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p-Index From 2021 - 2026
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All Journal INTERNATIONAL JOURNAL OF EDUCATION, INFORMATION TECHNOLOGY, AND OTHERS
Harol R. Lumapow
Manado State University
Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences

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The Effect of Principal Leadership on Student Bullying Behavior in Public Senior High Schools in Manado City Rinna Y. Kasenda; Joulanda A. M. Rawis; Harol R. Lumapow; Tellma M. Tiwa
International Journal of Education, Information Technology, and Others Vol 9 No 2 (2026): International Journal of Education, information technology   and others
Publisher : Peneliti.net

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Bullying in senior high school settings constitutes a serious issue in educational management, as it directly affects students’ sense of safety, psychological well-being, and the overall quality of the learning process. Principals are normatively positioned as strategic actors in fostering a safe, violence-free school culture. However, the assumption that principal leadership automatically exerts a direct impact on students’ bullying behavior has rarely been examined empirically, particularly within the context of public schools. This study aims to critically analyze the influence of principal leadership on bullying behavior among students in public senior high schools in Manado City. This study employed a quantitative approach using an explanatory survey design. The research population consisted of all students enrolled in public senior high schools in Manado City, with a sample of 385 students determined using the Lemeshow formula. Data were collected through Likert-scale questionnaires measuring principal leadership and students’ bullying behavior. The data were analyzed using Structural Equation Modeling (SEM) with AMOS software, including validity testing, reliability testing, model fit evaluation, and structural relationship analysis. The results indicate that principal leadership does not have a direct and significant effect on student’s bullying behavior. This finding suggests that principal leadership operates indirectly and primarily functions at the structural and policy levels, whereas bullying behavior is shaped through students’ everyday social dynamics. Therefore, bullying prevention cannot rely solely on formal leadership, but requires the strengthening of school systems, a supportive school climate, and consistent educational practices. This study contributes theoretically by affirming that the relationship between principal leadership and bullying behavior is non-linear. Practically, the findings recommend that principals should not focus exclusively on administrative aspects, but also enhance the implementation mechanisms of anti-bullying policies to effectively reach students’ actual behavior within the school environment.
The Management of Social Studies Learning In Elementary Schools In Minahasa Regency Boby A. Lompoliuw; Harol R. Lumapow; Ruth Umbase; Marien Pinontoan
International Journal of Education, Information Technology, and Others Vol 9 No 2 (2026): International Journal of Education, information technology   and others
Publisher : Peneliti.net

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This study aims to describe the management of Social Studies learning in elementary schools in Minahasa Regency. The focus of the study includes learning planning, learning implementation, learning evaluation of Social Studies. This study employed a qualitative approach with a descriptive research design. Data were collected through in-depth interviews, observations, and documentation. The research informants consisted of school principals and elementary school teachers. Data analysis techniques included data reduction, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation.The results of the study indicate that: (1) Social Studies learning planning has been carried out through the preparation of learning instruments, but it remains largely administrative in nature; (2) The implementation of Social Studies learning is still predominantly conventional and teacher-centered; (3) The evaluation of Social Studies learning is mainly oriented toward written tests and has not fully implemented authentic assessment; (4) The supervision of Social Studies learning has been conducted through academic supervision, but it has not yet reached a comprehensive level and still tends to focus on administrative aspects; (5) The management of Social Studies learning is influenced by inhibiting factors, such as limited learning media and learning resources, as well as supporting factors, including teacher commitment and principal support.Based on the research findings, it is necessary to strengthen Social Studies learning management with a greater orientation toward improving the quality of the learning process through the development of innovative learning strategies, authentic assessment, and comprehensive academic supervision.
Co-Authors Boby A. Lompoliuw Joulanda A. M. Rawis Marien Pinontoan Rinna Y. Kasenda Ruth Umbase Tellma M. Tiwa