<FAKULTI >

<SEMESTER / TAHUN >

<KOD KURSUS>

<TAJUK KURSUS>

NO. MATRIKULASI : <NO MATRIKULASI>

NO. KAD PENGENALAN : <NO. KAD PENGENALAN>

NO. TELEFON : <TELEFON>

E-MEL : <EMEL ID>

PUSAT PEMBELAJARAN : <PUSAT PEMBELAJARAN>

 Table of Contents

1.0 Introduction 1

1.1 Organization 1

2.0 Strategic Analysis 2

2.1 SWOT Analysis 2

3.0 Recommendations for Improvement in SMK Datuk Peter Mojuntin 5

3.1 Strategic Leadership 5

3.2 Appoint Agencies Main Role to Stimulate and Support Local Capacity At The School And
Community Level 6

3.3 Roles of Headteacher 6

3.4 Be Simultaneously Persistent and Patient. 7

4.0 Conclusion 8

REFERENCES 9
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1.0 Introduction
Strategic management in school or school based management (SBM) educational
management in secondary schools involves the application of management principles in
designing, developing and effecting resources towards achievement of educational goals
(Okumbe, 2001). This effectiveness according to UNESO (2009) is judged by the extent to
which schools generally meet the expectations of the society within which they are
established. They are no school that established and maintained perfectly. In the world of
education, there will always issues and problems that can be identified and improved. This
paper will focus on the SWOT analysis of SMK Datuk Peter Mojuntin Penampang Sabah and
recommendations organizational improvement.

1.1 Organization
Officially opened on 27 February 1979 by the Education Minister Dato’ Musa Hitam, SMK
Datuk Peter Mojuntin (DPM), stand strong and proud as the State Sports School and ‘Lestari’
School at the heart of Sabah. This school located 15 km from Kota Kinabalu City and named
after the late Datuk Peter Mojuntin, a politician from Sabah. The school has 99 teachers, 15
non-teaching staff and 1365 students under the leadership of the principal, Pn. Nuraini
Fauziah Derin. The majority of the students are from Kadazandusun ethnic who come from
the outskirts and remote areas like Buayan, Terian, and Longkogungan.

SMKDPM has 3 central units - E-Management, Recreational School and Resource Centre
across School. The E-Management is implemented to achieve a systematic management. The
Information System used is the Students Information System, Discipline, Co-curricular, Fees,
Attendance, NILAM, Audio Visual Aids, and Information System for Malaysian Certificate
of Education, Malaysian Higher certificate of education and Lower Secondary assessment
(SPM, STPM and PMR), Automation for the Resource Centre, Salary, Timetable and School
Assessment System.

The school building was repainted in stages which started in the year 2002 with the help and
co-operation of the YB, community and the education department. A few buildings were
erected namely the Open Hall, Squash Court, Hostel Dining Hall, Computer laboratory, the
Grooming Room and the Rekacipta (Invention) Studio

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2.0 Strategic Analysis

The process of helping an organization or institute to have further understanding regarding
their external environment is called strategy analysis. Strategy analysis can maximize the
potential of an organization, capability and interation between environments. Profit can be
achieved if SMK Datuk Peter Mojuntin executes the three strategic processes which are
analysis, formulation and implementation. By doing the analysis of external environment and
evaluating the internal environment, we are able to use the chances and discover the
industrial potential in the future.

Henry (2008) states that in order to help an organization in fitting itself to conquer the
weaknesses, several analyses such as PEST, scenerio planning and SWOT are carried out.
Besieds, general environment acts as a tool to identify the weakness in SMK Datuk Peter
Mojuntin which may lead to external environment that change rapidly.

2.1 SWOT Analysis

SWOT analysis is a method where a structured planning can be done by evaluating the 4
factors which are strengths, weaknesses, opportunities and threats (Humprey, 2005). SMK
Datuk Peter Mojuntin can use SWOT at their own benefits to understand more about the
external and internal environment.

Strength

SMK Datuk Peter Mojuntin is a well known brand name which has become strength of this
company to exploit. With its 37 years of experiences in the education, this school name has
won the heart of the people in Sabah who wants to send their children to a sports-based
school. In addition, SMK Datuk Peter Mojuntin is highly recognized by the local and
international organisation. Plus, SMK Datuk Peter Mojuntin are also has been supported by
the Sabah state government for years. With this, they can depend on the government if they
are having a financial problem or other difficulties which can benefit them.

SMK Datuk Peter monuntin also equipped with highly-skilled teachers in both academic and
extracurricular. They have history of successful in sports and gained a strong influence in
extracurricular activities. Supports by parent can also be seen throughout the years and their
cooperation when it comes to students’ involvement with social and charitable work. SMK

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DPM also has advance sports and academic facilities which grant them the title of Lestari
School.

Weakness

SMK Datuk Peter Mojuntin and other educational institute are not excluded from the
organisational weaknesses. Some of the weaknesses would be some teachers not available to
meet parents often enough due to their busy schedule. Since they are more staff involves in
curricular activity, more staff is needed to plan open days or family days event.

SMK DPM also lack in partnership activities with other agencies and only focus on more
open activity especially in sports activity. Students and staff do not have any extra time for
other academic-based activity.

Opportunities

SMK DPM could use active volunteer committees to plan and organise event and some
pupils active in the school’s Pupil Participation Project can be asked for their opinions and
suggestions. Despite the entire busy schedule, the Headmaster is willing to flex curriculum to
free up teacher time. The annual PIBG meeting can also be a channel to encourage parents to
contribute to curriculum delivery.

Threats

Due to SMK Datuk Peter Mojuntin encouragement of involvement from all sides, it may
cause pupil coercion to do things they do not wish to do. The school also may face problem
involving social problem since the access into the school is not very strict. Students might
face problems in balancing both academic and curricular activities.

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Strength  Highly-skilled teachers.

 History of successful Open day events

 School has a strong Influence in sports and extracurricular

activities

 Parents wanting to get involved

 Students willing to participate in any charity and social work

Weakness  Teachers not available to meet parents often enough

 Current open days events not increasing voluntary activity

 Not enough staff time to plan more events

 Narrow focus on open events not partnership activities

 Curriculum too stretched for additional activity

Opportunity  Active volunteer committee willing to plan and organise events

 Pupils active in the school’s Pupil Participation Project can be

asked for their opinions and suggestions.

 Head Teacher is willing flex curriculum to free up teacher time

 Use parents to contribute to curriculum delivery

Threats  Commitment Issue

 Pupil coercion to do things they do not wish to do

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3.0 Recommendations for Improvement in SMK Datuk Peter Mojuntin

Study by Zepeda (2004) and Fullan (1991) revealed that there are factors that researchers and
school systems point when describing quality schools and features of schools that have
improved in effectiveness. They are: Commitment to success for all; flexibility and
responsiveness; Shared vision; climate of challenging and stimulating teaching; strong and
fair disciplinary climate. According to Lamb (2007), the most effective programmes were:
foster connectedness; increasing the trust placed in students; Provide tasks with immediate
tangible benefits; Make spaces within schools and curricula for diverse student needs.
Parrish, Muraki and Woods (2007) were clear that these implementations should not be
impromptu and must be under constant improvisation.

3.1 Strategic Leadership

Excellent teachers are skilled not only in instructional methods, but also in evaluation and
assessment practices that allow them to gauge individual student needs. Observations in
Guinea and India found that teachers trained poorly in evaluation techniques and the reality is
far from the continuous procedures recommended by official programmes (Carron & Chau,
1996). Continouos monitoring and evaluation of learning should be the main process to
ensure schools meet their targets. Kimbui (2012) stated that each district should have
mechanisms for monitoring on a continuous basis the performance of both teachers and
students for remedial action early when needed. This is due teachers and education systems
continue to rely on almost exclusively on traditional paper-and-pencil tests of factual
knowledge that tend to promote rote memorization rather than higher order thinking skills.

Research around the world has shown that low expectations for student achievement
permeate educational systems. Rather than setting high standards and believing students can
meet them, teachers and administrators in many developing countries expect up to half the
students will drop or fail. SMK DPM needs to break their comfort zone by excelling in both
academic and sports. They need to committed to student learning communicate expectations
clearly, give frequent and challenging assignments, monitor performance regularly, and give
students the chance to participate in and take responsibility for diverse school activities.
(Craig & duPlessis, 1998)

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3.2 Appoint Agencies Main Role to Stimulate and Support Local Capacity At The
School And Community Level
In order to improve a suburbs area school, it is important for all local agencies and also
related authority to join together. The main point is to assess the possibilities, to
conceptualize what is needed, and to begin strengthening or establishing new entities in the
local and regional areas. Parent and community involvement is both a means to better
education, and more basically, a component of local development. In this sense, the goal is
not school development, but social change towards greater equity and economic productivity.
Croninger and Lee (2001) found evidence that schools with a common sense of purpose and
strong communal organization involving collegial relationships among staff and positive
adult student relationships are efficient in promoting a range of academic and social
outcomes reflecting students' engagement and commitment.

Educations nowadays also emphasizing that idea are important; scientific breakthroughs
about learning are on the rise; innovations are being attempted around the world. Therefore,
the stimulation of innovation must be a strong feature of the infrastructure. Investments must
be made in research, development, innovative networks, etc., so that the marketplace of
educational ideas is constantly being stimulated. The external system must help schools and
school districts access ideas, and through capacity-building, support the development of
accountable professional communities. This is to make sure that students get to know the
issues around them at early stages.

3.3 Roles of Headteacher

Head teachers should be in involve more with the school service committee to ensure that the
schools receive adequate staffing for the delivery of quality education. Headteachers should
devise strategies such as the old students' associations and organize communal fundraisers to
help equip schools for retention and delivery of quality education.

Achoka (2007) redefined the role of the principal, for change to take place in school, the
present school principal should be an advisor to students, teachers and the community. He
/she should be in a position to identify possible threats against retention rates and reverse the
situation. He / she needs to act as a counselor to not only the students but also parents and

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teachers because this could assist all parties interested in the education life of the learner to
appreciate the need to be educated. Achoka (2007) also concurs with Waweru and Orodho
(2014) that a secondary school principal should endeavor to provide the best school climate
to tempt students to complete schooling by making school free from violence, threats,
intimidations, hatred, and develop rich co-curriculum, supportive interventions for slow
learners to avoid repetition, frustration and dropout. He / she should be a developer by putting
more effort in developing academic and co-curriculum programmes that are attractive and
competitive to occupy all students while at school.

3.4 Be Simultaneously Persistent and Patient.

If we know anything from the last quarter of a century’s study of the change process, it is that
there is no ready-made model of change that will provide a shortcut to success (Fullan, 1999).
To be successful, reform requires local ownership. You cannot legislate ownership. It must be
developed in each context which has its own unique history. Local ownership, however, can
and must be stimulated and supported from the outside. There is, as we have seen in the
review, a growing knowledge base about what kinds of strategies will be most productive in
this inside-out/outside-in development.

This strategy focuses on ‘accountability’, but does so in a way that is designed to develop
new habits and inquiry which enable people to track and improve performance relative to
student learning, participation and capacity of different roles and groups, obstacles
encountered, problem-solving strategies and the like.

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4.0 Conclusion
In conclusion, School Based Management is not an end in itself; not a short-term solution;
not decentralization. It is a means of altering the capacity and capability of the school and
community to make improvements; it is something that will require training, support and
other aspects of capacity-building over a period of time; and it is local improvement in the
context of natural goals and accountability. The advice is to incorporate these lessons into
new design strategies, monitor and process learning as the strategies unfold, be persistent, and
be patient. Each school should put in place an operational guidance and counseling unit. The
individual schools should work out modalities of training their teachers and allocating them
less teaching responsibilities so that they can concentrate on the respective duties. This cadre
of teachers should be well rewarded in order to motivate and retain them in schools. Finally,
in moving toward SBM, it might be best initially to define the strategy as working to
establish the preconditions for SBM to work.

2,182 Words

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REFERENCES

Achoka, J. (2007). In search of remedy to secondary school dropout pandemic in Kenya role
of the principal. Unpublished
Carron, G. & Chau, T. N. (1996). The quality of primary schools in different development
contexts. Paris: UNESCO.
Craig. H. Kraft R., & duPlessis, J. (1998). Teacher development: making an impact.
Wasington, D.C.: Academy for Educational Development, ABEL Clearinghouse for
Basic Education.
Croniger, R. G. & Lee,V.E. (2001). Social capital and dropping out of high school: benefits
to at risk students' support and guidance. Teacher College Record, 103(4), 548- 581.
Fullan, M. (1999) Change Forces: The Sequel. London, Falmer Press.
Hallinger, P., Murphy, J. and Hausman, C. (1991) ‘Conceptualizing school restructuring:
Principals’ and teachers’ perceptions’. Paper presented at the annual meeting of the
American Educational Research Association, Chicago.
Kimbui, C. (2012). Eastern Region assured of government's resolute to education, Kibwezi
KNUT boss calls for quality education Education News, pp. 10, 9.
Lamb, S. (2007). Student Resource Package Three Year Rolling Benchmark Review—
Victorian
Okumbe, J. A. (2001). Human resource management: An educational perspective. Nairobi:
Educational Development and Research Bureau.
Waweru .P,N& Orodho,A.J.(2013).Management practices and students academic
performance in national examinations in public secondary schools in Kiambu County.
International Journal of Scientific Research. Vol.5, Issue 2 ,pp472-479 February,
2014.www.recentscientific.com .