Interaction Symbolic Between Heads School and Teacher as Strategy Social For Improving Vocational High School Students' Employability : A Study on Central Vocational High Schools Advantages in Pasuruan Regency /City

Muhadhi Muhadhi; Eddy Sutadji

doi:10.62951/ijer.v2i2.287

Authors

Muhadhi Muhadhi Universitas Negeri Malang
Eddy Sutadji Universitas Negeri Malang

DOI:

https://doi.org/10.62951/ijer.v2i2.287

Keywords:

Employability, Machining engineering, Social strategy, Symbolic interaction, Vocational high school

Abstract

This study aims to reveal how symbolic interaction between principals and teachers is interpreted as a social strategy in improving the employability of vocational high school students, especially in the Mechanical Engineering Expertise Competence. Using a qualitative case study approach, the research population was conducted at the Center of Excellence Vocational High Schools in Pasuruan Regency/City, while the sample was 4 vocational high schools that have mechanical engineering expertise competencies. Data collection techniques include in-depth interviews, participatory observation, and documentation studies. The results of the study indicate that the symbolic interaction that occurs is not only verbal communication, but also reflects shared values, expectations, and visions in preparing graduates who are adaptive to the world of work. The principal builds meaning through symbols of consistent leadership actions, such as involving teachers in strategic decision-making and instilling an industrial work culture. Teachers, on the other hand, respond to these symbols with more contextual and work-oriented learning practices. This interaction forms a productive school habitus that is the basis for improving student employability

References

Basri, H. (2019). The relationship between principal leadership and teacher performance in vocational schools. Journal Administration Education , 26 (1), 75–83.

Baswedan, A. (2018). Building Quality Vocational Education . Jakarta: XYZ Publisher .

Berns, R.G., & Erickson, P.M. (2001). Contextual Teaching and Learning: Preparing Students for the New Economy . National Dissemination Center for Career and Technical Education.

Blumer, H. (1969). Symbolic Interactionism: Perspectives and Methods . University of California Press.

Bourdieu, P. (1990). The Logic of Practice . Stanford University Press.

Central Bureau of Statistics. (2023). Employment Statistics. Jakarta: BPS.

Denzin, N. K. (1992). Symbolic interactionism and cultural studies: The politics of interpretation. Blackwell .

Etzkowitz , H., & Leydesdorff , L. (2000). The dynamics of innovation: From National Systems and “Mode 2” to a Triple Helix of university–industry–government relations. Research Policy, 29 (2), 109–123.

Gunawan, A., & Widodo, H. (2023). Leadership head school in build culture work in vocational schools. Journal of Vocational Education Management, 11 (1), 24–35.

Indonesian Ministry of Education and Culture. (2020). National Vocational Education Strengthening Strategy . Ministry of Education and Culture.

Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative Data Analysis: A Methods Sourcebook (3rd ed .). SAGE Publications.

Minister of Education and Culture Regulation No. 9 of 2016 concerning Revitalization of Vocational Schools.

Ministry of Education and Culture of the Republic of Indonesia. (2023). Education and Employment Report. Jakarta: Kemendikbud

Ministry of Education, Culture, Research and Technology. (2022). Guidelines for Implementing Centers of Excellence Vocational Schools . Directorate General Education Vocation .

OECD. (2010). Learning for Jobs: Synthesis Report of the OECD Reviews of Vocational Education and Training . OECD Publishing.

Rahayu, D., & Fajar, A. (2020). Link and match vocational education and industry: Small industry perspective. Journal of Technology and Vocational Education, 22 (3), 310–318.

Spillane, J.P., et al. (2019). "How Hierarchies Undermine Shared Leadership in Schools". Educational Administration Quarterly , 55(5), 1–30. DOI :10.1177 /0013161X19870305

Suprapto, Aries, Hugo. 2017. The Influence of Effective Communication to Improve Student Learning Outcomes. Scientific Education, 11(1): 17.

Supriyanto, A., et al. (2020). "Principal-Teacher Communication in Vocational Education: A Symbolic Interactionism Perspective". Journal of Educational Management , 8(2), 45–60. DOI:10.1016/j.ijer.2020.101603

Supriyanto, E. (2023). Symbolic practices of teachers in the formation of students' work ethic. Indonesian Vocational Journal , 9 (1), 55–66.

Sutadji , E. (2020). "Symbolic Interactionism in Vocational School Leadership". Indonesian Journal of Educational Management , 5(1), 1–15.

Sutadji , E. (2022). Symbolic interaction in vocational education: A sociological perspective on learning practices. Journal Vocation And Vocational Studies , 14 (2), 89–101.

Sutadji , E., & Rachmadtullah , R. (2019). "Principal-Teacher Collaboration in Vocational Education: A Case Study of Vocational Schools in Indonesia". Journal of Technical Education and Training , 11(2), 1–12. DOI:10.30880/jtet.2019.11.02.001

Sutadji, E. (2017). Vocational Education Management in the Era of Disruption . Malang: State University of Malang Press.

U, Shabir, M.. 2015. The Position of Teachers as Educators. Auladuna, 2(2): 221.

Wahyudi, D., & Hakim, R. (2021). Job readiness of vocational school graduates in the industrial era 4.0. Journal of Education and Technology, 7 (3), 203–215.

Yin, R. K. (2018). Case Study Research and Applications: Design and Methods (6th ed .). SAGE Publications.