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All Journal IDARAH : Jurnal Pendidikan dan Kependidikan Journal of Asian Islamic Educational Management
Ethem Gürhan
Ministry of National Education, Türkiye
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Structural Dimensions of Pre-Service Teacher Preparation for Rural Multigrade Schooling Ethem Gürhan; Makherus Sholeh
Journal of Asian Islamic Educational Management (JAIEM) Vol 4, No 1 (2026)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/jaiem.v4i1.870

Abstract

This study addresses a critical yet underexplored issue in rural education: the persistence of multi-grade schooling challenges the dominant competency-based model of teacher readiness by requiring teachers to operate in complex, structurally constrained environments. Despite a growing body of research on teacher preparation, existing studies largely conceptualize readiness as an individual competence, overlooking its structural and institutional dimensions. This study aims to reconceptualize teacher readiness by examining prospective primary school teachers’ preparedness for rural multi-grade schooling as a structurally mediated phenomenon. A qualitative descriptive research design was employed, drawing on written reflections of 70 final-year pre-service primary school teachers in Türkiye. The data were analyzed using thematic analysis to identify recurring patterns related to perceptions of professional readiness. The findings reveal that teacher readiness is shaped by the interaction of institutional and contextual structures, manifested through four interrelated dimensions: limited context-specific pedagogical preparation; expanded professional and administrative responsibilities; instructional fragmentation and time management constraints; and contextual limitations in rural schooling environments. Rather than representing isolated challenges, these dimensions collectively indicate that readiness is produced through systemic misalignments between teacher education programs and the realities of rural schooling. This study contributes to the literature by reconceptualizing teacher readiness as an institutional alignment rather than an individual competency deficit, and by highlighting the need for structurally responsive teacher education programs grounded in the complexities of rural and multi-grade school contexts.
Principal's Strategy in Implementing a Culture of Quality in Elementary School: A Perspective of David Hunger and Wheelen Haya Nabila; Makherus Sholeh; Ethem Gürhan
Idarah (Jurnal Pendidikan dan Kependidikan) Vol. 9 No. 2 (2025): Idarah (Jurnal Pendidikan dan Kependidikan)
Publisher : Institut Agama Islam Negeri Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/idarah.v9i2.6083

Abstract

This study is situated within the broader discourse on educational quality culture and strategic leadership, particularly in faith-based schooling contexts where institutional effectiveness is closely linked to value internalization and stakeholder alignment. This study aims to examine principals’ strategic management processes in implementing and sustaining quality culture in Islamic elementary schools. A qualitative multi-case study design was employed involving semi-structured interviews, non-participant observations, and document analysis, analyzed using an interactive data analysis model consisting of data condensation, data display, and conclusion drawing. Quality culture development operates through an integrated strategic cycle encompassing environmental scanning, participatory planning, value-based implementation, and reflective evaluation. Applications of this study: The findings are applicable to educational leadership, school management, quality assurance systems, and faith-based education development. The study integrates the Hunger and Wheelen strategic management framework with Islamic value institutionalization processes, producing an empirically grounded strategic leadership model for supporting quality culture development. Sustainable quality culture in Islamic elementary education is achieved through cyclical strategic alignment integrating institutional diagnostics, stakeholder engagement, ritualized character habituation, and developmental supervision systems.
Co-Authors Haya Nabila Makherus Sholeh Makherus Sholeh