The headmaster has attempted to make the school a second home for students. His first priority for school development was to provide a sense of security both physically and psychologically for students, teachers, parents and the community. If students feel secure, the parents feel confident. Improved communication between the school and parents has increased the students’ learning motivation and achievement. The average NEM of the school is higher than that of other schools now. The headmaster’s motto is that if teachers are good, the school is good. He encourages the parents, the students and the teachers to give him ideas through informal dialogue.

Since the new headmaster arrived at the school a concrete wall has been built around the school and security gates have been installed. A mushola, a canteen, a parking lot, a telephone room and a garden have also been built. The teachers’ room and the headmaster’s office have been renovated. The number of classes has been increased from 14 to 26 classes, and a laboratory, library, and a large classroom have also been built. The road to the school has been upgraded. The teachers’ room was renovated and provided with a television, 3 computers, a printer and a photocopy machine.

A telephone room was built for students, staff and teachers, so that they would not have to leave the campus. The telephone costs Rp.100 per call and the school can receive 20% of the revenue from Telecom. That revenue is distributed to the poor population in the community. Eleven computers were provided to help develop student computer literacy. Students can use these computers during their free time dependant upon the school’s schedule. The laboratory equipment has been upgraded (increased) and the electric power rating has also been increased. The headmaster’s and vice headmaster’s offices have been renovated. The headmaster wants to fund more facilities because there is a concern that student attitude is affected by the lack of facilities.

The present headmaster’s leadership is different from that of former headmasters. He gave the teachers the vision for school development. He frequently walks around the campus and talks with students and teachers. He is friendly and tries to support a family atmosphere. He is also concerned about teacher welfare and the school facilities.

Teachers used to feel skeptical and uncertain about the available facilities and limited staffing. As teachers they felt professionally inferior until about 3 years ago. However, the present headmaster provided them with the vision for school development. As a result, they have become more enthusiastic for teaching. They are now more disciplined and supportive of students’ learning. Students feel that teachers, especially the young teachers take better care of them now, compared to before. Teachers used to manage 45 students in a class in double shifts, but now teach 40 students in a class. They have closer communication with parents about student and school matters. Communication among teachers has also been more active, and they encourage one another to initiate new ideas.

Students feel more proud of their school compared to 3 years ago. At that time students attending this school felt inferior. They saw the school as a temporary place until they could move to another SMU. This attitude has disappeared and has been replaced by one in which students are very interested in attending the school. They are more enthusiastic for learning now, and their performance has been improved. For those students not continuing to university they are expected to obtain skills for employment.

The improved communication between students and the headmaster has mostly occurred on an informal basis. Since students are too burdened by studies, having 14 subjects under the 1994 curriculum, the headmaster tries to find suitable times for interaction with students without interrupting their schedule. The headmaster walks around the campus, talks with students informally and discusses student problems. This approach of the headmaster has helped to equip students with problem-solving skills.

Students participate in extra-curricular activities such as volleyball, football, gymnastics and the red-cross on Sunday. They are also more active in religious activities.

Community relations are generally much better, and members of the community are invited to the school both formally and informally. The sports facilities at the school are open to the community on Sunday. During the period of the general election, the school’s chairs were lent to the community by the school. Teachers tend to go to the community mosque so as to provide opportunities for interaction between teachers and the community even though there is a mushola within the school. The community takes an active part in school security and also in protecting students from inter-school fighting.

The community expects that all children who live in the community have the opportunity to study at this school. The general improvement of the school’s NEM is now attracting students from other schools.

Parents are now much more involved in student affairs. Whereas, previously they were only informed by letters when and if students had problems. Now they are asked to visit to school in conjunction with student issues and only occasionally informed by letters, telephone and messages through students. Through informal channels parents have the opportunity to suggest their ideas to the headmaster.

There is a special meeting held for the placement of students at the end of the second year. At the meeting efforts are made to match the performance of students and the preferences of students and parents.

BP3 meetings for all parents are held at least 4 times a year, that is every cawu and at the end of the academic year. Prior to these meetings, the executives of the BP3 meet to prepare for the main meetings.

The headmaster is perceived by the stakeholders as the main source of the positive changes that have occurred at the school. The fact that the school has a vision and specific goals promotes support for change. The active discussions between the headmaster and teachers have also greatly helped facilitate these changes. Suggestions from students such as building a canteen have also been adopted, and suggestions from parents are also welcome. The headmaster takes action based on the proposals from administration. He is open to new ideas, however, the suggestions are reviewed based on available financial resources.