Article Per Year (5 Year)
p-Index From 2021 - 2026
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Djunaidi Djunaidi
Universitas PGRI Palembang, South Sumatra, Indonesia
Religion Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media

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Predicting Teacher Performance Through Interpersonal Communication and Work Discipline: Evidence from Indonesian State Elementary Schools Aziza Nursanti; Syarwani Ahmad; Djunaidi Djunaidi
Journal of Social Work and Science Education Vol. 7 No. 3 (2026): Journal of Social Work and Science Education
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i3.1595

Abstract

This study examines the influence of interpersonal communication and work discipline on teacher performance in Indonesian state elementary schools. Using a quantitative correlational design, data were collected from 70 teachers across four state elementary schools in Sako District, Palembang City, selected through simple random sampling from a population of 225 teachers. Questionnaires measuring interpersonal communication, work discipline, and teacher performance were administered, and data were analyzed using simple and multiple linear regression, t-tests, F-tests, and coefficient of determination (R²). The findings reveal that: (1) interpersonal communication positively and significantly influences teacher performance (t-value > t-table, p < 0.05); (2) work discipline positively and significantly influences teacher performance (t-value > t-table, p < 0.05); and (3) interpersonal communication and work discipline jointly account for 65% of the variance in teacher performance (R² = 0.65, F-value > F-table, p < 0.05). These results indicate that improving both interpersonal communication skills and work discipline among teachers can significantly enhance their professional performance. The study contributes empirical evidence on teacher performance determinants in the Indonesian elementary education context and offers practical implications for school principals, policymakers, and teacher professional development programs seeking to improve educational quality through targeted human resource management strategies.
Implementation of the Tirta Coaching Model in the Development of Elementary School Teachers’ Professionalism Budi Saputra; Syaiful Eddy; Djunaidi Djunaidi
Journal of Social Work and Science Education Vol. 8 No. 1 (2027): Forthcoming Issue
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v8i1.1597

Abstract

This study examines the implementation of the TIRTA Coaching model (Goal, Identification, Action Plan, Responsibility) in developing teacher professionalism at SD Negeri 1 Sumber Marga Telang, Banyuasin Regency, South Sumatra, within the context of Merdeka Curriculum implementation in a peripheral school setting. A phenomenological qualitative approach was employed to explore teachers’ lived experiences during coaching. Purposively selected informants included the principal, seven certified teachers, and a school supervisor. Primary data were gathered through in-depth interviews, passive participatory observation, and documentation, analyzed using Miles and Huberman’s interactive model, with validity ensured through source and technique triangulation. Findings reveal that the TIRTA model shifts supervision from evaluative to reflective-dialogic approaches, fostering trust and psychological safety. Teachers internalized professionalism as ongoing reflection, contextual innovation, and independent commitment. However, constraints included administrative burdens, limited facilities, and swamp geography challenges. This study provides contextualized evidence of the TIRTA model’s applicability in a geographically isolated Indonesian elementary school, an underrepresented setting in coaching literature. The model offers a replicable framework for school principals to conduct non-evaluative, empowering coaching that sustains teacher professional growth despite infrastructural limitations. This research contributes empirical insights that the TIRTA Coaching model effectively supports curriculum reform and teacher development in peripheral schools, demonstrating that relational, reflective coaching can overcome geographic and resource constraints to enhance professional practice and educational quality.
The Effect of Teacher Welfare and Teacher Work Motivation on the Professionalism of High School Teachers Ikram Arrazy; Nila Kesumawati; Djunaidi Djunaidi
Journal of Social Work and Science Education Vol. 8 No. 1 (2027): Forthcoming Issue
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v8i1.1684

Abstract

This study aims to determine and analyze the influence of teacher welfare and teacher work motivation on the professionalism of high school teachers in Sungai Lilin District. A quantitative approach with a survey method was employed. The population comprised public and private high school teachers in the district, with a sample of 108 teachers. Data were collected through questionnaires and analyzed using inferential statistics, including prerequisite tests, simple and multiple linear regression, t-tests, F-tests, and coefficient of determination. Findings reveal that: (1) teacher welfare significantly influences teacher professionalism (t = 8.544; p < 0.05); (2) teacher work motivation significantly influences teacher professionalism (t = 10.263; p < 0.05); and (3) simultaneously, both variables exert a positive and significant effect (F = 82.785; p < 0.05). The coefficient of determination (R² = 0.612) indicates that teacher welfare and work motivation jointly explain 61.2% of the variance in teacher professionalism, with the remaining 38.8% attributed to other factors. This study provides empirical evidence from a district-level context in Sungai Lilin, demonstrating the combined predictive power of welfare and motivation on teacher professionalism in an under-researched setting. Findings recommend that school principals, government, and stakeholders continuously prioritize teacher welfare, create supportive work environments, and provide awards and coaching to sustain motivation. This research contributes actionable insights affirming that teacher professionalism is substantially enhanced through integrated welfare improvement and motivation strengthening, offering a foundational reference for policy formulation in secondary education.
Co-Authors Aziza Nursanti Budi Saputra Ikram Arrazy Nila Kesumawati Syaiful Eddy Syarwani Ahmad