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All Journal PEDAGOGIK : JURNAL PENDIDIKAN
Hasan Baharun
Universitas Nurul Jadid, East Java
Education

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EXPLORING DIGITAL PROFESSIONAL LEARNING ECOSYSTEMS: TRANSFORMING TEACHER COMPETENCY DEVELOPMENT POLICIES IN PRIVATE MADRASAS Jejen Musfah; Sita Ratnaningsih; Fachri Aldin; Hasan Baharun
PEDAGOGIK : JURNAL PENDIDIKAN Vol 13, No 1 (2026)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/pjp.v13i1.13404

Abstract

The rapid expansion of digital education requires teacher competency development to move beyond fragmented training toward sustainable professional learning ecosystems. However, private madrasas continue to exhibit substantial disparities in teachers' digital competency outcomes. suggesting that existing policies have not effectively transformed professional development into institutional learning ecosystems. This study employed a qualitative multiple-case study design. Data were collected through in-depth interviews, observations, and document analysis and were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal three major transformations. First, teacher competency development policies have shifted from fragmented training initiatives toward digital professional learning ecosystems that promote continuous learning and collaborative knowledge sharing. Second, adaptive leadership emerged as the primary driver of policy transformation through strategic supervision, institutional resource allocation, and collaborative professional learning. Third, policy implementation remains constrained by limited institutional readiness, disparities in teachers' digital competencies, dependence on externally driven professional development, and weak professional learning cultures, resulting in uneven policy transformation across private madrasas.
TEACHER INNOVATIVE WORK BEHAVIOR IN TAHFIDZ ISLAMIC BOARDING SCHOOLS: THE ROLE OF SELF-EFFICACY, TRANSFORMATIONAL LEADERSHIP, AND ORGANIZATIONAL SUPPORT Lina Novita; Rohimah Rohimah; Elly Sukmanasa; Hasan Baharun
PEDAGOGIK : JURNAL PENDIDIKAN Vol 13, No 2 (2026)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/pjp.v13i2.14843

Abstract

Innovative Work Behaviour (IWB) is increasingly required for teachers in responding to educational transformation. However, empirical evidence from faith-based boarding schools remains limited. This study aims to analyse the combined influence of self-efficacy, transformational leadership, and organizational support on teachers’ innovative work behaviour in tahfidz-based Islamic boarding schools in Indonesia. A quantitative correlational design was employed involving 159 teachers selected through proportionate random sampling. Data were collected using validated Likert-scale instruments and analysed using Pearson correlation and multiple regression. The results indicate that self-efficacy (β = 0.298, p < .001), transformational leadership (β = 0.355, p < .001), and organizational support (β = 0.332, p < .001) significantly influence innovative work behaviour. These variables explain 83.2% of the variance in IWB (R² = .832), with transformational leadership as the strongest predictor. This study contributes theoretically by extending innovation behaviour models into faith-based educational settings, highlighting the dominant role of leadership in structured and value-based institutions.
Co-Authors Elly Sukmanasa Fachri Aldin Jejen Musfah, Jejen Lina Novita Ratnaningsih, Sita Rohimah Rohimah