Analysis of Data-Based Planning in Improving Principal Performance: A Case Study at SMPN 1 Praya and SMPN 6 Praya Timur

Ahmad Junaidi, Mohamad Mustari, Heri Hadi Saputra, Asrin Asrin, Fahruddin Fahruddin

Abstract


Data-Based Planning (DBP) has become an important approach in school management by utilizing educational data as a basis for program development and decision-making processes to ensure that school policies align with actual institutional needs. The implementation of DBP involves not only the use of educational data but also various supporting and inhibiting factors that may influence its effectiveness, as well as its contribution to improving principal performance. This study aimed to analyze the implementation of Data-Based Planning, identify supporting and inhibiting factors, and describe its contribution to improving principal performance at SMPN 1 Praya and SMPN 6 Praya Timur. A qualitative approach with a case study design was employed. Data were collected through interviews, observations, and documentation involving principals, vice principals, teachers, and school committee members as research participants. Data analysis followed the interactive model of Miles and Huberman through data reduction, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings revealed that DBP implementation was carried out through several stages, including understanding school conditions based on educational data, analyzing educational problems, developing priority programs, formulating school policies, involving stakeholders, and conducting program monitoring and evaluation. Supporting factors included principal competence, collaborative work culture, teacher support, supervision and government policy support, school committee involvement, and the availability of technology and data access. Meanwhile, inhibiting factors included limited data literacy among some teachers, time constraints in conducting data analysis, and technical obstacles in utilizing educational data. Furthermore, DBP contributed to improving principal performance through strengthening decision-making processes, school program and resource management, academic supervision, teacher development, school innovation, collaborative working relationships, and greater transparency and accountability. These findings indicate that DBP functions not only as a school planning instrument but also as an approach that strengthens managerial and leadership practices toward more targeted and needs-based school management.


Keywords


Data-Based Planning; Principal Performance; School Leadership; School Management

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References


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DOI: http://dx.doi.org/10.18415/ijmmu.v13i9.7709

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