An Analysis on the Effect of School Policy towards Teachers’ Participation in Cleanliness Program at Schools Receiving Adiwiyata Award in Surakarta City, Indonesia
Adiwiyata refers to the Environmental Education developed by the Ministry of Environment and Forestry in cooperation with the Ministry of Education and Culture of the Republic of Indonesia through formal education. The program aims to encourage the creation of knowledge and awareness of school communities on environmental conservation efforts. The present study had the following purposes. First, it aimed to determine the effect of school policies towards the level of concern and participation of school teachers in the implementation of the school cleanliness program at schools receiving the Adiwiyata Award in Surakarta City, especially in 2016. Second, the study aimed to provide an overview based on the independent evaluation on the implementation of the school cleanliness program at schools receiving the Adiwiyata Award in Surakarta City, especially in 2016. The study was a quantitative descriptive study with a cross-sectional approach. Questionnaires were given to principals and teachers in Surakarta—as many as 53 schools received the Adiwiyata Award in 2016. Samples were taken by a proportional random sampling method; the study had 360 teachers and 53 principals so the total sample was 413 respondents. The data was analyzed using a multiple linear regression test with a t-test, F-test, and R-square coefficient of determination. The results were as follows. First, the 53 schools involved in the study had fulfilled the green school criteria as seen from the environmentally-friendly school policies, the environment-based curriculum, the participatory-based environmental activities, and the environmentally-friendly management of supporting facilities. The test results confirmed the significant influence of each of these Adiwiyata criteria on the implementation of the school policy involving the concern and participation of the school community (the principal, teachers, students, and the internal environmental organization). Second, the independent evaluation showed that the school community participated in the policy implementation related to the school cleanliness program and the program reached both the physical and non-physical environments; it also involved environmental components outside of the school, including the local community and the school committee. This could be seen from the management of environmentally-friendly supporting facilities, such as canteens and other supporting infrastructure.