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All Journal Jurnal Kajian Ilmu Pendidikan (JKIP) Journal of General Education and Humanities
Aidah Nur Hafizah
Universitas Bengkulu
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Exploring EFL Teachers’ Self-Efficacy and Readiness for Student-Centered Assessment Approaches Aidah Nur Hafizah; Ira Maisarah
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1441

Abstract

The shift in assessment to a more student-oriented approach means that EFL teachers need not only to learn about the idea but also to feel they can implement it in their everyday practice. This study aims to examine how EFL teachers build their self-efficacy and readiness in using student-oriented assessment, particularly the application of self-assessment in writing classes. A qualitative approach was used in collect data; semi-structured interviews with three teachers across various school levels were conducted. The results indicate that, despite teachers' awareness of the pedagogical advantages of self-assessment, several challenges remain, including students' low competence, inconsistent institutional support, and inadequate training. This study concludes that teacher readiness is greatly influenced by a combination of psychological factors, such as self-confidence and self-perceived competence, and contextual factors that shape their scope of action. For further research, a broader study covering schools with different conditions, or one that combines classroom observations, is needed to obtain a more complete picture of student-centered assessment practices.
How Instructional Leadership Supports and Influences Teacher Professional Development? Aidah Nur Hafizah; Kasmaini Kasmaini
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 2 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i2.2020

Abstract

This study investigates how instructional leadership supports teacher professional development and how it influences teachers’ motivation and classroom performance. Using a qualitative approach, data were collected through semi-structured interviews with three participants: a school principal, a senior teacher, and an early-career teacher. The findings show that instructional leadership is enacted through clear communication of instructional goals, participatory decision-making, consistent supervision, constructive feedback, and facilitation of professional development activities. These practices help teachers engage more deeply in professional learning and strengthen their instructional capacity. The results also reveal that supportive leadership enhances teacher motivation by providing recognition, emotional encouragement, and opportunities for autonomy, which in turn improves teachers’ confidence and classroom performance. The study concludes that strong instructional leadership plays a vital role in shaping teacher learning and motivation, ultimately contributing to improved instructional quality in schools. Recommendations include enhancing leaders’ coaching skills and strengthening collaborative learning structures to better support teacher development.
Co-Authors Ira Maisarah Kasmaini Kasmaini