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p-Index From 2021 - 2026
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This Author published in this journals
All Journal IJoASER (International Journal on Advanced Science, Education, and Religion) Jurnal Al-Qiyam Jurnal Tana Mana
Nur Muhabibudin
STAI Sangatta, Indonesia & Universitas Islam Negeri Aji Muhammad Idris Samarinda, Indonesia
Religion Education Law, Crime, Criminology & Criminal Justice Social Sciences

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Safe Schools, Thriving Teachers Reimagining Educational Planning to Mitigate School Violence and Support Educator Well-Being Nur Muhabibudin; Zamroni Zamroni; Hasan Baharun
International Journal on Advanced Science, Education, and Religion Vol 9 No 3 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i3.1840

Abstract

School violence and declining educator well-being present interconnected challenges for educational quality and institutional sustainability. Conventional educational planning often treats school safety, violence prevention, and teacher well-being as separate administrative concerns, limiting the capacity of schools to address their structural and relational dimensions. This study aims to examine how educational planning can be reimagined as an integrated strategy for mitigating school violence while strengthening educator well-being. The study employed an integrative literature review of recent academic publications on school violence prevention, whole-school approaches, teacher well-being, school climate, and educational planning. The literature was analyzed thematically to identify recurring patterns, mechanisms, and planning implications. The synthesis indicates that effective educational planning requires four interconnected dimensions: preventive school safety planning, supportive organizational conditions, relational and participatory governance, and continuous monitoring and response. Evidence also indicates that teacher well-being depends not only on individual coping strategies but also on workload, school climate, leadership support, collegial relationships, student-related demands, and access to organizational resources. Therefore, school safety planning should move beyond incident response toward a whole-school framework that simultaneously protects students and educators. The study proposes an integrated planning framework connecting risk identification, preventive intervention, educator support, stakeholder participation, monitoring, and continuous improvement.
Safe Schools, Thriving Teachers Reimagining Educational Planning to Mitigate School Violence and Support Educator Well-Being Nur Muhabibudin; Zamroni Zamroni; Hasan Baharun
International Journal on Advanced Science, Education, and Religion Vol 9 No 3 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i3.1840

Abstract

School violence and declining educator well-being present interconnected challenges for educational quality and institutional sustainability. Conventional educational planning often treats school safety, violence prevention, and teacher well-being as separate administrative concerns, limiting the capacity of schools to address their structural and relational dimensions. This study aims to examine how educational planning can be reimagined as an integrated strategy for mitigating school violence while strengthening educator well-being. The study employed an integrative literature review of recent academic publications on school violence prevention, whole-school approaches, teacher well-being, school climate, and educational planning. The literature was analyzed thematically to identify recurring patterns, mechanisms, and planning implications. The synthesis indicates that effective educational planning requires four interconnected dimensions: preventive school safety planning, supportive organizational conditions, relational and participatory governance, and continuous monitoring and response. Evidence also indicates that teacher well-being depends not only on individual coping strategies but also on workload, school climate, leadership support, collegial relationships, student-related demands, and access to organizational resources. Therefore, school safety planning should move beyond incident response toward a whole-school framework that simultaneously protects students and educators. The study proposes an integrated planning framework connecting risk identification, preventive intervention, educator support, stakeholder participation, monitoring, and continuous improvement.
Safe Schools, Thriving Teachers Reimagining Educational Planning to Mitigate School Violence and Support Educator Well-Being Nur Muhabibudin; Zamroni Zamroni; Hasan Baharun
International Journal on Advanced Science, Education, and Religion Vol 9 No 3 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i3.1840

Abstract

School violence and declining educator well-being present interconnected challenges for educational quality and institutional sustainability. Conventional educational planning often treats school safety, violence prevention, and teacher well-being as separate administrative concerns, limiting the capacity of schools to address their structural and relational dimensions. This study aims to examine how educational planning can be reimagined as an integrated strategy for mitigating school violence while strengthening educator well-being. The study employed an integrative literature review of recent academic publications on school violence prevention, whole-school approaches, teacher well-being, school climate, and educational planning. The literature was analyzed thematically to identify recurring patterns, mechanisms, and planning implications. The synthesis indicates that effective educational planning requires four interconnected dimensions: preventive school safety planning, supportive organizational conditions, relational and participatory governance, and continuous monitoring and response. Evidence also indicates that teacher well-being depends not only on individual coping strategies but also on workload, school climate, leadership support, collegial relationships, student-related demands, and access to organizational resources. Therefore, school safety planning should move beyond incident response toward a whole-school framework that simultaneously protects students and educators. The study proposes an integrated planning framework connecting risk identification, preventive intervention, educator support, stakeholder participation, monitoring, and continuous improvement.
Co-Authors Baharun, Hasan Zamroni Zamroni