The Effect of Service Quality, School Image, and Student Satisfaction on Loyalty

This study aimed to determine service quality, school image, and student satisfaction with student loyalty at SMKN 2 Buduran. This study used quantitative research methods. Data were obtained from 50 students at SMKN 2 Buduran Sidoarjo. Analysis of the data used using Google Form as a research medium for service quality, school image, and student satisfaction with student loyalty. The results obtained from the study can be concluded: the quality of school services to students was almost fulfilled. The better the quality of service provided by the school to students, the higher the student loyalty. The image of the school according to students' views was good. The higher the image quality of the school, the higher the loyalty that students had so that students became satisfied while learning. Student satisfaction according to the assessment of students was quite fulfilled. So that the higher the student satisfaction, the higher the student's loyalty to the school. Students' views on service quality, school image, and student satisfaction were almost fulfilled because the higher the loyalty given to students, the higher the students' loyalty to the school so that students felt satisfied in carrying out learning activities at school.

PENINGKATAN MUTU SARANA DAN PRASARANA SEKOLAH MELALUI KONSEP TRILOGI JURAN

Abstrak: Konsep The Juran Trilogy atau biasa disebut Trilogi Juran dapat diterapkan di sekolah sebagai upaya untuk meningkatkan mutu sekolah. Sarana dan prasarana termasuk dalam satu dari sekian banyak bidang mutu yang perlu ditingkatkan. Penelitian ini bertujuan untuk mengetahui mutu sarana dan prasarana di MTs Sunan Kalijogo Malang. Selain itu juga untuk mengetahui penerapan dari konsep Trilogi Juran beserta hambatan-hambatan yang sedang dihadapi sekolah. Metode yang digunakan adalah pendekatan kualitatif. Hasilnya, peningkatan mutu sarana dan prasarana di MTs ini sebenarnya sudah menerapkan konsep Trilogi Juran sebagai upaya dalam meningkatkan mutu. Namun masih perlu adanya upaya dalam mempertahankan sekaligus meningkatkan mutu sekolah ke arah yang lebih baik. Kata Kunci: Trilogi Juran, mutu, sekolah Abstract: The concept of The Juran Trilogy or commonly called the Juran Trilogy can be applied in schools as an effort to improve the quality of schools. Facilities and infrastructure are included in one of the many quality fields that need to be improved. This study aims to determine the quality of facilities and infrastructure at MTs Sunan Kalijogo Malang. In addition, it is also to find out the application of the Juran Trilogy concept along with the obstacles facing the school. The method used is a qualitative approach. As a result, improving the quality of facilities and infrastructure in MTs has actually applied the Juran Trilogy concept as an effort to improve quality. But there still needs to be an effort to maintain and improve the quality of schools in a better direction. Keywords: Juran Trilogy, quality, school

Development of a Measure of State-Level Supports for School Nursing Services Delivery

States have key roles and responsibilities in protecting and promoting the health of all of school-age youth. Though assessment and planning instruments exist to support quality school nursing service delivery at individual school building, community, and district levels, no comparable measure was available to assess state-level support for the delivery of quality school nursing. This project, conducted in three phases, resulted in the development of a novel measure to identify state-level infrastructure supports for school nursing services delivery. The State School Health Infrastructure Measure is comprised of seven domains with 24 indicators and demonstrated initial content validity and test–retest reliability. States can use this measure to self-assess, identify, benchmark, prioritize, and address state-level infrastructure strengths and gaps related to supporting the delivery of high-quality, equitable school nursing services.

From Learning to Read to Reading to Learn: School Libraries, Literacy and Guided Inquiry

School libraries are about the future. They are about the development of knowledgeable and knowing young people; young people who have the ability to read the word and the world, and who can live their lives as thinking, informed, knowledgeable and productive citizens of an increasingly inter-connected world. They are about young people who have the knowledge, skills, attitudes and values to invest wisely in confidently shaping their own futures and their lives as family, community and workplace members. Reading, Knowing and Doing are the multiple faces of the future global citizens that we nurture in our schools. Reading, Knowing, Doing, as the multiple faces of literacy, are the multiple faces of quality school libraries. And Reading, Knowing and Doing are at the heart of informed, in-tune, and in-touch school librarians committed to providing the best opportunities for our students to learn to use their minds well.

It All Begins With Relationships

Understanding choice theory provides a foundation for developing relationships and is the central component of the Glasser quality school model. Choice theory is William Glasser's explanation of human behavior and motivation. It is based on the premise that we all have five basic needs: love and belonging, power and achievement, the freedom to be independent and make choices, the joy in having fun, and basic needs of survival and safety. In a quality school, the goal of administrators, teachers, counselors, staff, and support personnel is to create an environment in which everyone in the system, especially the students, gets his or her needs met in responsible, respectful ways. In this chapter, the Glasser quality school criteria is explained in addition to the behavioral habits that help build relationships and the behavioral habits that break down relationships. Stories that highlight the experiences of administrators, teachers, and counselors who put Glasser's concepts into action are included to illuminate the essence of the Glasser quality school model.

School Leaders in a Time of Accountability and Data Use

School leaders are challenged with the task of high stakes testing and student achievement. In the data-driven K-12 setting, it is necessary to have quality school leaders in place. Universities are charged with preparing these quality school leaders. Educational leadership programs need to contain quality structure and key components. These key components required of leadership preparation programs consist of data, leadership style/theories, data culture/climate school leader organizational and management, school community relations, professional development, school/teacher improvement, school improvement plan (SIP), implementation of SIP goals, and field experience. These key components need to encompass the national educational leadership preparation (NELP) standards and the professional standards for educational leaders (PSEL) standards to maintain a successful educational leadership program.

A Case Study of Lessons Learned from a Decade of Success in Preparing and Supporting Quality School Leadership Through District–University Partnerships

The purpose of this case study was to explore the context and key features of a successful decade-long district and university principal preparation program. Despite the importance of such partnerships, long-standing partnerships appear to be far from the norm. The partnership was designed in collaboration with faculty at a flagship university in the American Southwest and district leaders in a large urban school system. At the initiation of the partnership, the school district faced challenges similar to other districts in ensuring a steady pool of quality school leaders. The study was grounded in theory and anchored in relevant scholarly literature. Research methods included data collected from a qualitative analysis of the perspectives of key personnel who co-created the principal preparation program and supplementary data from external evaluations conducted by recognized appraisers. Findings indicate that district–university partnerships are more likely to endure when the partners are able to strengthen shared goals, leverage existing assets, sustain trusting relationships, uphold mutuality of purpose, and support collaborative interactions. The implications and recommendations from the study may appeal to other providers of principal preparation programs who desire to adapt the lessons learned and build on the assets that exist in their own unique school and community contexts. Future research on long standing district–university partnerships may help inform states in their oversight of principal preparation programs and university and district partners who wish to start or sustain the recruitment, preparation, placement, and retention of quality educational leaders in contextually specific and complex school environments.

Hidden aspects of pre-service geography teacher education in Slovenia—vision versus reality

Educators of future teachers are constantly faced with the changing demands of modern times in providing quality school education. The process of educating pre-service teachers involves many hidden aspects that even educators of pre-service teachers themselves are often unaware of, as they are subtly hidden behind likeable professional eloquence. For decades, the pre-service geography teacher education in Slovenia has been driven by the educators’ profound belief in the significance of preparing students for their future professions, regardless of the, often hidden, obstacles that they have had to overcome. Through a qualitative pilot study among former students on the geography teacher education study programme in Slovenia, we aimed to identify strengths and weaknesses of the existing programme and suggest possible changes that could lead to its improvement.