Yanti Aneta, Yacob Noho Nani
Research locusimplemented at the district education office Gorontalo province is one of the eastern provinces of Indonesia. The research approach was carried out through descriptive qualitative methods with research informants being all employees involved in implementing policies at the research locus. The types and sources of data used are primary data in the form of documents, photos, pictures, and primary data in the form of interviews and research findings and so on. Empirical behavioral dimensions in achieving the effectiveness of educational policies are maximized limited to efforts to achieve performance and program effectiveness solely with behavioral demands on aspects of knowledge, discipline, motivation, abilities and responsibilities of employees in implementing educational policies. The five dimensions of behavior are maximized in achieving performance solely so that in policy implementation there are often behavioral deviations because the main determinant of behavior, namely organizational commitment, is not carried out in accordance with the values of public service in fulfilling the expansion and equity of education. Based on the research data, the research findings show that there are several determinants of bureaucratic behavior that affect the increase in policies to expand access to education evenly. Some of these factors can be categorized into two aspects, namely (a) behavioral factors as a driver of the success of policy implementation and (b) behavioral factors as an obstacle to the successful implementation of policies to expand access to education evenly. Based on the research findings, a policy behavior model was developed with three main variables of bureaucratic behavior. The three factors are (a) individual character in the organization, (b) bureaucratic character and (c) value character in bureaucratic culture. The interaction of the three characters is referred to as bureaucratic behavior and the development of a model of bureaucratic behavior with the name "Bureaucratic Comprehensive Behavior(BCB)” bureaucratic behavior in the implementation of education equity service policies. With this model, it is expected to increase the achievement of successful implementation of public policies in general and the implementation of the expansion of access to education evenly based on public expectations and expectations of various applicable laws and regulations. © 2022, Association Res Militaris. All rights reserved.
Public administration science, Universitas Negeri Gorontalo, Indonesia
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