Corresponding Author: Heru
Sriyono
Email: [email protected]
INTRODUCTION
Education is a means of improving the quality of
students holistically (Muchtar, 2010). This quality improvement cannot be separated from
the participation of every education stakeholder. With developments in the
world of education that continue to change significantly, many educators'
mindsets have changed from a lay and rigid mindset to a more modern one (Ainun et al., 2022). This has a great influence on the progress of
education in Indonesia. However, the quality of education in Indonesia is still
far from adequate.
This is reinforced by data released by UNESCO, which
states that in 2016, education in Indonesia only ranked unsatisfactory, namely
10th out of 14 developing countries. Meanwhile, teachers are the most important
component in the world of education. However, teachers in Indonesia are ranked
last among 14 developing countries (Yunus, 2017).
Ideally, qualified teachers are needed to improve the
quality of students' education. In this regard, teacher quality is also
influenced by performance. Teacher performance is the level of teacher success
in carrying out educational tasks according to responsibility and authority
based on performance standards that have been set during a certain period
within the framework of achieving educational goals. (Kholisoh et al., 2023).
Thus, teacher performance is one of the factors that
influence the success of school goals, which ultimately results in overall
educational goals (Slameto, 2017). However, in reality, the performance of teachers in
Indonesia is still not good. Hence, this needs to be a concern for every
relevant party, especially educational leaders.
This is proven by the results of a survey conducted by
the Republic of Indonesia Teachers Association (PGRI) regarding the impact of
teacher certification on teacher performance. Data from 16 out of 28 provinces
studied by PGRI showed that the results were less than satisfactory. In fact,
it is hoped that certification can improve teacher performance and
professionalism (Kompas.com, 2019).
Even though teachers are often considered
"pillars" in the world of education, many teachers still lack
enthusiasm and credibility. This is confirmed by the fact that the DKI Jakarta
provincial government has budgeted IDR 7 trillion to pay teacher salaries.
However, teachers' performance in DKI Jakarta is not as high as their salaries (Kompas.com, 2019).
Schools are the main place where the educational
process is carried out, involving human resources (school principals,
educators, education staff and students) and non-human resources
(infrastructure, curriculum and learning resources) in achieving the goals set
for education in Indonesia (Satrio et al., 2021).
Teachers are seen as the key to determining the
quality of education in schools because teachers are the ones who directly
interact with their students in the teaching and learning process (Lafendry, 2020). If you want to see how high the quality of education
is, look at the teacher's performance. So, the performance of vocational school
teachers must always be monitored continuously in order to create competitive
human resources in the work environment. However, in Tasikmalaya in 2018, the
assessment of teaching staff, aka teachers, was still not optimal; the impact
was that the quality and effectiveness of the teaching given by teachers to
students was not reflected objectively. School principals are asked to
encourage assessments of teacher performance and pay more attention to the
quality of teachers because quality will be directly proportional to the level
of reliability of the students they teach (Yunus, 2017).
Based on the results of information from the
supervisory coordinator and supervisor of Vocational Schools for the East
Jakarta Administrative City 1 DIKMEN Sub-dept., the performance of the private
Vocational High School teachers in the Duren Sawit sub-district was overall
good, however, several weaknesses were found in the teacher's performance; a).
The teacher's ability to organize learning administration is not yet optimal;
b). Leave students during the learning process so that students are always given
notes or summaries from the textbook, c). The implementation of the learning
model process is not optimal, and conventional methods are still used in
delivering lesson material, so many students still sleep and are bored; d). The use of technology and
multimedia in the learning process is not yet optimal, e). Frequently giving assignments to students without
discussing the material first, f). There are still problems with teachers using
a dictatorial or aggressive teaching style so that students appear to be
orderly in class, but in reality, the students are silent, afraid, and do not
really understand the material being conveyed by the teacher.
Teachers' performance at work is still not considered
satisfactory because their brains and conscience in imparting knowledge to
students are still not optimal; teachers only attend as a formality and meet
the minimum hour requirements. Teachers do attend class regularly, but not with
a conscientious approach. This condition means that students only get emphasis
on academic matters, while teachers less touch the students' hearts. Teachers
are always present, but their conscience is not included when educating (Widiasworo, 2018).
A teacher's performance can be seen as readiness to
make learning plans (Nadlir, 2013). However, teachers still do not have the optimal time
to prepare for learning. They are not able to control class conditions.
In schools, there are still many problems with teacher
performance, such as teachers who have not made learning preparations before
teaching. These teachers have not been able to encourage the class to be calm
when there are students making noise in class, and teachers who implement
learning have not used learning strategies. Varies so that learning feels
boring for students, not to mention cases of teachers falling asleep in class
during the teaching and learning process (Siregar et al., 2019).
The factors that can influence teacher performance are
the principal's leadership and work discipline. The first factor is leadership;
a leader is an individual who has a certain superiority so that he has the
authority and power to mobilize other people to make joint efforts to achieve
certain targets (Rustianingtyas, 2016). The leader at the school is called the principal.
The principal must have good ethics as a leader who is worthy of being emulated
and a role model for teachers in the school. The school principal must be able
to guide, direct, motivate and develop teachers so that they can work optimally
and effectively.
The school principal is expected to have good
supervision within the school environment and outside the school in order to
prevent anything that could make the school's image bad. However, there is
still weak supervision of school principals, which occurred in the city of
Bogor, where a fight between 2 students resulted in death. This was immediately
responded to by the Minister of Education and Culture, who gave an ultimatum to
the principal to pay more serious attention to his students so that there would
be no recurrence of cases of violence against students who died in vain. Sia (Yunus, 2017).
Based on an initial research survey conducted by
researchers at the L'Pina Private Vocational High School through interviews
with teachers, the attitude of the principal, who was less protective of the
teachers at this school, meant that teachers did not work wholeheartedly, for
example, allowing teachers to carry out learning in class without provide input
and feedback. The principal does not have effective leadership, such as not
motivating the teachers and lacking innovation; there are differences in social
stratification between the principal and teachers. Mrs Titis, one of the
teachers at Nurul Iman, said, "If a teacher makes a mistake, the principal
does not provide a solution, but we as teachers are only blamed." Then,
the school principal is less able to manage time effectively and efficiently
and only provides little time for curriculum and learning matters.
The next factor that influences teacher performance is
work discipline. Teachers are required to be present during the teaching and
learning process to deliver material to their students. Teachers who lack
discipline will have a negative impact on their students and will even reduce
their performance. This happened in Jakarta in 2015; dozens of teachers who
were deemed to be less disciplined responded to the call of the Jakarta
Education and Youth Department to make a statement regarding future disciplinary
agreements. These were considered to be undisciplined because they often did
not attend their teaching hours at school (Safitri et al., 2019).
Based on interviews with school principals conducted
by researchers at L'Pina Private Vocational School, there are still teachers
who are not yet responsible for their discipline in terms of arriving and
leaving school hours, how they dress, and being late for class when teaching
and learning activities take place. This has an impact on several students who
imitate the bad attitude shown by the teacher.
Based on research conducted by previous research in
the Competitiveness Journal in 2016, work discipline has a significant effect
on teacher performance. This means that the better the work discipline, the
better the teacher's performance will be (Bungawati &
Syafaruddin, 2016).
Based on this background, this research aims to
determine and analyze the influence of school principal leadership and work
discipline on the performance of private vocational school teachers in South
Jakarta. The benefit of this research is that it provides a deeper
understanding of how school principal leadership and work discipline impact
teacher performance at private vocational schools in South Jakarta. So, this
research has the potential to improve the quality of education, advance
managerial practices in educational institutions, and provide a valuable
contribution to academic literature in the field of educational management and
human resource development.
METHOD
The method used in this research is quantitative with a
correlational approach to determine the extent to which the influence of a
variable is related to the other variables studied. The reason for choosing a
correlation approach is to find out whether there is an influence between the
three variables, namely principal leadership as variable X1, work
discipline as variable X2 and teacher performance as variable Y.
Figure 1.
Constellation of Relationships between Variables X1, X2 and Y
Information:
X1������������� :
Independent Variable (Leadership of the school principal)
X2������������� :
Independent Variable (Work Discipline)
Y��������� :
Dependent Variable (Teacher Performance)
This study
collected primary and secondary data. Primary data were collected using a
questionnaire, while secondary data were obtained from the recapitulation of
teacher performance already available at the school. The data analysis
technique used in this research is descriptive statistics, frequency
distribution, calculated average score of each teacher's performance.
RESULTS
AND DISCUSSION
The description of research data is intended to present a
general picture of the spread or distribution of data based on the number of
research variables and focused on the research problem. In this research, there
are two independent variables and one dependent variable. The independent
variables are the principal's leadership (X1) and work discipline (X2),
and the dependent variable is teacher performance (Y).
The scores obtained are processed from raw data using
descriptive statistical analysis to provide an overview of these variables.
Descriptive variables will be shown as the average value, maximum value,
minimum value, standard deviation, variance and frequency distribution of each
variable. The results of descriptive statistical calculations for each variable
are completely described below.
Teacher performance
variable data obtained from teacher performance assessment data obtained from
schools includes four competencies, namely pedagogical competency, personality
competency, social competency, and professional competency, which is realized
in the form of final average scores for teachers for the 2018/2019 period.
Table 1. Descriptive
Statistics of Teacher Performance (Variable Y)
|
Statistics
|
|
Teacher
Performance
|
|
N
|
Valid
|
80
|
|
Missing
|
0
|
|
Mean
|
83.64
|
|
Std.
Deviation
|
2,697
|
|
Variance
|
7,272
|
|
Range
|
14
|
|
Minimum
|
60
|
|
Maximum
|
75
|
Source:
SPSS output processed in 2023
Based on the descriptive
statistical values of data obtained from 105 respondents using SPSS v.24
calculations, the highest score was 92, and the lowest score was 78, which
resulted in an average of 83.64, a score for the standard deviation of 2.697,
and a variance of 7.272.
Table 2. Frequency Distribution
of Teacher Performance Variables (Y)
|
Interval
Class
|
Lower limit
|
Upper limit
|
Freq.
Absolute
|
Freq.
Relatively
|
|
78-79
|
77.5
|
79.5
|
1
|
1%
|
|
80-81
|
79.5
|
81.5
|
25
|
24%
|
|
82-83
|
81.5
|
83.5
|
30
|
29%
|
|
84-85
|
83.5
|
85.5
|
24
|
23%
|
|
86-87
|
85.5
|
87.5
|
15
|
14%
|
|
88-89
|
87.5
|
89.5
|
9
|
9%
|
|
90-91
|
89.5
|
91.5
|
0
|
0%
|
|
92-93
|
91.5
|
93.5
|
1
|
1%
|
|
Amount
|
|
|
80
|
100%
|
Source: Secondary data processed in 2023
The frequency
distribution of teacher performance data can be seen in Table 2, where the
score range is 14, the number of class intervals is 7.7 (rounded to 8), and the
length of class intervals is 1.75 (rounded to 2). The calculation process is in
the attachment on page 131.
From the distribution
table above, the interval class is data or variables from random data or to determine
the distance between data. Class boundaries are values that limit one class
from another class. Class boundaries are pseudo boundaries for each class
because there are still holes for certain numbers between one class and
another. The class boundaries consist of two lower-class boundaries and an
upper-class boundary. To make it easier to interpret the distribution of
teacher performance assessment data, this data is depicted in the form of a
histogram graph as follows.
Figure 2. Teacher Performance Evaluation Histogram Graph
(Y)
Based on the frequency
distribution table 2 and the histogram graphic image two above, it can be
explained that the highest relative frequency is in class 82-83 with 30
teachers, with a percentage value of 29%. The lowest data is in class 90-91,
with 0 teachers and a percentage value of 0%.
Principal Leadership
The instrument for
Principal Leadership has 21 statements that have been processed for validity
and reliability. It is divided into five combined indicators: personality,
managerial, entrepreneurship, supervision and social.
Data on the principal
leadership variable is primary data obtained by filling in research instruments
in the form of a Likert scale by 105 private vocational school teachers in East
Jakarta.
Table 3. Descriptive
Statistics of Principal Leadership (Variable X1)
|
Statistics
|
|
Principal
Leadership
|
|
N
|
Valid
|
80
|
|
Missing
|
0
|
|
Mean
|
85.05
|
|
Std.
Deviation
|
6,069
|
|
Variance
|
36,834
|
|
Range
|
42
|
|
Minimum
|
60
|
|
Maximum
|
78
|
Source: SPSS output processed in 2023
Based on the descriptive
statistical values of data obtained from 105 respondents using SPSS v.24
calculations, the highest value was 102. The lowest value was 60, which
resulted in an average of 85.05, a standard deviation score of 6.069, and a
variance of 36.834.
Table 4. Frequency
Distribution of Principal Leadership Variables (X1)
|
Interval
Class
|
Lower
limit
|
Upper
limit
|
Freq.
Absolute
|
Freq.
Relatively
|
|
60-64
|
59.5
|
64.5
|
1
|
1%
|
|
65-69
|
64,5
|
69,5
|
0
|
0%
|
|
70-74
|
69,5
|
74,5
|
2
|
2%
|
|
75-79
|
74,5
|
79,5
|
8
|
8%
|
|
80-84
|
79,5
|
84,5
|
44
|
42%
|
|
85-89
|
84,5
|
89,5
|
26
|
25%
|
|
90-94
|
89,5
|
94,5
|
19
|
18%
|
|
95-99
|
94.5
|
99.5
|
4
|
4%
|
|
100-104
|
99.5
|
104.5
|
1
|
1%
|
|
Amount
|
|
|
80
|
100%
|
The frequency
distribution of principal leadership data can be seen in Table 4. where the
score range is 42, the number of class intervals is 7.7 (rounded to 8), and the
length of class intervals is 5.25 (rounded to 5). The calculation process is in
attachment page 132.
From the distribution table above, the interval class is
data or variables from random data or to determine the distance between data.
Class boundaries are values that limit one class from another class. Class
boundaries are pseudo boundaries for each class because there are still holes
for certain numbers between one class and another. The class boundaries consist
of two lower-class boundaries and an upper-class boundary. To make it easier to
interpret the distribution of data from the results of teacher performance
assessments, this data is depicted in graphical form. To make it easier to
interpret the distribution of data resulting from the principal's leadership,
this data is depicted in the form of a histogram graph as follows.
Figure 3. Principal Leadership Histogram Graph (X1)
Based on the histogram
graphic image three above, it can be explained that the highest relative
frequency is in class 80-84 with 44 teachers, with a percentage value of 42%.
The lowest data is in class 65-69, with 0 teachers and a percentage value of
0%.
Table 5. Calculated
Average Score of Principal Leadership Indicators (X1)
|
No
|
Indicator
|
Sub
Indicator
|
Items
|
Score
|
Total
Score
|
Total
Items
|
Mean
|
%
Sub
|
%
Indicator
|
|
1
|
Personality
|
Self-control
|
9
6
|
441
432
|
873
|
2
|
436.5
|
8.55
|
16.95
|
|
Have good character
|
21
|
429
|
429
|
1
|
429
|
8.40
|
|
2
|
Managerial
|
Prepare school plans
|
10
16
|
421
429
|
850
|
2
|
425
|
8.32
|
16.88
|
|
Manage teachers and staff
|
1
|
437
|
437
|
1
|
437
|
8.56
|
|
3
|
Supervision
|
Planning an academic supervision
program
|
13
17
|
423
412
|
835
|
2
|
417.5
|
8.18
|
24.64
|
|
Carry out academic supervision
|
5
11
|
422
403
|
825
|
2
|
412.5
|
8.18
|
|
Evaluation of academic supervision
|
14
19
|
431
425
|
856
|
2
|
428
|
8.38
|
|
4
|
Social
|
Participate in the community
|
7
20
|
417
435
|
852
|
2
|
426
|
8.34
|
24.91
|
|
Collaborate for the benefit of
the school
|
2
4
|
441
404
|
845
|
2
|
422.5
|
8.27
|
|
Support for subordinates
|
12
18
|
419
429
|
848
|
2
|
424
|
8.30
|
|
5
|
Entrepreneur
|
Innovation and creativity
|
15
|
418
|
418
|
1
|
418
|
8.08
|
16.62
|
|
Have a never-give-up spirit
|
3
8
|
430
432
|
862
|
2
|
431
|
8.44
|
|
|
|
Amount
|
|
|
8930
|
21
|
5107
|
100%
|
100%
|
Based on the table of
calculated average scores for the principal leadership variable above, the
highest sub-indicator relating to principal leadership is managing teachers and
staff, with a value of 8.56%. This means that good management of teachers and
staff has a big influence on leadership. A school principal. Meanwhile, the
lowest sub-indicators in the principal leadership variable are innovation and
creativity, with a value of 8.08%.
Work Discipline
The research instrument,
which has 20 statements, has gone through a validity and reliability process.
The instrument is divided into five indicators, including discipline regarding
official duties, discipline regarding time, discipline regarding the work
atmosphere, discipline in serving the community, and discipline regarding
attitudes and behaviour. Work discipline data was obtained by filling out a
research instrument in the form of a Likert scale model questionnaire, which
was filled out by 80 private vocational school teachers in South Jakarta.
Table 6. Descriptive
Statistics of Work Discipline (Variable X2)
|
Statistics
|
|
Work Discipline
|
|
N
|
Valid
|
80
|
|
Missing
|
0
|
|
Mean
|
84.20
|
|
Std. Deviation
|
5,214
|
|
Variance
|
27,181
|
|
Range
|
24
|
|
Minimum
|
55
|
|
Maximum
|
69
|
Source: SPSS output processed in 2023
Based on the descriptive
statistical values of data obtained from 105 respondents using SPSS v.24
calculations, the highest value was 99, and the lowest value was 75, which
resulted in an average of 84.20, a score for the standard deviation of 5.214,
and a variance of 27.181.
���������������������������
Table 7. Frequency Distribution of Work Discipline Variables
(X2)
|
Interval
Class
|
Lower limit
|
Upper limit
|
Freq.
Absolute
|
Freq.
Relatively
|
|
75-77
|
74.5
|
77.5
|
2
|
2%
|
|
78-80
|
77,5
|
80,5
|
32
|
30%
|
|
81-83
|
80,5
|
83,5
|
25
|
24%
|
|
84-86
|
83,5
|
86,5
|
16
|
15%
|
|
87-89
|
86,5
|
89,5
|
11
|
10%
|
|
90-92
|
89,5
|
92,5
|
10
|
10%
|
|
93-95
|
92,5
|
95,5
|
4
|
4%
|
|
96-98
|
95,5
|
98,5
|
4
|
4%
|
|
99-101
|
98.5
|
101.5
|
1
|
1%
|
|
Amount
|
|
|
80
|
100%
|
Table 7 shows the
frequency distribution of work discipline data. The core range is 32, the
number of class intervals is 7.7 (rounded to 8),and the length of class
intervals is 3.
From the distribution table above, the interval class is
data or variables from random data or to determine the distance between data.
Class boundaries are values that limit one class from another class. Class
boundaries are pseudo boundaries for each class because there are still holes
for certain numbers between one class and another. The class boundaries consist
of two lower-class boundaries and an upper-class boundary. To make it easier to
interpret the distribution of teacher performance assessment data, this data is
depicted in the form of a histogram graph as follows.
To make it easier to interpret the distribution of data
resulting from the principal's leadership, this data is depicted in the form of
a histogram graph as follows.
Figure 4. Work
Discipline Histogram Graph
Based on the histogram
graphic image four above, the highest relative frequency is in class 78-80,
with 32 teachers, and a percentage value of 30%. The lowest data is in class
99-101, with one teacher and a percentage value of 1%.
Table 8. Calculated Average Score of Work Discipline
Indicators (X2)
|
No
|
Indicator
|
Sub
Indicator
|
Items
|
Score
|
Total
Score
|
Total
Items
|
Mean
|
%
Sub
|
%
Indicator
|
|
1
|
Discipline towards official
duties
|
Comply with work regulations
|
10
|
414
|
414
|
1
|
414
|
9.37
|
19.26
|
|
Prepare teaching equipment
|
5
19
20
|
435
450
425
|
1310
|
3
|
436.7
|
9.89
|
|
2
|
Discipline with time
|
Adhere to assignment times
|
4
11
16
|
459
442
443
|
1344
|
3
|
448
|
10.14
|
20,22
|
|
Complete tasks in a timely
manner
|
18
12
17
|
445
442
449
|
1336
|
3
|
445.3
|
10.08
|
|
3
|
Discipline towards the work
atmosphere
|
Take advantage of the school
environment
|
6
|
449
|
449
|
1
|
449
|
10.16
|
20.23
|
|
Maintain a balance between
rights and obligations
|
15
|
445
|
445
|
1
|
445
|
10.07
|
|
4
|
Discipline and serving society
|
Serving students
|
2
7
|
437
437
|
874
|
2
|
437
|
9.89
|
19.87
|
|
Serving parents of students
|
3
9
13
|
438
445
439
|
1322
|
3
|
440.7
|
9.98
|
|
5
|
Discipline regarding attitudes
and behaviour
|
Pay attention to attitude
|
8
14
|
441
450
|
891
|
2
|
445.5
|
10.09
|
20.41
|
|
Pay attention to behaviour
|
1
|
456
|
456
|
1
|
456
|
10.32
|
|
|
|
Amount
|
|
|
8841
|
20
|
4417
|
100%
|
100%
|
Based on the table of
calculated average scores for the work discipline variable above, the highest
sub-indicator related to work discipline is paying attention to behaviour, with
a value of 10.32%. This means that paying attention to good attitudes has a big
influence on work discipline. Meanwhile, the lowest sub-indicator in the work
discipline variable is obeying work regulations, with a value of 9.37%.
Based on the
calculations explained above, school principal leadership and work discipline
positively influence the performance of private vocational school teachers in
East Jakarta. If you look at the results of the calculations above, it can be
interpreted that the principal's leadership and work discipline influence
teacher performance; therefore, the higher the principal's leadership, the
better the teacher's performance, and the better the teacher's work discipline,
the better the teacher's performance. Private Vocational School in East
Jakarta.
The relationship between
the principal's leadership and work discipline and teacher performance is
positive or, in other words, significant. This means the third hypothesis (H3)
is that there is a positive and significant influence between the principal's
leadership (X1) and work discipline (X2) on teacher
performance ( Y), which was proven to be true for 105 teachers at private
vocational schools in East Jakarta.
The results of this
research mean that it has the same results as the results of research that has
been conducted previously, namely that the results of previous research also
show that there is a positive and significant influence between the principal's
leadership and work discipline on teacher performance (Purwoko, 2018). Other research also shows that the principal's
leadership and work discipline has a positive and significant effect on teacher
performance both partially and simultaneously (Tanjung, 2018).
The regression equation
of the principal's leadership and work discipline on teacher performance is
Ŷ = 65.915 + 0.093X1 + 0.118X2. From the multiple regression
equation test, it can be seen that the constant value (ɑ) is 65.915. The
coefficient value (b1) is 0.093, and the coefficient value (b2)
is 0.118. The principal's leadership (X1) is the first independent
variable, and work discipline (X2) is the second independent
variable. Meanwhile, the simple linear regression equation Ŷ = 64.971 +
0.219 X1 and Ŷ = 58.957 + 0.293 X2.
Then, in testing the
hypothesis, the two independent variables, namely the principal's leadership
and work discipline together (simultaneously), have a significant relationship
to teacher performance, which can be seen from Fcount 11.295 > Ftable
3.08.
Then, partially, the
result of the principal's leadership variable was obtained, namely count 2.931
> 1.98, which states that it is significant (tcount> ttable),
which means that the independent variable, namely the principal's leadership,
has a positive and significant relationship with the dependent variable of
teacher performance. Furthermore, the results obtained for the work discipline
variable are tcount 2.115 > ttable 1.98, which states
its significance (tcount > ttable), which means that
the independent variable, namely work discipline, has a positive and
significant relationship with the dependent variable teacher performance.
Then, based on the
coefficient of determination, the principal's leadership and work discipline
influence teacher performance with a value of 0.370 or 37%. These figures show
that the principal's leadership variable ability and work discipline influence teacher
performance by 37%, and the remaining 63% is influenced by other factors that
researchers did not examine carefully.
CONCLUSION
The conclusion of this
research confirms that the principal's leadership and work discipline have a
significant influence together on teacher performance at South Jakarta Private
Vocational Schools. This finding is supported by a low significance (Sig.)
value (0.000 < 0.05) and a calculated F of 11.295. Apart from that, the
leadership of individual school principals also has a significant effect on
teacher performance with a Sig value. 0.000 and T Count 2.931, as well as work
discipline with a Sig value. 0.037 and T Count 2.115. Research
suggestions include the need for school principals who not only have leadership
abilities but are also able to innovate and think creatively to support school
success. In addition, teachers need to improve their work discipline because
this is the main foundation of educational organizations. The
implications of this research show the importance of innovative leadership
qualities and a high level of work discipline in improving teacher performance
in schools. Therefore, a greater focus is needed on improving the quality of
leadership and work discipline to improve the quality of education at South
Jakarta Private Vocational Schools.
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