ABSTRACT

School is an important part of the national education system. The common problem
of schools is related to teacher coaching management and the quality of learning. The
State Senior High School (SMAN) 3 and the State Senior High School (SMAN) 13,
Tangerang District, Banten province, have some advantages in some aspects that
serve as a source of learning for other schools. In general, this research aims at
discovering: The management principles of teacher coaching at improving the quality
of learning in SMAN 3 and SMAN 13, Tangerang District. More specifically, this
research is made to find: (1) the school policy on teacher coaching; (2) the strategy of
teacher coaching; (3) planning on teacher coaching; (4) how the teacher coaching
works; (5) evaluation on teacher coaching; (6) improvement of quality standard that
cover: planning, implementation and evaluation of learning. This research uses post-
positivism paradigm by adopting qualitative-descriptive method and
phenomenological-naturalistic approach. Research planning uses case study. Data
collection is made through interview, observation and documentation. Data analysis
uses the technique of individual case and cross-cases. Data validity checking is made
through member verification and discussion. The research found that teacher
coaching management in SMAN 3 and SMAN 13 has several things in common. In
teacher coaching, the schoolmasters (1) ensure the school vision and mission in
deliberation with teacher council and staff; (2) improve the teaching capacity and
teacher personality by giving full support for teachers’ participation various training,
seminars, workshops, IHT, UKG, MGMP, and the likes. The strategy the two schools
use in improving learning quality as part of solutions to the challenges is by
pedagogical, professional, competence, and personal competition. In effort to
improve the quality of learning, the two schools made (1) process standard planning
which begin with setting up a team for syllabus study. The team comprises teachers
and curriculum staff, while syllabus, lesson plan, subject materials and evaluation
tool is made by teachers concerned, supported by schoolmaster assistants for
management of quality. (2) process standard implementation, which begin with
syllabus writing based on content; analyzing indicators of achievement of each
subject. (3) process standard evaluation that includes syllabus development and
lesson plan. Supervision on learning process is conducted by schoolmaster and
supervisor. Evaluation on process standard also covers material scoring, learning
process analysis and subject materials.

Keywords: Teacher coaching management, learning process quality