School Effectiveness Situational Leadership and School Cultures Aan Komariah, Mawardi Mawardi and Abubakar Abubakar Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No 229, Bandung, Indonesia {aan_komariah, mawardi.student, abubakarditruna}@upi.edu Keywords: School Culture, School Effectiveness, Situational Leadership. Abstract: This research was based on the lack condition of elementary-school’s effectiveness in Aceh Tengah Region. The purpose of this research is to describe situational leadership, school culture, and school effectiveness in the governmental elementary schools in Aceh Tengah. The approach used in this research is quantitative approach with descriptive method. The samples are 40 schools with 124 respondents. The result illustrates that situational leadership as the independent variable had been positively and significantly affecting the school effectiveness. Furthermore, the school effectiveness as the dependent variable had been positively and significantly affected by the school culture as the independent variable. Then, it is safe to conclude that both situational leadership and school culture have positive and significant impact on the school effectiveness. The recommendation suggested regarding the result is that the principal as the school leader should be able to lead all school personnel, so they can possibly do their jobs thoroughly, also the teachers should be able to teach and educate communicatively to the students. 1 INTRODUCTION Education becomes determinant part for advancement and tenacity of one nation in the future. Education is an alternative strategy to educate people. Education is primary asset in a nation development. Through education, people can master science and technology. Therefore, advancement, prosperity, and development can be reached if human capital is qualified. The qualified human capital depends on a quality of education. The quality of education can be seen from the effectiveness of school institution. Attaining the effectiveness of school in this autonomy decentralization era, the school is given discretion and full authority in managing resources based on the school priority needs. Effectiveness is utilization of resources, funds, facilities and infrastructures in certain amount which is in conscious allocated previously to produce some products in certain quality on the right time (P. Siagian, 2002). Effectiveness as work orientation highlights four things, such as: (a) resource, fund, facility and infrastructure which can be used, is already determined and limited, (b) amount and quality of product or service which must be produced is fixed, (c) deadline for producing product or service is already determined, (d) procedure which must be taken is already formulated. A study on school effectiveness in Education Administration is a fundamental problem. School administration has recognized that organization effectiveness issues represent eternal and fundamental problem for their practice (Hoy, Wayne K. and Miskel, 2008). It is caused by two factors such as, (1) administration concept and school management always focus on education outcome attained by an organization that can be interpreted success or not. Organization management can be seen from the obtained final outcome, (2) management is always challenged to be familiar with management procedure which can make an organization more effective rather than other organizations. School effectiveness refers on performance expectation of learning process represented by high quality of students’ learning outcomes based on their main task (Satori, 2000). Therefore, both satisfied quality and learning outcome are accumulative products from all school services, and influence conducive environment created by school. Effectiveness on elementary schools in Aceh Tengah region, Aceh province is still far from expectation. It can be seen from the lack of discipline standard prevailed over principal, teacher, student 352 Komariah, A., Mawardi, M. and Abubakar, A. School Effectiveness - Situational Leadership and School Cultures. In Proceedings of the 1st International Conference on Educational Sciences (ICES 2017) - Volume 2, pages 352-357 ISBN: 978-989-758-314-8 Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved