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All Journal Journal of Educational Management Research
Ishmatul Maula
Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda, Indonesia
Humanities Education Social Sciences

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Institutional Transformation Beyond Nomenclature: Policy Implementation, Governance, and Academic Integration in Islamic Higher Education Hendry Putra; Muchammad Eka Mahmud; Ahmad Fauzi; Ishmatul Maula
Journal of Educational Management Research Vol. 5 No. 5 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i5.3204

Abstract

The conversion of Islamic institutes into universities has become a major pathway for expanding institutional mandates and public legitimacy in Indonesian Islamic higher education. However, limited attention has been given to how this transformation unfolds in newly established universities beyond Java, particularly regarding institutional autonomy and the integration of religious and general sciences. This study examines institutional transformation through the lens of institutional isomorphism, focusing on regulatory pressures, organizational development, and substantive change. A qualitative single-case study design was employed, using institutional regulations, statutes, strategic plans, and quality-assurance documents, complemented by semi-structured interviews with university leaders, lecturers, and administrative staff. The data were analysed thematically to identify patterns of institutional change. The findings indicate that status transitions were shaped by national regulations and accompanied by organizational expansion to four faculties, a postgraduate school, and 33 study programmes. Nevertheless, financial autonomy and the integration of religious and general sciences remain ongoing challenges. These findings suggest that formal status changes do not automatically produce substantive institutional transformation. Policymakers should align status conversion with phased autonomy and adequate resource allocation, while university leaders should embed knowledge integration in curricula, research priorities, and academic culture to improve educational quality.
Work Motivation and School Culture as Predictors of Teacher Performance: Unpacking Their Unique and Shared Contributions Hendry Putra Hendry; Zamroni; Ishmatul Maula; Nur Muhabibudin; Nurfitriani; Dita Yovieta Dewi
Journal of Educational Management Research Vol. 5 No. 5 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i5.3203

Abstract

Teacher performance is essential to educational quality, yet differences in professional performance indicate that formal qualifications and financial incentives may not fully explain teachers’ effectiveness. Work motivation and school culture are important individual and organisational factors, but their relative and shared contributions to teacher performance require further examination. This study aimed to analyse the individual and joint relationships of work motivation and school culture with teacher performance. A quantitative approach with a cross-sectional correlational survey design was employed, involving 88 teachers selected through proportionate allocation and simple random sampling. Data were collected using questionnaires and analysed through simple and multiple linear regression. The findings revealed that work motivation was positively associated with teacher performance, explaining 35.05% of its variance, while school culture explained 28.30%. Jointly, the two predictors explained 37.95% of the variance, with a multiple correlation coefficient of .616. Work motivation was the stronger predictor in the joint model, while approximately two-thirds of the explained variance was shared between the predictors. These findings suggest that teacher motivation and school culture should be addressed through integrated management strategies. School leaders should strengthen professional motivation, collaborative practices, and supportive working environments to improve teacher performance.
Co-Authors Ahmad Fauzi Dita Yovieta Dewi Hendry Putra Hendry Putra Hendry Muchammad Eka Mahmud Nur Muhabibudin Nurfitriani Zamroni