School Principals’ Strategies for Managing Students’ Educational Continuation in Rural Agrarian Communities

Abstract

Managing students’ educational continuation in rural agrarian communities has become an important issue in educational management because many students do not continue their education to the senior secondary level despite the availability of educational institutions. The purpose of this article is to analyze the strategies of school principals in managing students’ educational continuation in MTs Hidayatul Mubtadiin, MTs Darul Munajah, SMP Taruna Jaya, and SMP Mafatihussalam. A mixed-methods approach with a multi-case study design was employed by integrating qualitative and quantitative data. Quantitative data were obtained from documentation of graduates’ educational continuation in the 2025/2026 academic year, while qualitative data were collected through in-depth interviews, observations, and document analysis involving principals, teachers, students, and parents. The findings reveal that students’ educational continuation is influenced not only by access to secondary education but also by agrarian family work culture, parental educational orientation, and the intensity of school–family communication. Schools that implemented structured socialization programs, career guidance, home visits, and collaborative partnerships with parents and the community demonstrated better educational continuation outcomes. The study also indicates that educational continuation management becomes more effective when it is organized through integrated planning, organizing, implementation, partnership, and evaluation processes. An integrated and community-based educational management approach is therefore essential for strengthening collaboration among schools, families, and local communities and for supporting students in continuing their education to the senior secondary level in agrarian rural areas.