Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Journal of Educational Management Research
Ni Putu Saras Dewi
Universitas Pakuan
Humanities Education Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Beyond Styles: An Integrative Framework of Educational Leadership Theories and Models Afra Fitriani; Ni Putu Saras Dewi; Henny Suharyati
Journal of Educational Management Research Vol. 4 No. 6 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i6.1207

Abstract

This study aims to clarify which leadership configurations most effectively enhance teaching quality and student outcomes in schools. Using a structured literature review guided by PRISMA, we searched Scopus, ERIC, Web of Science, Garuda, and Google Scholar (2014–2024) with Indonesian/English keywords on instructional, transformational, servant/teacher, distributed/visionary, and transactional leadership. Inclusion criteria were peer-reviewed journal articles in educational contexts with clear theoretical grounding and/or empirical evidence; records were screened, full texts appraised (JBI/MMAT), and findings synthesized thematically. Results indicate that no single style is sufficient. The most consistent gains arise from an integrated configuration: (a) instructional leadership to set academic goals, conduct classroom observation–feedback, and align curriculum–assessment; (b) transformational leadership—especially idealized influence, inspirational motivation, and intellectual stimulation—to build commitment and innovation; (c) servant/teacher leadership to strengthen psychological safety and professional ownership; and (d) distributed/visionary structures to secure continuity and strategic direction, with transactional elements used to maintain procedural reliability. This configuration converts trust into classroom practice via data-informed coaching and protected time for PLCs. Implications include designing leadership development that couples moral–relational competencies with auditable instructional routines, revising accreditation to value classroom practice evidence, and investing in data literacy and digital tools to support evidence-based instructional decisions.
Synthesis of Existentialist and Phenomenological Approaches in Educational Management Leadership Tirta Safirah Modeong; Ni Putu Saras Dewi; Dadang Jaenudin
Journal of Educational Management Research Vol. 4 No. 6 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i6.1240

Abstract

This study aims to explore the synthesis of existentialism and phenomenology in educational leadership to develop a more inclusive and humanistic leadership model. The method used is library research, analyzing relevant literature on educational leadership, existentialism, and phenomenology. The main findings indicate that by integrating these two philosophical approaches, educational leaders can better understand and appreciate the lived experiences of individuals within the school community and provide each member with the freedom and responsibility to find meaning in learning. This approach encourages the creation of a more reflective, empathetic educational environment and is oriented toward character development rather than just academic outcomes. This study makes a theoretical contribution to the development of a humanistic perspective in educational leadership. Its practical implications include creating an inclusive and supportive school culture and increasing individual empowerment. These findings also open the door to further research to test the practical application of this synthesis in a broader educational context.
Co-Authors Afra Fitriani Dadang Jaenudin Henny Suharyati Tirta Safirah Modeong