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All Journal Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Journal of Adaptive Education
Asrina Yeni
Universitas Lampung
Religion Humanities Education Other

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Kepemimpinan Transformasional Kepala Sekolah dan Regulasi Emosi Guru SD dalam Menghadapi Tuntutan Pembelajaran Anak Usia Dasar: Studi Fenomenologi Asrina Yeni; Riswandi Riswandi; Siti Rahma Sari
Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 9 No. 2 (2026): Islamic Primary Education based on Islamic values
Publisher : Institut Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54069/attadrib.v9i2.1230

Abstract

Elementary school teachers face increasing pedagogical and emotional demands as they respond to diverse student characteristics, learning targets, administrative responsibilities, classroom discipline, and limited facilities. These pressures make teacher emotion regulation a crucial issue in elementary education, yet it is often discussed as an individual capacity rather than as a practice shaped by school leadership. This study aims to explore the lived experiences of teachers and the principal in understanding the meaning of transformational leadership in supporting elementary school teachers’ emotion regulation. A qualitative phenomenological approach was employed at SD 11 Way Ratai. Data were collected through in-depth interviews with five informants, consisting of teachers and the principal, then analyzed manually through transcription, repeated reading, coding, theme grouping, interpretation, and formulation of experiential essences. The findings show that the principal’s transformational leadership is experienced through role modeling, motivational support, professional guidance, open listening, appreciation, and attention to teachers’ personal and professional needs. Such leadership helps teachers calm themselves, control their tone of voice, reinterpret student behavior, avoid impulsive anger, and choose more personal and educative approaches in learning. The study also reveals that teacher emotion regulation is not merely self-regulation, but socially supported regulation embedded in a humane and collaborative school climate. These findings contribute to the development of elementary school leadership studies by shifting attention from performance-oriented leadership to emotionally responsive leadership. The practical implication is that principals need to institutionalize emotional support, reflective communication, teacher appreciation, and professional collaboration as part of sustainable quality of learning in elementary schools.
Bullying Prevention Counseling for Students High School Miftahul Zannah Raharjo Putri; Anisa Natalia; Asrina Yeni; Evi Martina; Ridariah; Yuli Puspita; Riswandi; Muhammad Nurwahidin
Journal of Adaptive Education Vol. 4 No. 1 (2026): Journal of Adaptive Education
Publisher : Program Doktor Pendidikan FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/joaedu.v4i1.1516

Abstract

Bullying is a form of violence that still often occurs in schools and has a negative impact on the psychological, social, and academic development of students. This Community Service (PkM) activity aims to increase students' knowledge and awareness of bullying prevention through counseling, group discussions, educational video screenings, and quizzes at SMAN H. This activity was carried out in response to the high incidence of bullying among adolescents, as reported in various studies, including the findings of Bachri et al., and linked to extreme cases resulting from psychological pressure on bullying victims. The results of the activity showed an increase in students' understanding of the definition, forms, causes, and effects of bullying, accompanied by positive attitude changes such as increased empathy and courage to report cases of bullying. Guidance counselors and homeroom teachers also benefited from learning strategies for preventing and handling bullying. This activity was effective in building a safe and anti-bullying school culture and is recommended to be implemented on an ongoing basis
Co-Authors Anisa Natalia Evi Martina Miftahul Zannah Raharjo Putri Nurwahidin, Muhammad Ridariah Riswandi, Riswandi Siti Rahma Sari Yuli Puspita