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Ahmad Rais Habib
Makassar State University
Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Law, Crime, Criminology & Criminal Justice Library & Information Science

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The Influence Of Teachers' Interpersonal Communication Competence On The Learning Satisfaction Of Generation Z Students Ahmad Rais Habib
International Humanity Advance, Business & Sciences Vol 3 No 3 (2026): January
Publisher : PT Maju Malaqbi Makkarana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59971/ijhabs.v3i3.1143

Abstract

This quantitative study examines the influence of teachers’ interpersonal communication competence on the learning satisfaction of Generation Z students in Indonesia in the digital era. Employing an explanatory research design, this study used Partial Least Squares Structural Equation Modeling (PLS-SEM) to analyze data collected from 50 students selected through purposive sampling. The findings indicate that teachers’ interpersonal communication competence has a positive, strong, and statistically significant effect on students’ learning satisfaction (β = 0.745, t = 6.440, p < 0.001). The model explains 55.5% of the variance in learning satisfaction, indicating a substantial explanatory power. In addition, the effect size value (f² = 1.247) demonstrates that interpersonal communication competence has a large practical contribution to students’ satisfaction with the learning process. The most prominent dimensions of teacher communication behavior are supportiveness and equality, reflected in teachers’ ability to act as approachable facilitators, provide timely and constructive feedback, and avoid rigid one-way communication patterns. These findings suggest that interpersonal communication remains essential in digital learning contexts, particularly for Generation Z students who expect responsive, inclusive, and interactive learning environments. Therefore, schools should strengthen teachers’ interpersonal and digital communication skills through continuous professional development programs to improve the quality, stability, and effectiveness of teaching and learning.
Transformational Leadership and Teacher Work Motivation in the Digital Era: The Mediating Role of Teacher Readiness for Change Ahmad Rais Habib
International Humanity Advance, Business & Sciences Vol 3 No 4 (2026): April
Publisher : PT Maju Malaqbi Makkarana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59971/ijhabs.v3i4.1155

Abstract

This study analyzes the influence of principals' transformational leadership on teachers' work motivation in the digital era, with readiness for change as an intervening variable. Amidst the increasingly massive demands of digital transformation in education, it is crucial for schools to understand the factors that influence teachers' work motivation to maintain the quality of learning. Data were collected through a survey involving 75 teachers in Enrekang Regency who are facing the dynamics of technology adaptation. The analysis method used was Structural Equation Modeling (SEM) based on Partial Least Squares (PLS), which allows researchers to test the relationship between variables simultaneously. The results show that transformational leadership has a positive and significant influence on teachers' work motivation, and readiness for change acts as a mediator that mediates the relationship between transformational leadership and teachers' work motivation in the digital era. These findings emphasize the importance of enhancing transformational leadership capacity to not only encourage technology adoption but also improve teachers' mental readiness and work motivation.
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