Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal Suluah Pasaman Journal of Research in Instructional
Sulastri Sulastri
Universitas Negeri Padang, Indonesia
Religion Humanities Languange, Linguistic, Communication & Media Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
The Effectiveness of Principal Supervision in Increasing Elementary School Teachers' Work Motivation Yenni Yenni; Rifma Rifma; Sulastri Sulastri
Suluah Pasaman Vol 4 No 2 (2026): On Progress
Publisher : Sekolah Tinggi Agama Islam YDI Lubuk Sikaping

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70588/suluahpasaman.v4i2.1252

Abstract

Principal supervision is a strategic pillar in building teacher professionalism, but its effectiveness on teacher work motivation in elementary schools in rural areas has received little attention in the educational management literature. From an Islamic perspective, supervision is a manifestation of the values ​​of amanah and muraqabahbthe awareness of carrying out the responsibility of guidance before Allah SWT. This study aims to analyze the effectiveness of principal supervision and its relationship to the work motivation of public elementary school teachers in Koto Balingka District, West Pasaman Regency, using a quantitative approach with a descriptive correlational design. The population was 187 teachers from 14 public elementary schools, with a sample of 65 people determined using the Slovin formula and proportional random sampling. Data were collected using a Likert questionnaire that had been tested for validity and reliability, analyzed using descriptive statistics and Pearson correlation. The results showed that the effectiveness of supervision was in the fairly good category (mean = 3.12), with the feedback and follow-up dimension as the weakest point (2.91). Teacher work motivation was also quite good (3.27), with intrinsic motivation (3.47) higher than extrinsic motivation (3.06). There is a strong and significant positive relationship between the two variables (r = 0.612; p = 0.000; r² = 37.5%). This finding underscores the importance of strengthening supervisory competencies based on tarbiyah and ihsan values, particularly in areas with limited resources
From Monitoring to Mentoring: Transforming Technology Enhanced Academic Supervision for Teachers' Professional Development in Madrasahs Eci Sriwahyuni; Rifma Rifma; Sulastri Sulastri
Suluah Pasaman Vol 4 No 2 (2026): On Progress
Publisher : Sekolah Tinggi Agama Islam YDI Lubuk Sikaping

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70588/suluahpasaman.v4i2.1281

Abstract

Research on academic supervision has been dominated by conventional approaches oriented toward administrative oversight, while studies on the integration of technology into academic supervision as a means of teacher professional development are still limited, particularly in madrasah environments. This study aims to examine the transformation of technology-based academic supervision at MTsN 17 Tanah Datar in supporting teacher professional development. The study used a qualitative approach with a case study design. Participants included the madrasah principal, the deputy principal for curriculum, and teachers selected based on their involvement in implementing academic supervision. Data were collected through in-depth interviews, observation, and document analysis, then analyzed using the interactive model of Miles, Huberman, and Saldaña, with data validity guaranteed through triangulation of sources and methods. The results show that academic supervision develops through five stages, from conventional classroom supervision, evaluation of supervision effectiveness, non-intrusive supervision based on CCTV, reflective supervision based on learning videos, to the use of supervision results as the basis for teacher professional development programs. This transformation encourages a culture of reflection, collaboration, and constructive feedback. This study is limited to a single location, so its generalizability needs to be further tested through quantitative or multi-site research in other madrasah contexts
The influence of adaptive leadership and teacher motivation on learning innovation in vocational school: Innovative behavior mediation Sunarti Al Mohdar; Merika Setiawati; Nellitawati Nellitawati; Sulastri Sulastri
Journal of Research in Instructional Vol. 6 No. 2 (2026): Journal of Research in Instructional
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v6i2.175

Abstract

There is limited research, directly or indirectly, examining the influence of adaptive leadership and teacher motivation on instructional innovation through teachers' innovative behavior in the context of vocational high schools. This study aims to analyze the impact of principals' adaptive leadership and teacher motivation on instructional innovation, with innovative behavior serving as an intervening variable. A quantitative research design utilizing path analysis was employed. The study population consisted of all 361 teachers from state vocational high schools in West Pasaman Regency; a sample of 186 teachers was selected based on tenure strata. The results indicate that principals' adaptive leadership has a positive but non-significant effect on teacher instructional innovation. Teacher motivation has a positive and significant effect on teacher instructional innovation. Innovative behavior does not mediate the effect of principals' adaptive leadership on teacher instructional innovation, whereas it does mediate the effect of teacher motivation on teacher instructional innovation. Collectively, principals' adaptive leadership, teacher motivation, and innovative behavior have a positive and significant impact on teacher instructional innovation. Although principals' adaptive leadership positively influences innovative behavior and instructional innovation, the effect is not statistically significant. Teacher motivation is a crucial factor in enhancing instructional innovation, whereas principals' adaptive leadership has not yet demonstrated a significant influence. Innovative behavior acts as a mediator in the relationship between teacher motivation and instructional innovation, but fails to mediate the relationship between principals' adaptive leadership and instructional innovation.
Co-Authors Eci Sriwahyuni Merika Setiawati Nellitawati Nellitawati Rifma Rifma Sunarti Al Mohdar Yenni Yenni