Management of school-based-guidance and coundeling
M Mangantes, JF Senduk, S Simandjuntak, FJA Oentoe
When decentralization of education management is actualized in the form of school-based management, guidance and counseling affairs should be actualized in the form of school-based-guidance and counseling management. This study was aimed to analyze and to describe school-based management guidance and counseling. The research method was performed qualitatively and the research design was case study by using single case study in SMA Negeri 1 Amurang in South Minahasa Regency. The research procedure consisted of three stages including description, reduction, and selection stages. Research data (in the form of words or phrases from respondents) and data sources are school principals, guidance and counseling teachers, homeroom teachers, subject teachers, and parents of students. Data collection techniques used were observation, interview, and documentation study. Data analysis techniques referred to the interaction model which originated from data collection to data abstraction and data presentation until verification and conclusion. Several techniques such as credibility, transferability, dependability and confirmability were carried out to test the validity of data. Based on the findings of research, it can be concluded that: school-based-guidance and counseling planning was prepared in a process of planning preparation based on the vision and mission of the school; it was gradually taken place from individual to institutional work teams / programs to school institutions to institutional school committees; it was constructed in the managerial and leadership activities of the drafting plan or counseling and guidance program which plays the role as planners and leaders; it produced an annual, monthly, weekly, daily program and counseling program and learning program of guidance and counseling service and supervision program of guidance and counseling services; it adopted a participatory planning approach; the implementation of a school-based-guidance and counseling plan was guided by the established guidance and counseling program; it was implemented through the implementation plan of guidance and counseling services and supervision of guidance and counseling services; it was constructed in the managerial activity of the plan implementation of the guidance and counseling plan which played roles as the organizer, motivator, communicator, coordinator, and supervisor; the implementers of counseling and guidance counseling programs consisted of the principal implementers of guidance and counseling teachers, principals, homeroom teachers, subject teachers, and parents of students; and monitoring and evaluation of the implementation of the school-based-guidance and counseling plan is described through managerial activity monitoring the monitoring and evaluation of plan implementation of school-based-guidance and counseling was described through monitoring activities and evaluation by the implementers of guidance and counseling plans; the monitoring was carried out through a report on the implementation of counseling and guidance services; the object of evaluation included the implementation of the program and the performance of teachers of guidance and counseling; it was conducted through the report on the implementation of guidance and counseling services; the external evaluation of the school committee was accountable for guidance and counseling programs; and the results of evaluation in the form of educator factor (guidance and counseling teachers), cost, facilities, school committee, parents, and foundation of counseling and guidance teacher which in certain condition can become supporting or inhibiting the implementation of program of guidance and counseling service in school.