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All Journal SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Izaak Hendrik Wenno
Master of Educational Management, Postgraduate Program, Pattimura University, Ambon, Indonesia
Education Social Sciences Other

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PRINCIPAL MANAGERIAL COMPETENCE, SCHOOL CULTURE, AND TEACHER JOB SATISFACTION IN BAGUALA Sentia Latusuay; Izaak Hendrik Wenno; Tanwey Gerson Ratumanan; Lamberthus Johanes Lokollo
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8120

Abstract

This study examined the influence of principal managerial competence and school culture on teacher job satisfaction in senior high schools in Baguala District, Ambon. A quantitative associative design was used to test partial and simultaneous effects among the variables. The respondents were 116 teachers selected proportionally from five senior high schools: SMAN 14 Ambon, SMAN 5 Ambon, SMAN 9 Ambon, SMAN Siwalima Ambon, and SMA Kristen Passo. Data were collected through a Likert-scale questionnaire measuring principal managerial competence, school culture, and teacher job satisfaction. The instruments were valid and reliable, with Cronbach’s Alpha values of 0.912, 0.894, and 0.901 respectively. Data were analyzed using descriptive statistics, classical assumption tests, simple regression, and multiple linear regression with SPSS 25. The findings show that principal managerial competence had a positive and significant effect on teacher job satisfaction (t = 6.214; p < 0.05), and school culture also had a positive and significant effect (t = 5.876; p < 0.05). Simultaneously, both variables significantly affected teacher job satisfaction (F = 38.624; p < 0.05), explaining 57.2% of its variance. The study concludes that effective school management and a positive school culture are important determinants of teacher job satisfaction.
EVALUATION OF DEEP LEARNING MANAGEMENT IN JUNIOR HIGH SCHOOLS IN AMBON CITY Elizabeth Loupatty; Izaak Hendrik Wenno; Lambertus Johanes Lokollo
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8121

Abstract

This study aims to evaluate the management of deep learning in junior high schools in Ambon City using the Context, Input, Process, and Product (CIPP) evaluation model. The study employed an evaluative qualitative approach to obtain an in-depth description of how deep learning is planned, organized, implemented, assessed, and followed up at the school level. Data were collected through semi-structured interviews, classroom observation, and documentation involving principals, teachers, and school management staff from three public junior high schools in Ambon City. The data were analyzed using the interactive model of data reduction, data display, and conclusion drawing, while credibility was strengthened through source triangulation, technique triangulation, and member checking. The findings show that, in the context component, school visions and missions are generally aligned with deep learning principles, although the translation of these principles into classroom practice remains uneven. In the input component, teacher qualifications, support staff, facilities, learning resources, and training programs are available but require further strengthening, particularly in authentic assessment, contextual material development, and technology integration. In the process component, teachers have begun to use project-based learning, problem-based learning, inquiry, reflection, portfolio assessment, and collaborative planning, but implementation is constrained by time, literacy levels, heterogeneous student abilities, and passive learning habits. In the product component, students show emerging improvements in critical thinking, independence, collaboration, and contextual problem solving. The study recommends continuous professional development, stronger instructional supervision, better facility optimization, and a participatory evaluation system for deep learning management.
ANALYSIS OF TEACHER COMPETENCY STANDARDS IN CREATING EFFECTIVE LEARNING AT SMP ALHILAAL KAMAL Markus Marthen Somae; Izaak Hendrik Wenno; Paul Arjanto
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8326

Abstract

This study aims to analyze the implementation of teacher competency standards in creating effective learning at SMP Alhilaal Kamal, Kairatu Barat District, Seram Bagian Barat Regency. The research used a qualitative survey approach. Data were collected through interviews, observation, and documentation involving the principal, vice principal for curriculum, and teachers. The data were analyzed through data reduction, data display, and conclusion drawing. The findings show that the implementation of teacher competencies has not been optimal. Pedagogical competence was reflected in teachers' awareness of classroom management, student characteristics, lesson planning, and learning evaluation, but learning devices and classroom practices were not consistently prepared and implemented. Professional competence was indicated by teachers' efforts to master subject matter and learning strategies, although preparation, media use, and self-development still needed improvement. Personality competence was reflected in expectations that teachers should be disciplined, responsible, mature, and exemplary, yet consistency in classroom control and student guidance remained weak. Social competence appeared in communication with students, colleagues, and parents, but collaboration among teachers and parental involvement were still limited. The inhibiting factors included limited teacher knowledge, motivation, commitment, experience, cooperation, facilities, and parental support. Supporting factors included school leadership, teacher willingness to improve, and the availability of basic learning facilities. The study concludes that effective learning requires continuous principal supervision, planned teacher competency development, stronger collaboration, and systematic evaluation of teacher performance.
Co-Authors Elizabeth Loupatty Lamberthus Johanes Lokollo Lambertus Johanes Lokollo Markus Marthen Somae Paul Arjanto Sentia Latusuay Tanwey Gerson Ratumanan