai dengan konteks dan kondisi yang terjadi di sekolah tersebut. Penelitian ini adalah penelitian kualitatif dengan desain deskriptif. Hasil penelitian menunjukkan bahwa sekolah ini masih belum menyelaraskan tujuan dari semua pihak yang terkait dengan sistem manajemen kinerja, termasuk merapihkan regulasi atau prosedur mengenai sistem manajemen kinerja, untuk menjaga setiap tahapan proses berjalan dengan baik. Lebih lanjut, penelitian ini juga menunjukkan bahwa guru belum dilibatkan dalam pembuatan target dan ekspektasi yang harus diraih. Selanjutnya pengawasan belum berjalan secara kontinu, untuk mendapatkan hasil penilaian yang konsisten, yang berdampak kepada kesulitan untuk mendapatkan hasil evaluasi yang baik. Semua ini membutuhkan dukungan dari semua pihak yang terkait sistem manajemen kinerja untuk guru.

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This thesis studies about the implementation of performance management for teacher at XYZ International School, by concerning and context that applies in this school. This research is qualitative with descriptive design. The results from this research shows that the school needs to align the purposes of performance management of all stakeholders that related to performance management. The school also needs to complete the regulations or procedures on performance management system, to ensure each process goes well. Involving teachers in developing targets and expectations is also important to create two-way performance agreement. Furthermore continous monitoring and supervision continuously are need to obtain the consistent assessment result, that can be well evaluated. All of this require support from all stakeholders that related to performance management system."

"Penelitian ini bertujuan mengetahui pengaruh kepemimpinan kepala sekolah dan iklim sekolah terhadap kinerja Rintisan SMA Bertaraf Internasional di Kabupaten Cirebon. Subyek penelitian adalah guru pengajar. Sampel yang diambil sebanyak 68 orang dengan teknik sampel jenuh. Metode analisis yang digunakan kuantitatif dengan tehnik analisis korelasi. Instrumen disusun dalam bentuk angket dengan menggunakan skala Likers.Penelitian ini membuktikan bahwa: Pertama, terdapat hubungan yang positif dan signifikan antara kepemimpinan kepala sekolah terhadap kinerja Rintisan Sekolah Bertaraf Internasional sebesar 0.731. Kedua, terdapat hubungan yang positif dan signifikan antara iklim sekolah dengan kinerja Rintisan Sekolah Bertaraf Internasional sebesar 0.731.

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The objective of this research were to examine the contribution of the influence leadership and climate school to the performance of Pioneering International Standard Senior High School (RSBI) in Cirebon Distric. The subject consist of class teachers. The total sampel was taken 68 by using saturation sampling technique. Research method which is used is quantitative by using correlation analisys. The instrument was arranged in the form of Likert Scale.

The research implied the influence that: first, there was a positive and significant correlation between leadersheep and performance Pioneering International Standard Senior High School of 0.583. Second, there was a positive and significant correlation between school climate and performance Pioneering International Standard Senior High School of 0.534."

"Tesis ini mengevaluasi penyaluran dan penggunaan Bantuan Operasional Sekolah (BOS) pasca perbaikan dalam metode penyaluran BOS pada tahun 2012, dengan mengambil sample 18 SMP Negeri di Jakarta Barat. Metode yang digunakan dalam penelitian ini adalah kualitatif deskriptif dengan data dan informasi yang diperoleh melalui wawancara mendalam dan menyebar kuesioner pada para pemangku kepentingan (tim manajemen BOS, Kepala atau Bendahara Sekolah dan orang tua murid) dan studi literatur. Hasil penelitian ini menunjukkan bahwa penyaluran BOS pada SMP Negeri Jakarta Barat telah berjalan lebih cepat dari tahun sebelumnya dan juga dari ketentuan yang ada tiap triwulannya. Berdasarkan realisasi penggunaannya, porsi terbesar pemanfaatan dana BOS tahun 2012 adalah untuk pembayaran honorarium guru dan tenaga kependidikan honorer (mencapai 27%). Selain itu, penelitian ini juga menunjukkan bahwa tidak ada satu sekolah pun yang menggunakan BOS di luar ketentuan. Dampak BOS tidak hanya dirasakan oleh sekolah tetapi juga masyarakat. Bagi sekolah BOS dapat membantu membiayai peningkatan intensitas dan kualitas belajar mengajar di sekolah. Sekolah maupun orang tua siswa yang menjadi responden juga menyatakan bahwa dengan adanya BOS orang tua menjadi lebih ringan dalam membiayai sekolah--apalagi saat ini memang benar-benar tidak ada pungutan apa pun di sekolah negeri. Terkait dengan perbaikan dalam kecepatan waktu penyaluran BOS, responden menyatakan bahwa faktor utama pendukung hal tersebut adalah adanya perbaikan mekanisme penyaluran BOS dari ke Kas Umum Negara ke Kas Umum Provinsi yang selanjutnya disalurkan langsung ke sekolahsekolah, dan juga diperlakukannya BOS sebagai dana hibah yang syarat pencaiannya tidak memerlukan proposal maupun penyerahan Rencana Kegiatan dan Anggaran Sekolah (RKAS).

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This thesis evaluates the distribution and the utilization of School Operational Assistance (Bantuan Operasional Sekolah--BOS) at State Junior High School in West Jakarta subsequent to the modification of the BOS distributional method in 2012. This study is descriptive in nature. The data and information is collected through questioners, in dept interview and literature study. This study finds out that the modified method has speed up the distribution of BOS compared to that of the previous year and to the time that the regulation asserts. There are two factors contribute to these achievements: (i) the way BOS is distributed as block grant from central government to provincial government and than to school; and (ii) schools will automatically receive BOS with no obligation for submitting proposal as conditional clauses. In terms of its utilization, the largest portion of BOS (27%) is used for compensating the nonpermanent school`s employees (pegawai honorer`s honoraria). There is no school under the study that utilizes BOS for financing items which is not parallel with the regulation. BOS has also been considered to increase both quality and quantity of school activities. Finally, the program has also been found to be effectively waived students from the school fee."

"Penelitian ini bertujuan untuk mengetahui hubungan antara teacher efficacy dan dimensi teacher efficacy dengan sikap guru terhadap pendidikan inklusif di sekolah dasar inklusif negeri. Instrumen yang digunakan untuk mengukur teacher efficacy adalah Teachers? Sense of Efficacy Scale sedangkan untuk mengukur sikap guru terhadap pendidikan inklusif digunakan Multidimensional Atitude toward Inclusive Education Scale (MATIES). Subjek dari penelitian ini adalah guru-guru di sekolah dasar inklusif negeri (N=100). Hasil penelitian menunjukkan bahwa terdapat hubungan positif yang signifikan antara teacher efficacy dan sikap guru terhadap pendidikan inklusif. Dengan kata lain, ketika guru memiliki skor teacher efficacy yang tinggi, guru tersebut cenderung memiliki sikap yang positif terhadap pendidikan inklusif. Sebaliknya, ketika guru memiliki skor teacher efficacy yang rendah, maka guru tersebut cenderung memiliki sikap yang negatif terhadap pendidikan inklusif. Hasil penelitian yang berkaitan dengan dimensi teacher efficacy ditemukan bahwa terdapat hubungan yang signifikan pada dimensi instructional strategies & student engagement dengan sikap guru terhadap pendidikan inklusif di sekolah dasar inklusif negeri. Sebaliknya, untuk dimensi classroom management ditemukan bahwa tidak terdapat hubungan yang signifikan dengan sikap guru terhadap pendidikan inklusif di sekolah dasar inklusif negeri. Untuk meningkatkan teacher efficacy yang dimiliki oleh guru di sekolah dasar inklusif negeri, pihak sekolah dapat menyediakan fasilitas seperti alat peraga dan guru pendamping khusus serta membatasi jumlah siswa di tiap kelas.

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This research is conducted to find about the relationship between teacher efficacy and dimensions of teacher efficacy with attitude toward inclusive education in public inclusive elementary school. The instruments of this study were Teachers? Sense of Efficacy Scale (to measure teacher efficacy) and Multidimensional Atitude toward Inclusive Education Scale (MATIES) (to measure attitude teacher toward inclusive education). Participants of this study were teacher in public inclusive elementary school (N=100).

The result of research showed that there is a positive significant correlation between teacher efficacy and attitude toward inclusive education in public inclusive elementary school. This finding suggests when teachers have high score in teacher efficacy, they tend to have positive attitude toward inclusive education. On the contrary, when teachers have low score in teacher efficacy, they tend to have negative attitude toward inclusive education.

The results of research related to dimensions of teacher efficacy found that there is positive significant correlation between efficacy in student engagement and efficacy in instructional strategies dimensions with teacher attitude toward inclusive education in public inclusive elementary school. In the other hand, efficacy in classroom management dimension showed there is no positive significant correlation with attitude toward inclusive education in public inclusive elementary school. In order to increase teacher efficacy in public inclusive elementary school, schools can provide facilities such as property to teach, shadow teachers and also to limit the number of student in each class."