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All Journal PPSDP International Journal of Education
Julie Simon Macariola
Shinawatra University, Thailand
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Implementation of Principal’s Academic Supervision Management in Improving the Quality of Teachers’ Professional Competence Nyimas Shofiah; Julie Simon Macariola
PPSDP International Journal of Education Vol. 4 No. 1 (2025): PPSDP International Journal of Education
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v4i1.395

Abstract

This study discusses the implementation of the principal’s academic supervision management in improving the quality of teacher’s professional competence at SDN 38 Palembang. The method used in this study is qualitative descriptive analysis, while data collection techniques are carried out through interviews and observations. From the results of data processing, it can be concluded that the principal’s academic supervision in improving teacher’s professionalism at SDN 38 Palembang shows that it has been implemented well in accordance with applicable provisions or has been in accordance with standards. The stages of academic supervision consist of pre-observation, observation and post-observation. The principal follows up by holding post-supervision activities, to reflect on the results of the supervision that has been carried out. Then develop data collection instruments in order to identify and analyze problems or learning development needs and carry out follow-up in the form of discussions and then listen to the explanation of the teacher concerned. This activity is intended to find out and identify various difficulties and advantages or disadvantages of teachers during the learning process at school so that student-centered learning is achieved.
Teacher Motivation and Learner Motivation in Sustainable Education: A Review of Intrinsic and Extrinsic Factors in Nepal Shiv Ram Pandey; Julie Simon Macariola; Atul Kumar; Prodhan Mahbub Ibna Seraj; Syeda Tehreem Fatima
PPSDP International Journal of Education Vol. 5 No. 2 (2026): PPSDP International Journal of Education
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v5i2.923

Abstract

Teacher motivation is widely recognized as a key condition for quality instruction and sustainable education. This study examines the relationship between teacher motivation and learner motivation, focusing on intrinsic and extrinsic factors that influence classroom performance. The study is based on a review of literature and policy documents on teacher motivation in Nepal, complemented by qualitative analysis of existing empirical studies. Findings indicate that intrinsic factors such as self-realization, competence, recognition, and interpersonal relationships are stronger predictors of teacher performance than extrinsic factors such as salary and promotion. Motivated teachers are more likely to create engaging learning environments, sustain learner motivation, and support sustainable education goals. However, demotivating conditions including low pay, poor working conditions, limited professional development, and weak leadership continue to constrain teacher effectiveness in Nepal. The study argues that sustainable education requires systematic attention to both intrinsic and extrinsic motivation through supportive leadership, fair compensation, professional development, and recognition. The findings have implications for policymakers, school leaders, and teacher educators seeking to strengthen motivation for quality education.
Co-Authors Atul Kumar Nyimas Shofiah Prodhan Mahbub Ibna Seraj Shiv Ram Pandey Syeda Tehreem Fatima