Designing an Evidence-Based Training and Mentoring Program for Principals’ Performance-Based Accreditation Capacity in Klari District Indonesia
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This article reports a preliminary needs assessment and evidence-informed design of a community service program to strengthen primary school principals’ capacity to prepare performance-based accreditation evidence in Klari District, Karawang Regency, Indonesia. A descriptive needs-assessment approach was employed through a preliminary survey of 56 school principals, partner consultations, problem mapping, and a focused literature synthesis on accreditation, school leadership, evidence use, and policy implementation. Survey data were summarized using frequencies and percentages, while qualitative information was organized into thematic capacity gaps and translated into an intervention matrix. Forty principals (72%) reported difficulties in preparing accreditation instruments, particularly in interpreting teacher-performance indicators, organizing documentary evidence, and aligning school resources with accreditation standards. Based on these findings, a five-stage intervention was designed, comprising socialization, applied training, technology-supported document preparation, mentoring and evaluation, and sustainability through school working groups. The design includes a 120-hour hybrid module, document templates, checklists, action plans, and rubric-based evaluation. These results represent a diagnosis of needs and a proposed intervention design, not evidence of program effectiveness. Future implementation should assess knowledge gains, document quality, action-plan completion, and three-month sustainability.
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