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All Journal SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Tanwey Gerson Ratumanan
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.
MANAGING TEACHERS' PEDAGOGICAL COMPETENCE DEVELOPMENT IN PUBLIC JUNIOR HIGH SCHOOLS Yulce Hambali; Rudolf Kempa; Tanwey Gerson Ratumanan
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.v15i2.8180

Abstract

This study aims to describe the management of teachers' pedagogical competence development in public junior high schools in Baguala District, Ambon City. The study focuses on planning, implementation, evaluation, and supporting and inhibiting factors in three schools: SMP Negeri 9 Ambon, SMP Negeri 12 Ambon, and SMP Negeri 13 Ambon. A qualitative descriptive approach with a multisite case study design was used. Data were collected through in-depth interviews, non-participant observation, and documentation involving principals, vice principals for curriculum, and subject teachers. The data were analyzed through data condensation, data display, and conclusion drawing, while validity was strengthened through source, technique, and theoretical triangulation. The findings show that planning was generally systematic but differed across schools. SMP Negeri 9 Ambon emphasized school-based management planning through work meetings and curriculum programs; SMP Negeri 12 Ambon emphasized professional learning community planning through school-based MGMP and professional discussions; and SMP Negeri 13 Ambon emphasized reflective and evidence-based planning using academic supervision results. Implementation was carried out through workshops, MGMP activities, internal training on the Merdeka Curriculum, academic supervision, and technology-based learning media training. Evaluation was conducted through supervision, curriculum evaluation meetings, reflective discussions, and analysis of learning outcomes. The main supporting factors were principal support, active MGMP activities, teacher participation, and regular supervision, while the main obstacles were limited facilities, limited time, administrative workload, and training budget constraints. The study concludes that integrated managerial, collaborative, and reflective approaches are needed to strengthen sustainable pedagogical competence development.
QUALITY MANAGEMENT OF ELEMENTARY SCHOOLS BASED ON NATIONAL ASSESSMENT Debie Elvan Latuharhary; Tanwey Gerson Ratumanan; 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.v15i2.8325

Abstract

This study aims to analyze elementary school quality management based on National Assessment results in three different institutional contexts in Dobo, Aru Islands Regency. The research employed a qualitative multi-site study at SD Naskat Yos Sudarso 1 Dobo, SD Negeri 7 Dobo, and SD Kristen 1 Dobo. Data were collected through in-depth interviews, open observation, and document study involving principals, teachers, school operators, and supervisors. The data were analyzed using reduction, display, and conclusion drawing, followed by cross-site analysis. The findings show that all three schools have implemented quality management through planning, implementation, evaluation, and follow-up, but with different levels of effectiveness. SD Naskat Yos Sudarso 1 Dobo demonstrated a more systematic data-based planning process through the use of Education Report Card data in school programs, supported by literacy habituation, reading corners, literacy competitions, and the GASING method for numeracy. SD Kristen 1 Dobo showed initial efforts to use National Assessment data, although monitoring and follow-up were not yet consistent. SD Negeri 7 Dobo still faced major challenges in integrating assessment data into school planning and instructional improvement. The study concludes that successful quality management based on National Assessment is strongly influenced by data-driven principal leadership, teacher involvement in reflective culture, and consistent evaluation and follow-up mechanisms.
Co-Authors Debie Elvan Latuharhary Izaak Hendrik Wenno Lamberthus Johanes Lokollo Paul Arjanto Rudolf Kempa Sentia Latusuay Yulce Hambali