The Effective Quality Culture Models for the Internal Quality Assurance in Vocational Schools

The smooth implementation of internal quality assurance is challenging : it requires an effective quality culture. The purpose of this research was to explore models of quality culture that are effective enough to be implemented for internal quality assurance. The vice principal, the head of the skill competence programs, the head of the laboratory, technicians, teachers, administrative staff, students, student's parents, businesses, industries, and the workplace were all participating in this study project at Public Vocational School (SMKN) 8 Malang. Adopting the descriptive-qualitative research method, the research found that the role of the principal is influential in developing an effective quality culture by performing transformational and transactional functions. . It was also known that the development of models for quality culture consisted of the phase of optimization (the school principal's coordination with the internal quality assurance team, evaluation of the internal quality assurance implementation, identification of some problems, and preparation for the prioritized work plans) with the support of the development of quality culture at the school); the phase of the preparation for the internal quality assurance (self-analysis and SWOT analysis); the phase of the implementation of internal quality assurance (the establishment of standards, quality mapping, quality improvement planning, and evaluation/audit); and the phase of the evaluation of internal quality assurance performed throughout the processes which include planning, organizing, actuating, and controlling. Eventually, it can be said that models for implementing internal quality assurance at vocational school (SMK) can be integrally formed by the quality culture effectively implemented by the school components.