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Journal : Journal of Educational Management Research

Leadership Influence on Employee Commitment: A Case Study of the Social Affairs Department Nofriansyah, Rifki; Ningrum, Tia Ayu; Irsyad, Irsyad; Santoso, Yulianto
Journal of Educational Management Research Vol. 4 No. 5 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i5.1199

Abstract

This study investigates the influence of leadership on employee work commitment at the Social Affairs Office of West Sumatra Province. The research aims to assess employee commitment levels, evaluate the leadership quality of the head of the department, and examine the significant effect of leadership on work commitment. Using a quantitative correlational design, the study involved 40 employees selected from a population of 67 through proportional random sampling. Data were collected via a Likert-scale questionnaire, preceded by a pilot test with 20 employees. Analysis using SPSS 27 revealed that employee commitment was high (88%) and leadership performance was good (85%). The correlation coefficient between leadership and work commitment was 0.392, indicating a significant positive relationship. The coefficient of determination showed that leadership accounted for 39.2% of the variance in work commitment. These findings highlight the substantial role of effective leadership in enhancing employee commitment within public sector organizations, particularly in the Social Affairs Office of West Sumatra Province.
Teachers' Perceptions of the Work Climate: Implications for Teacher Performance and Professionalism in Vocational High School Salsabillah, May Piola; Santoso, Yulianto; Al Kadri, Hanif; Hayati, Nikmah
Journal of Educational Management Research Vol. 4 No. 3 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i3.1037

Abstract

In the context of vocational education, the school work climate significantly influences teacher performance, motivation, and commitment. While teachers are expected to exhibit high professionalism, many vocational high schools still lack a conducive environment that fosters collaboration, support, and participation. This study explores how teachers perceive the work climate in state vocational high schools. Using a qualitative case study approach, data were collected through in-depth interviews, participant observation, and documentation. The findings reveal that teachers perceive institutional support as a key element of a positive work climate, reflected through leadership responsiveness, mentoring systems, and inclusive academic planning. Ideal support is shown to be multidimensional, structural, relational, and participatory, promoting teacher engagement, psychological comfort, and a sense of belonging. These findings contribute to a deeper understanding of the psychosocial dimensions that shape the school environment and provide empirical insights for policy interventions aimed at improving the quality of teacher professionalism and educational outcomes in vocational schools.