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All Journal Jurnal Hurriah: Jurnal Evaluasi Pendidikan dan Penelitian
Saiful Bahri
Universitas Almuslim, Matang Glumpang dua, Bireun
Humanities Education Mathematics

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Managerial Competence of School Principals in Fostering Educational Innovation in Elementary Schools of Aceh Tamiang Regency Junita Junita; Munawar Munawar; Saiful Bahri
JURNAL HURRIAH: Jurnal Evaluasi Pendidikan dan Penelitian Vol. 6 No. 4 (2025): Jurnal Hurriah: Journal of Educational Evaluation and Research
Publisher : Yayasan Pendidikan dan Kemanusiaan Hurriah Aceh

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Abstract

The rapid progression of education in the 21st century has increased the necessity for innovation in schools, especially at the primary level where fundamental skills are cultivated. School principals serve as pivotal agents of change, with administrative proficiency being a crucial factor in promoting sustainable educational innovation. This study examines the role of principals' managerial ability in fostering and executing innovation in public elementary schools in Aceh Tamiang Regency, Indonesia. Utilizing a qualitative descriptive methodology, data were gathered via in-depth interviews, observations, and document analysis involving principals and educators from three public elementary institutions. The results indicate that principals' managerial competence—exemplified by systematic planning, collaborative organization, consistent execution, and ongoing supervision—substantially fosters innovation in educational practices, school administration, and organizational culture. Nonetheless, difficulties pertaining to inadequate infrastructure, digital preparedness, and inconsistent teacher proficiency persist as barriers to the sustainability of innovation. The study finds that enhancing principals' managerial competency via ongoing professional development and institutional support is crucial for promoting educational innovation, especially in regional elementary school settings.
Implementation of Management Information Systems in Primary Schools: A Qualitative Case Study Nur Khalis; Saiful Bahri; Teuku Salfiyadi
JURNAL HURRIAH: Jurnal Evaluasi Pendidikan dan Penelitian Vol. 6 No. 4 (2025): Jurnal Hurriah: Journal of Educational Evaluation and Research
Publisher : Yayasan Pendidikan dan Kemanusiaan Hurriah Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56806/jh.v6i4.389

Abstract

The growing digitalization of educational administration has established Management Information Systems (MIS) as vital instruments for enhancing school administration and facilitating decisions based on data. Despite its strategic importance, empirical data regarding the use of Management Information Systems in elementary education—especially in limited financial settings—remains uncommon. This study examines the planning, implementation, and evaluation of Management Information Systems (MIS) in SD Negeri 20 Kuta Makmur, a public primary school located in North Aceh Regency, employing a qualitative case study methodology, data were gathered via semi-structured interviews with school leaders, educators, and administrative personnel, supplemented by observations and document analysis. The results reveal that although the school exhibits a robust dedication to digital transformation, the efficacy of MIS implementation is hindered by insufficient infrastructure, restricted budgetary resources, and disparate digital competences among staff. Nonetheless, the technology has enhanced administrative coordination, data accessibility, and internal communication. The research indicates that effective MIS implementation relies on both technology preparedness and organizational elements, such as leadership dedication, well-defined operating protocols, and a conducive institutional culture. Without these enabling conditions, the transformational potential of digital technologies is only partially actualized. This research enhances the literature on educational digitalization by offering empirical observations from a primary school setting and presents practical implications for bolstering institutional capacity and governance in basic education via sustainable information system adoption
Total Quality Management, Organizational Culture, and Job Satisfaction as Determinants of Teacher Performance Evi Zahara; Saiful Bahri; Rezeki Muamar
JURNAL HURRIAH: Jurnal Evaluasi Pendidikan dan Penelitian Vol. 6 No. 4 (2025): Jurnal Hurriah: Journal of Educational Evaluation and Research
Publisher : Yayasan Pendidikan dan Kemanusiaan Hurriah Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56806/jh.v6i4.401

Abstract

The performance of teachers is a crucial factor influencing educational quality, especially in elementary schools where core skills are developed. This research examines the impact of Total Quality Management (TQM), organizational culture, and work satisfaction on the performance of elementary school educators in Trienggadeng District, Pidie Jaya Regency, Indonesia. This research, rooted in organizational behaviour theory, employs a quantitative explanatory methodology. Data were gathered from primary school educators using standardized questionnaires assessing TQM implementation, organizational culture, job satisfaction, and teacher performance. The data were studied by path analysis to investigate both direct and concurrent correlations among variables. The results indicate that Total Quality Management and organizational culture significantly enhance teachers' job happiness. Moreover, Total Quality Management, organizational culture, and job happiness each have a substantial direct impact on teacher performance. The three independent factors collectively account for a significant amount of the variance in teacher performance, suggesting that quality-oriented management practices, a supportive corporate culture, and satisfied work-related requirements boost instructional efficacy. his study enhances the domain of educational management by presenting empirical evidence of a comprehensive model that connects managerial, cultural, and psychological aspects to teacher performance in primary education. The findings emphasize the necessity of reinforcing continuous quality improvement, fostering a positive school culture, and augmenting teacher job satisfaction as strategic measures to enhance educational outcomes.
Co-Authors Evi Zahara Junita Junita Munawar Munawar Nur Khalis Rezeki Muamar Teuku Salfiyadi