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Journal : Journal of Educational Management Research

Emotional Management in Local Wisdom: Strategies for Enhancing Teachers’ Work Resilience in Pesantren-Based Madrasah Khoiroh, Ummul; Baharun, Hasan; Abu Hasan Agus; Akmal Mundiri
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.v4i5.1331

Abstract

This study explores teacher work resilience within the framework of emotional management grounded in pesantren local wisdom at Madrasah Aliyah Nurul Jadid. Using a qualitative case study approach, data were collected through observation, interviews, and documentation, and analyzed with the Miles & Huberman model. The findings reveal four key dimensions strengthening teachers’ resilience. First, individual emotional management is enhanced through self-awareness training, mindfulness, and relaxation techniques, enabling teachers to regulate emotions and foster conducive classroom environments. Second, pesantren values—such as dzikir, sholawat, and the exemplary guidance of kiai—nurture emotional stability, sincere motivation, and a religious work culture. Third, social and organizational support, reflected in halaqah, empathetic leadership, and the tradition of musyawarah, cultivates a harmonious work climate, reduces psychological burden, and reinforces solidarity. Fourth, professional competence development through problem-solving skills and proportional workload management improves both teaching quality and teacher well-being. This study concludes that teacher resilience in pesantren-based madrasahs emerges from the synergy of emotional management, local wisdom, social-organizational support, and professional competence. These findings provide theoretical contributions and practical implications for teacher development in faith-based educational institutions.
Transformative Leadership in Educational Change Management: Enhancing Teacher Readiness for Centrally-Based E-Report Card Implementation Khoiroh, Ummul; Annisa’, Tiara Nurul; Hani, Ummi; Mukminatus S, Toyyibatul; Juwita; Agus R, Abu Hasan
Journal of Educational Management Research Vol. 5 No. 1 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i1.1695

Abstract

This study aims to analyze the role of transformational leadership in shaping teacher readiness for the implementation of a centrally mandated e-Report system as part of digital education policy. Employing a qualitative research design, data were collected through in-depth interviews, observations, and document analysis involving school principals and teachers. The findings indicate that successful implementation of the e-Report system is not determined solely by technological readiness, but is strongly influenced by leadership practices that develop a shared vision, strengthen teacher commitment through motivation and organizational regulation, and enhance professional capacity through mentoring and role modeling. The study also reveals that organizational challenges, including technological limitations and disparities in digital literacy, are managed through open communication and adaptive, collaborative problem-solving strategies. Teacher readiness emerges as a form of professional awareness grounded in shared responsibility rather than mere administrative compliance. This study implies that transformational leadership functions as a critical mediating mechanism between top-down policy directives and school-level practice. It highlights the importance of relational, participatory, and context-sensitive leadership approaches in sustaining digital assessment reforms and strengthening educational governance.