The Relationship between the Financing of Education and Quality of Primary Schools in Indonesia

International Journal of Research and Innovation in Social Science (IJRISS) | Volume III, Issue X, October 2019 | ISSN 2454–6186

The Relationship between the Financing of Education and Quality of Primary Schools in Indonesia

Tri Ardila¹, Riswanti Rini²

^1,2Faculty of Teacher Training and Education, University of Lampung, Indonesia

Abstract —The purpose of this study was to examine the relationship between quality of education financing at school from elementary schools in the city of Bandar Lampung, Lampung province, Indonesia. This is a quantitative research methods asosiative. Data was collected by using a questionnaire with a sample of 127 teachers in the response rate of 100%. The hypothesis was tested using simple linear regression analysis through the t test to determine the relationship of the independent variables on the dependent variable at 95% confidence level (α = 0.05). The results showed that no significant effect on the financing of the quality of schools.

Keywords —- Indonesia, school quality, education financing.

I. INTRODUCTION

School quality is the result of the assessment of the education process with high expectations for the reach of the effort to develop the talent education customers through the process of education (Goddard, Hoy, & Hoy, 2000). Many factors affect the quality of schools including organizational culture, school leadership, organizational climate, facilities, teacher performance, and funding (Hoy & Miskel, 2008). School policy is part of the education funding strategyto promote more equitable access to quality education (Hall & Giese, 2009). Schools need to be a learning center for the community, safe, and sustainable. This is the time to examine our beliefs, reevaluate how we are doing it, and committed to getting better results (Vincent, 2012: 5).Shortage educational development needs to be updated, of teachers, the quality of teachers, the quality of graduates is still low (Callahan, 2005: 20).
This Third Edition of the National Report Card continues to make the case for states to take immediate and longer-term action to improve the fairness of their school finance systems. The Report builds on previous analyses to highlight the repercussions of the financial crisis on the fairness of states’ school funding systems(Baker, Sciarra, &Farrie, 2014).Effort to simplify and modernize the system and to align it with international developments, the evaluation of research and funding allocation was changed as well (Good, Vermeulen, Tiefenthaler, & Arnold, 2015).

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