Improving Senior High School Quality Through the Driving School Program in Madura

Purpose: This study aims to analyze the effect of the Driving School Program and the Independent Learning Curriculum on teacher competence, student engagement, school leadership, and educational quality in senior high schools in Madura, as well as to examine the mediating role of teacher competence in improving educational outcomes.

Research Methodology: This study employed a quantitative explanatory design using SEM-PLS analysis. Data were collected from 370 respondents across 14 senior high schools in Madura, determined using Slovin’s formula and purposive sampling. A structured questionnaire with a Likert scale was used, and data were analyzed using SmartPLS 3.

Results: The results show that the Driving School Program has a significant positive effect on teacher competence, student engagement, and school leadership. The Independent Learning Curriculum has a positive but mixed effect, significantly influencing educational quality but showing limited impact on teacher competence. Educational quality is significantly influenced by both programs. However, teacher competence does not show a significant direct effect on educational quality, although it plays a mediating role in strengthening program effectiveness.

Conclusions: The Driving School Program and Independent Learning Curriculum are essential in improving educational quality, particularly through strengthening leadership and student engagement. Teacher competence functions more as a mediating mechanism rather than a direct predictor of educational quality.

Limitations: This study is limited to cross-sectional data, self-reported responses, and the geographical scope of Madura, which may limit generalizability.

Contributions: This study contributes to educational management literature by integrating policy programs and organizational factors into a comprehensive model of educational quality improvement.