The partnership between school and community can have some benefits to reach students" achievement. The present research aimed at analyzing varieties of school and communities" partnerships in providing alternative schools at the senior high school level. A single case study research method was employed with two informants as the primary data source and sixteen informants as the secondary data source. The data were collected through open ended, in depth interviews, and direct observations. The result suggested that Master Learning Center collaborated with particular communities, is able to provide educational needs affecting students" achievement. This led to a general conclusion that schools-communities" partnerships are considered an effective type of cooperation to supply the needs of schooling. The partnerships either assisted marginal society with the education quality improvement.

This study was critical analysis of the example of School-Based Management (SBM) in the perspective of graduated empowerment. as educators and educators in Islamic boarding schools, especially in terms of low income and graduated contributions to Islamic boarding schools. The main focus of this analysis was seen from the side of human resource management in the context of SBM in Indonesian boarding schools. The article reveals the activities of graduated who are empowered to achieve the goals of Islamic boarding schools. Using qualitative methods, data collection through interviews and participation in graduated activities. Interviews were conducted with research informants consisting of boarding school supervisors, school principals, teachers, graduated. The management of human resources in Da'arul Rahman Islamic boarding school in terms of selection and placement of educators and education personnel based on Kyai's agreement with the priority of Da'arul Rahman's Islamic boarding school graduated who meet the standards of educational needs and education staff needed by Islamic boarding schools.

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The purpose of this study was to ascertain the direct positive effect of transformational leadership, emotional intelligence, organizational climate, and teamwork on the organizational citizenship behavior of civil servants at the Central Sulawesi Province Education and Culture Office. The novelty of this research is that no prior study has examined the effect of transformational leadership, emotional intelligence, organizational climate, and teamwork on the organizational citizenship behavior of Civil Servants at the Education and Culture Office of Central Sulawesi Province, both methodologically and practically. This research employs a survey method and falls under the category of quantitative research. The population of this study was 433 individuals, and the sample size was 100 individuals drawn using a random sampling technique. Interviews, questionnaires, and documentation studies were used to collect data. The findings of this study are as follows: (1) transformational leadership (X1) and organizational climate (X3) have a direct positive effect on organizational citizenship behavior (Y); (2) emotional intelligence (X2) and organizational climate (X3) have a direct positive effect on teamwork (X4); (3) emotional intelligence and teamwork have no direct positive effect on organizational citizenship behavior; and (2) transformational leadership does not have a direct positive effect on organizational citizenship behavior.

The main aims of this study were to determine the effect of transformational leadership, organizational learning, and work attachment to the innovative behavior of educators in Sekolah Bahasa (Sebasa) Polri. The approach used in this study was a quantitative approach with the path analysis method to test the hypothesis. The samples taken were 71 educators from 86 educators who were taken in a simple random manner. Data was collected using questionnaire. The results of this study concluded that: 1) there is a positive direct influence of transformational leadership on the innovative behavior of educators; 2) there is a positive direct influence of organizational learning on the innovative behavior of educators on Sebasa Polri; 3) there is a positive direct influence on the work attachment to the innovative behavior of educators on Sebasa Polri; 4) there is a positive direct influence of transformational leadership on the work attachment of educators to Sebasa Polri; 5) there is a positive direct influence of organizational learning on the work attachment of educators to Sebasa Polri, and 6) there is a positive direct influence of transformational leadership on organizational learning at Sebasa Polri.