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Pre-Service Teacher Professional Identity Formation: Narrative study on Indonesian Accounting Teacher Candidate Syah, Muhammad Fahmi Johan; Janudin, Sharul Effendy; Mansor, Mahaliza; Fuadi, Djalal; Suranto, Suranto; Romadhoni, Defri Nur; Hafidah, Angelia Suci Nur
Jurnal VARIDIKA Volume 35, No 2 December 2023
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v1i2.23190

This research investigates the components of professional identity among prospective accounting teachers, a topic largely unexplored in existing literature. Conducted in Indonesia, the qualitative study adopts a narrative design with six participants from both private and public universities. Data collection involves participants independently recording narratives throughout their first to third years of study, capturing the evolution of their professional identity. Results reveal a progression in professional identity formation over the three years. In the initial year, emphasis is on instructional abilities. By the second year, a notable shift occurs, with elements such as multitasking, game-based teaching, and character values gaining prominence. Furthermore, flexibility, agility, sensitivity, and tech savvy emerge as identity components. The third year marks a significant transformation, with a focus on soft skills, time management, and a sense of responsibility as central components of professional identity for prospective accounting teachers. It is crucial to acknowledge that these components remain subject to further evolution with continued analysis. The study recommends subsequent research utilizing quantitative methods, specifically exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), to provide a more comprehensive understanding of the identified professional identity components. This research contributes to the broader discourse on professional identity, shedding light on the nuanced development within the context of prospective accounting teachers.

Structural Equation Modelling Analysis of Improving Teachers’ Teaching Creativity:The Role of Professional Identity and Emotional Intelligence Syah, Muhammad Fahmi Johan; Ishartono, Naufal; Susilo, Agus; Inayati, Nurul Latifatul; Janudin, Sharul Effendy; Mansor, Mahaliza; Rahmadhani, Salma; Salsabila, Alifa; Intan Jelita, Hanifah Tria
Jurnal Pendidikan Progresif Vol 14, No 2 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Structural Equation Modelling Analysis of Improving Teachers' Teaching Creativity: The Role of Professional Identity and Emotional Intelligence. Objective: The study aimed to examine a comprehensive structural model comprising three variables namely teaching creativity, emotional intelligence, and professional identity. Methods: The study involved 170 prospective teachers enrolled in teacher professional education programs in Indonesia by using a simple random sampling technique. Data were collected online using instruments adapted from previous research. The data were analysed by using covariance-based Structural Equation Modelling (CB-SEM) with the assistance of AMOS. Findings: The findings revealed that the model confirmed a strong relationship among the three variables. Partial regression analysis reveals that emotional intelligence influences professional identity and teaching creativity, while professional identity influences teaching creativity. Nevertheless, the full model analysis revealed a contrary result that emotional intelligence could not directly enhance teaching creativity. Emotional intelligence must be accompanied by a strong professional identity to boost creativity in teaching effectively. These results suggest that professional identity functions as a full mediator in the relationship between emotional intelligence and teaching creativity. Conclusions: Efforts to enhance teaching creativity should focus not only on developing emotional intelligence but also on strengthening professional identity. This identity comprises several components, including cultural knowledge, blending, interpersonal skills, and active engagement in the professional community. Neglecting professional identity may hinder improvements in teaching creativity, even if emotional intelligence is high. Stakeholders should prioritise both aspects to cultivate creative educators. Keywords: teaching creativity, emotional intelligence, professional identity, SEM, teacher.DOI: http://dx.doi.org/10.23960/jpp.v14.i2.202498

Pre-Service Teacher Professional Identity Formation: Narrative study on Indonesian Accounting Teacher Candidate Syah, Muhammad Fahmi Johan; Janudin, Sharul Effendy; Mansor, Mahaliza; Fuadi, Djalal; Suranto, Suranto; Romadhoni, Defri Nur; Hafidah, Angelia Suci Nur
Jurnal VARIDIKA Volume 35, No 2 December 2023
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v1i2.23190

This research investigates the components of professional identity among prospective accounting teachers, a topic largely unexplored in existing literature. Conducted in Indonesia, the qualitative study adopts a narrative design with six participants from both private and public universities. Data collection involves participants independently recording narratives throughout their first to third years of study, capturing the evolution of their professional identity. Results reveal a progression in professional identity formation over the three years. In the initial year, emphasis is on instructional abilities. By the second year, a notable shift occurs, with elements such as multitasking, game-based teaching, and character values gaining prominence. Furthermore, flexibility, agility, sensitivity, and tech savvy emerge as identity components. The third year marks a significant transformation, with a focus on soft skills, time management, and a sense of responsibility as central components of professional identity for prospective accounting teachers. It is crucial to acknowledge that these components remain subject to further evolution with continued analysis. The study recommends subsequent research utilizing quantitative methods, specifically exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), to provide a more comprehensive understanding of the identified professional identity components. This research contributes to the broader discourse on professional identity, shedding light on the nuanced development within the context of prospective accounting teachers.

The Correlation Between Sustainable Leadership Practices and Teacher Leadership in junior High Schools in Woha District, Bima, West Nusa Tenggara Septian Haryati, Mila; binti Ahmad Khusaini, Noryana; Khaldun Sudirman, Ibnu; Mansor, Mahaliza
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 1 (2026): Februari
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i1.1672

Sustainable leadership of the principal as a leadership style that focuses on improving andimplementing professional tasks in the school including for a teacher to lead is related to oneanother. To create a teacher leadership process and implementation, it is always related to how aleader behaves and makes improvements every time for long-term goals. Sustainable leadershippractices are considered to often contribute to teacher leadership practices in schools (Cook,2014). In parallel, a descriptive research survey was conducted to identify sustainable leadershippractices of principals and correlations of levels of teacher leadership practices. This researchinvolved junior high school woha bima NTB Indonesia. The population of respondents in thisstudy were all senior teachers, amounting to 85 people. Data were analyzed using scores,standard deviations and person correlations. Data were collected using a questionnaire developedand modified by the theory of sustainable leadership established by Hargreaves and Fink (2006)and the theory of teacher leadership by Ktzenmeyer & Moller (2001). The results of the studyfound that the sustainable leadership of the principal has a strong positive relationship at thesignificant level of p> 0,000 between the sustainable leadership of the principal and theleadership of the teacher at SMP Woha Bima, NTB. The Pearson value of r = 0.719 indicates thatsustainable leadership practices have a strong enough relationship with the level of teacherleadership practices in SMP Negeri Woha District, Bima Regency, NTB. Thus, the results of theperson correlation test study showed a significant relationship between sustainable teacherleadership practices and teacher leadership.

Learning Engagement as the Primary Catalyst for Transforming Social Support into Rural Teaching Commitment Among Prospective Teachers Syah, Muhammad Fahmi Johan; Huda, Miftakhul; Utomo, Arief Cahyo; Assidik, Gallant Karunia; Mansor, Mahaliza; Jelita, Hanifah Tria Intan; Salsabila, Alifa; Sari, Salma Rahmadhani Puspita
Jurnal Pendidikan Progresif Vol 16, No 2 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i2.pp773-792

This study aims to analyze the prediction of social support role on rural teaching commitment (RTC), with learning engagement as a mediator. The study involved 350 prospective teachers at the undergraduate and professional teacher education (PPG) levels in Indonesia. Data were analyzed using the Partial Least Squares-Structural Equation Modeling (PLS-SEM) approach. The results showed that the majority of respondents had moderate levels of social support, learning engagement, and RTC. Specific findings indicate that emotional support is the most fundamental social support item in forming engagement. The PLS-SEM analysis confirmed the prediction that learning engagement functions as a strong partial mediator. Although social support contributes directly to teaching commitment in remote areas, its influence becomes even more significant when mediated by learning engagement, namely vigor, dedication, and absorption. However, the current RTC component remains dominated by the normative aspect (obligation), indicating a risk of low teacher retention. This study concludes that teacher placement policies cannot rely solely on administrative and normative approaches; they must integrate strengthening the basic capital within prospective teachers with a conducive school and community environment to create a sustainable commitment in rural areas of Indonesia. Furthermore, this study highlights the need for curriculum reform in both undergraduate teacher education and professional teacher education programs. These curricula should be deliberately designed to internalize key dimensions such as social support, learning engagement, and long-term teaching commitment. This can be achieved by integrating structured learning experiences, including community-based teaching practices, reflective activities, mentoring systems, and immersion programs in rural contexts. Such initiatives are expected to not only enhance prospective teachers’ adaptive capacities but also strengthen their emotional attachment, sense of purpose, and resilience in undertaking teaching assignments in underserved areas. Keywords: learning engagement, social support, rural teaching commitment, pre-service teacher, PLS-SEM.

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