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p-Index From 2021 - 2026
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All Journal International Journal of Multidisciplinary Research of Higher Education (IJMURHICA) Assyfa Learning Journal
Sujino Sujino
Universitas Muhammadiyah Metro Lampung, Indonesia
Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Social Sciences Other

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 1 
Relationship Between Teacher Professionalism and Performance in Elementary Schools Dara Sartika; Muhammad Ihsan Dacholfany; Sujino Sujino
International Journal of Multidisciplinary Research of Higher Education Vol 9 No 3 (2026): July (Theme Education, Religion Studies, Social Sciences, STEM and Economic Devel
Publisher : Islamic Studies and Development Center in Collaboration With Students' Research Center Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijmurhica.v9i3.579

Abstract

This study investigates the relationship between certified teacher professionalism and teacher performance in elementary schools. A quantitative approach with a correlational design was employed. The sample consisted of 52 certified teachers selected through total sampling. Data were collected using a Likert-scale questionnaire that had been tested for validity and reliability. Pearson Product Moment correlation analysis was conducted with the aid of Microsoft Excel. The findings reveal a positive and significant relationship between certified teacher professionalism and teacher performance (r = 0.755 > r table = 0.273; p < 0.05), categorized as a strong correlation. Teacher professionalism contributed 57% to teacher performance. These results highlight the crucial role of enhancing teacher professionalism in improving performance within elementary education.
The Silent Architects: How Managerial Reciprocity Shapes the Psychological Landscape of Primary Teachers Citra Pitaloka; Marzuki Noor; Sujino Sujino
Assyfa Learning Journal Vol. 4 No. 1 (2026): Assyfa Learning Journal
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v4i1.905

Abstract

High occupational demands placed on educators frequently impair their psychological flourishing and professional productivity. Conventional workload allocation operates predominantly through rigid administrative hierarchies, often lacking a mutual support framework between school leaders and teaching staff. Incorporating the mubadalah perspective of reciprocal justice, this study investigated the empirical effect of managerial workload allocation on primary school teachers' well-being. Utilizing an explanatory quantitative approach with an ex post facto design, the inquiry evaluated a proportional cluster random sample of 62 elementary educators derived from an initial population of 166 teachers. Data gathered via validated and highly reliable Likert-scale questionnaires were subjected to simple linear regression analysis. Descriptive metrics revealed that managerial workload handling reached a good level (mean = 136.71; SD = 13.11), whereas teacher well-being scored at a moderate benchmark (mean = 66.76; SD = 6.36). Hypothesis testing confirmed a statistically significant positive effect (p = 0.007 < 0.05) with a coefficient of determination (R2) of 0.606. Consequently, structural enhancements in reciprocal workload management directly elevate teachers' psychological well-being. These findings imply that school principals must transition from purely administrative task distribution toward communicative, fair, and reciprocal workload stewardship, while encouraging teachers to actively engage in collaborative task management to foster a resilient educational ecosystem.
Modeling Inclusive Learning Participation: An Evaluative Study on Teacher Interpersonal Capacity and School Climate Dynamics Fefri Eka Mariza; Marzuki Noor; Sujino Sujino
Assyfa Learning Journal Vol. 4 No. 1 (2026): Assyfa Learning Journal
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v4i1.1025

Abstract

Despite progressive inclusive education policies in Indonesia, the actual learning engagement of students with disabilities (SWD) remains a critical instructional challenge due to the gap between physical attendance and meaningful classroom participation. This study aims to analyze the quantitative influence of teachers’ social competence and an inclusive school climate on the learning participation of SWD in elementary schools across Metro City. Utilizing a quantitative ex post facto design, data were collected via validated four-point Likert scale questionnaires from a purposive sample of 30 SWD. Multiple linear regression analysis revealed that teachers’ social competence significantly and positively influences learning participation ( = 0.469; ), and an inclusive school climate likewise yields a significant positive effect ( = 0.435;  = 0.004). Simultaneously, both variables synergistically explain 63.2% of the variance in students' learning participation (R2 = 0.632; F = 23.165;  = 0.000). These findings conclude that optimizing instructional environments for SWD requires a holistic socio-organizational framework that integrates teachers' interpersonal empathy with supportive, safe, and diverse institutional structures. Practically, this study implies an urgent need for empathy-based professional teacher development and responsive school policies that shift the evaluation paradigm from mere physical presence to high-quality pedagogical engagement
Co-Authors Citra Pitaloka Dara Sartika Fefri Eka Mariza Marzuki Noor Muhammad Ihsan Dacholfany