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All Journal SUJANA: Education and Learning Review
Sri Setyaningsih
Sekolah Pascasarjana Universitas Pakuan

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ENHANCING TEACHER PRODUCTIVITY THROUGH INTEGRATED MANAGEMENT RESOURCES: A MIXED-METHODS STUDY IN INDONESIAN ISLAMIC ELEMENTARY SCHOOLS Sudiyah Anawati; Sri Setyaningsih; Dian Wulandari
SUJANA: Education and Learning Review Vol. 4 Issue 4 (2025)
Publisher : JF Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/sujana.v4i4.883

Abstract

Teacher productivity remains a critical challenge in achieving educational quality, particularly in resource-constrained contexts. This study examined the direct and mediated effects of empowerment, knowledge sharing, job design, and academic supervision on teacher productivity in Indonesian Islamic Integrated Elementary Schools. A sequential explanatory mixed-methods design combined qualitative interviews with 12 school principals and teachers with quantitative surveys of 176 teachers across 10 schools in East Jakarta. Structural equation modeling revealed that academic supervision was the strongest predictor of teacher productivity (β=0.641, p<0.001), explaining 41% of productivity variance, while empowerment, knowledge sharing, and job design showed no significant direct effects. However, knowledge sharing strongly influenced job design (β=0.750, p<0.001) and academic supervision (β=0.749, p<0.001), with academic supervision fully mediating empowerment effects and partially mediating knowledge sharing effects on productivity. The integrated model explained 83.1% of productivity variance with strong predictive validity (Q²=0.823). SITOREM analysis identified follow-up, supervision discussion, knowledge donation, and teacher autonomy as priority improvement areas. Findings demonstrate that productivity enhancement requires quality academic supervision integrated with supportive organizational cultures rather than isolated interventions. The study provides evidence-based strategies for educational administrators in developing contexts where strategic resource allocation is essential for maximizing teacher performance and student outcomes.
Enhancing Teacher Organizational Commitment Through Authentic Leadership, Integrity, Teamwork, and Trust Christine Masada Hirashita Tobing; Sri Setyaningsih; Dian Wulandari
SUJANA: Education and Learning Review Vol. 5 Issue 1 (2026)
Publisher : JF Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/sujana.v5i1.944

Abstract

This study investigated the direct and indirect effects of authentic leadership, integrity, and teamwork on organizational commitment through the mediating role of trust among private senior high school teachers. Using path analysis, data were collected from 135 teachers across 15 private senior high schools in Depok, Indonesia, selected through multistage random sampling. Results demonstrated that authentic leadership, integrity, and teamwork significantly predicted organizational commitment both directly and indirectly through trust. Authentic leadership exhibited the strongest total effect (β = 0.309), followed by integrity (β = 0.275) and teamwork (β = 0.273). Trust significantly mediated relationships between all three predictors and organizational commitment, though indirect effects were relatively modest compared to direct pathways. The predictor variables collectively explained 91.3% of variance in organizational commitment through direct effects and an additional 17.1% through trust-mediated pathways. SITOREM analysis identified priority intervention areas including strengthening continuance commitment dimensions, enhancing leader authenticity in daily interactions, and fostering collaborative climates characterized by openness and mutual support. Findings provide empirical support for multifaceted intervention strategies targeting leadership development, organizational integrity, and collaborative practices to enhance teacher commitment in private educational institutions. The study advances theoretical understanding of commitment formation mechanisms while offering practical guidance for educational administrators seeking to improve teacher retention and institutional effectiveness in Southeast Asian contexts.
Co-Authors Christine Masada Hirashita Tobing Dian Wulandari Sudiyah Anawati