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The Effect of Self-Management and Digital Readiness on Teacher Professionalism: Evidence from Junior High Schools in Manado, Indonesia Lestari Paat; Harol R. Lumapow; Elni J. Usoh; Romi J. Mongdong
International Journal of Information Technology and Education Vol. 5 No. 2S (2026): Special Issue, April 2026
Publisher : JR Education

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In the era of digital transformation, teacher professionalism has become a critical determinant of educational quality, yet its relationship with self-regulatory capacity and digital preparedness remains underexplored in developing-country contexts. Empirical evidence from Indonesian schools indicates that teachers' levels of self-management and digital readiness remain varied and suboptimal, potentially undermining effective teaching performance in technology-integrated learning environments. This study aimed to examine the partial and simultaneous effects of self-management and digital readiness on teacher professionalism among junior high school teachers in Paal Dua District, Manado City, Indonesia. A quantitative explanatory research design was employed. Data were collected via a validated Likert-scale questionnaire administered to 85 respondents, selected using the Slovin formula (e = 0.05) from a population of 108 teachers across eight schools. Multiple linear regression analysis was conducted using IBM SPSS Statistics. Self-management had a positive and significant effect on teacher professionalism (β = 0.434, t = 4.911, p < 0.001), while digital readiness also exerted a positive and significant influence (β = 0.413, t = 4.681, p < 0.001). Self-management emerged as the more dominant predictor. Simultaneously, both variables significantly predicted teacher professionalism (F = 23.115, p < 0.001), explaining 36.1% of its variance (R² = 0.361). The integration of self-management capabilities and digital readiness constitutes a key determinant of teacher professionalism in digitally transforming educational settings. These findings provide an empirical basis for school administrators and education policymakers to design targeted teacher professional development programs that simultaneously strengthen self-management competencies and digital readiness.

The Influence of Science Laboratory Management and Educational Facilities on Students' Learning Interest at Public Junior High Schools in Paal 2 District, Manado City Marcela M. Tamatompol; Harol R. Lumapow; Henny Nikolin Tambingon; Romi J. Mongdong
International Journal of Information Technology and Education Vol. 5 No. 2S (2026): Special Issue, April 2026
Publisher : JR Education

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Science laboratory management and the availability of educational facilities are critical factors in supporting effective science learning; however, suboptimal laboratory utilization and limited instructional resources remain persistent challenges in many Indonesian schools, particularly at the junior secondary level. This study aims to analyze the influence of science laboratory management and educational facilities on students' learning interest at public junior high schools in Paal 2 District, Manado City. A quantitative ex post facto approach was employed, with data collected through validated structured questionnaires from 163 students selected using proportional random sampling from a population of 275 Grade VIII students. Data were analyzed using multiple linear regression with partial (t-test) and simultaneous (F-test) hypothesis testing. The results demonstrated that: (1) science laboratory management had a positive and significant influence on students' learning interest (β = 0.452, t = 10.986, p < 0.001); (2) educational facilities had a positive and significant influence on students' learning interest (β = 0.356, t = 5.071, p < 0.001); and (3) both variables simultaneously exerted a significant effect on learning interest (F = 78.235, p < 0.001), collectively explaining 49.4% of the variance (R² = 0.494). Laboratory management emerged as the stronger predictor (standardized β = 0.620) compared to educational facilities (standardized β = 0.286). These findings indicate that well-managed laboratories combined with adequate educational facilities are essential to fostering higher levels of student interest in science learning, implying that school administrators and policymakers should prioritize systematic laboratory management alongside facility improvement to enhance the quality of science education.

The Influence of Principal's Transformational Leadership and Organizational Culture on Junior High School Teacher Performance in Paal Dua District, Manado City Armando Vikri Kalalo; Harol R. Lumapow; Elni J. Usoh; Romi J. Mongdong
International Journal of Information Technology and Education Vol. 5 No. 2S (2026): Special Issue, April 2026
Publisher : JR Education

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Teacher performance is a critical determinant of educational quality and plays a central role in achieving national educational goals, yet it remains suboptimal in many school settings due to weak leadership and organizational dynamics. This study aims to empirically analyze the influence of the principal's transformational leadership and organizational culture—both partially and simultaneously—on junior high school teacher performance in Paal Dua District, Manado City. A quantitative approach with an associative ex-post facto method was employed, with data collected from 85 teachers selected via proportionate stratified random sampling from a population of 108 using the Slovin formula; data were gathered through Likert-scale questionnaires tested for validity and reliability. The multiple linear regression analysis yielded the equation Y = −0.317 + 0.495X1 + 0.432X2. Transformational leadership had a significant positive partial effect on teacher performance (t = 8.794, Sig. = 0.001 < 0.05), as did organizational culture (t = 6.853, Sig. < 0.001). Simultaneously, both variables produced a significant combined effect (F = 61.679, Sig. = 0.001 < 0.05), with a coefficient of determination (R²) of 0.601, indicating that 60.1% of variation in teacher performance is explained by the two predictors. It is concluded that the synergy between an inspiring principal and a conducive organizational culture is the primary determinant in optimizing teacher professionalism. These findings imply that educational policymakers should integrate transformational leadership development with organizational culture strengthening as a unified strategy for improving teacher performance in Indonesian junior high schools.

Transformational Leadership and Work Stress as Determinants of Educational Staff Performance in Higher Education: Evidence from Universitas Negeri Manado Ailen Maria Liando; Harol R. Lumapow; Meisie L. Mangantes
International Journal of Information Technology and Education Vol. 5 No. 2 (2026): March 2026
Publisher : JR Education

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Employee performance is a key factor that determines the effectiveness of organizational management, particularly in higher education institutions where administrative and academic services require high levels of efficiency and professionalism. Educational staff play an important role in supporting the implementation of academic activities and institutional governance. Therefore, understanding the factors that influence their performance is essential. This study aims to analyze the influence of transformational leadership and work stress on the performance of educational staff at Universitas Negeri Manado. This research employed a quantitative approach using a causal associative design. The population consisted of 235 educational staff members, from which a sample of 70 respondents was selected using the Slovin formula and simple random sampling technique. Data were collected through questionnaires using a Likert scale and analyzed using multiple linear regression with the assistance of SPSS software. The results indicate that transformational leadership has a significant influence on employee performance. Meanwhile, work stress also shows a significant relationship with performance, indicating that the level of stress experienced by employees can influence their work outcomes. Furthermore, the simultaneous analysis reveals that transformational leadership and work stress jointly affect the performance of educational staff. The findings suggest that leadership practices and stress management are important factors in improving employee performance within higher education institutions. Therefore, universities are encouraged to strengthen transformational leadership practices and implement effective stress management strategies to enhance organizational performance.

Bridging the Gap Between Certification and Performance: The Role of Work Motivation Fransisco Taghulihi; Joulanda A M Rawis; Harol R. Lumapow
International Journal of Information Technology and Education Vol. 5 No. 2 (2026): March 2026
Publisher : JR Education

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This study aims to examine the influence of teacher certification and work motivation on teacher performance in vocational secondary education. Teacher performance is a crucial determinant of educational quality, particularly in vocational schools where practical competence and instructional effectiveness are essential. While teacher certification has been widely implemented as a policy to improve professionalism, its actual impact on performance remains debated. Therefore, this study integrates certification and work motivation into a single analytical model to provide a more comprehensive understanding. A quantitative approach with a causal associative design was employed. The study involved 48 certified teachers at a public vocational school in Indonesia, selected using a saturated sampling technique. Data were collected through structured questionnaires using a Likert scale and analyzed using multiple linear regression, including partial (t-test), simultaneous (F-test), and coefficient of determination (R²) analyses. The findings reveal that teacher certification has a positive and significant effect on teacher performance. Similarly, work motivation significantly influences teacher performance, although with varying directional patterns that require deeper interpretation. Simultaneously, certification and motivation significantly predict teacher performance, with a high coefficient of determination (R² = 0.754), indicating that 75.4% of performance variance is explained by the model. The study highlights that certification alone is insufficient without strong intrinsic and extrinsic motivation. Therefore, educational policymakers and school leaders should not only emphasize certification programs but also foster motivational strategies to enhance teacher effectiveness. This research contributes to the literature by providing empirical evidence from the post-pandemic educational context in vocational schools.

Examining the Role of Educational Background and Organizational Work Culture in Enhancing School Laboratory Management Performance: A Quantitative Study in Indonesian Junior High Schools Ade Fira Pratiwi Mokodompit; Harol R. Lumapow; Romi J. Mongdong
International Journal of Information Technology and Education Vol. 5 No. 2 (2026): March 2026
Publisher : JR Education

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This study investigates the influence of laboratory head educational background and organizational work culture on laboratory management performance in junior secondary schools. Effective laboratory management plays a critical role in supporting science-based learning; however, many schools face challenges related to inadequate human resource competencies and weak organizational culture. This research employs a quantitative explanatory approach to examine both the individual and simultaneous effects of these variables. The population consisted of laboratory heads from 30 junior secondary schools in East Bolaang Mongondow Regency, Indonesia, using a total sampling technique. Data were collected through structured questionnaires and analyzed using multiple linear regression. The findings reveal that the educational background of laboratory heads has a significant positive effect on laboratory management performance, particularly in areas of technical competence, planning, and administrative management. Additionally, work culture—characterized by discipline, collaboration, responsibility, and professional commitment—also shows a significant positive influence on management effectiveness. Simultaneously, both variables contribute substantially to improving laboratory performance, indicating that the integration of individual competence and organizational culture is essential for optimal management. The study highlights that schools with well-qualified laboratory heads and strong work culture tend to demonstrate more systematic laboratory administration, better equipment maintenance, and more effective implementation of practical activities. This research contributes to the literature on educational management by providing empirical evidence on the combined effects of human capital and organizational culture in school laboratory settings. The findings offer practical implications for policymakers and school leaders to strengthen professional qualifications and foster a positive work culture to enhance the quality of science education.

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