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All Journal JURNAL KONFIKS Jurnal Hadratul Madaniyah Istawa: Jurnal Pendidikan Islam Jurnal Perspektif Jurnal Ilmiah Ilmu Komputer Fakultas Ilmu Komputer Universitas Al Asyariah Mandar Jurnal Penelitian Manajemen Terapan (Penataran) Nobel Management Review Jurnal Kolaboratif Sains JANITA Journal of Embedded Systems, Security and Intelligent Systems Cendikia: Jurnal Pendidikan dan Pengajaran JAT (Journal of Accounting and Tax) CSRID Business, Entrepreneurship, and Management Journal Jurnal Pengabdian Masyarakat Berdampak
Nurani
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Integrating Organizational System and Contingency Theory in Educational Management: A Systematic Literature Review Nurani; Junaina; Pahrudin, Agus; Subandi; Syafrudin, Encep
Jurnal Perspektif Vol 10 No 1 (2026): Jurnal Perspektif
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jp.v10i1.422

Abstract

Educational management is increasingly complex due to policy changes, technological advancements, and dynamic social demands. These conditions require management approaches that are both systemic and context-sensitive. This study aims to systematically examine the application of organisational system theory and contingency theory in educational management and to identify patterns of their integration. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines. A total of 33 peer-reviewed journal articles published between 2015 and 2024 were retrieved from Scopus, Google Scholar, and DOAJ databases. Data were analysed using a thematic synthesis approach based on theoretical focus and implementation context. The findings indicate that organisational system theory emphasises integration, interdependence among subsystems, and organisational sustainability, while contingency theory highlights leadership flexibility and alignment between management strategies and environmental conditions. The integration of these two theories provides a more comprehensive and adaptive framework for improving educational management effectiveness, particularly within Islamic educational institutions. This study contributes to the development of context-sensitive and sustainable educational management theory.
Instructional Supervision, Teacher Self-Efficacy, and the Strengthening of Teacher Competence on Islamic Education: A Literature Review Nurani; Desmawati; Evi Gusliana; Nirva Diana; Agus Pahrudin
ISTAWA Vol 10 No 2 (2025): Istawa: Jurnal Pendidikan Islam
Publisher : Postgraduate Program Magister Pendidikan Agama Islam

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Abstract

This study examines the role of instructional supervision in strengthening teacher competence, with a specific focus on the mediating influence of teacher self-efficacy. Despite the recognized importance of supervision in educational improvement, existing literature remains fragmented regarding how supervisory practices, teacher confidence, and competence are interconnected. A structured literature review was conducted, systematically searching peer-reviewed articles from major databases including Scopus, Web of Science, ERIC, and ScienceDirect, using keywords such as “instructional supervision,” “teacher competence,” and “teacher self-efficacy.” Studies published in English between 2000 and 2024 that addressed supervision in school contexts and reported theoretical or empirical findings on teacher competence were included, while non-peer-reviewed and unrelated studies were excluded. The review synthesized findings from diverse methodological designs using thematic analysis, identifying three key patterns: instructional supervision improves pedagogical practice through structured guidance and feedback, teacher self-efficacy mediates the translation of supervisory input into competence gains, and collaborative and reflective supervision approaches amplify both confidence and performance. The analysis highlights that effective supervision is most impactful when it addresses cognitive, behavioral, and affective dimensions of teacher development, integrating practical support with psychological empowerment. The novelty of this review lies in positioning teacher self-efficacy as a central mechanism linking supervision and competence, offering a more holistic understanding than previously reported in isolated studies. These findings have significant implications for educational policy and practice, suggesting that school leaders and supervisors should implement developmental, collaborative, and self-efficacy enhancing supervisory models to optimize teacher professional growth and instructional quality across diverse educational settings.
Co-Authors - Sri Prilmayanti Awaluddin, - Abd. Rajab Ade Cahyo Wicaksono Agung Pranoto Agus Pahrudin Andi Indriani Ibrahim Andi Ircham Hidayat Annisa Sulihandini Arrahman, Hafizh Aswati Asri Aulia Rahman Hakim Berty Phechilia Ruspinendya Bondan Subagyo Budi Prasetyo Chintya Yuli Purnama Darwin, Nurul Izzahnuddin Denny Rakhmad Widi Ashari Desi Rahmawati Desmawati Eka Titis Rahmawati Eni Minarni Eni Widhajati Erliana, Fadilla Putri Evi Gusliana Gautama Sastra Waskita Gesti Ernestivita Ika Nur Aini Janah, Roudatul Junaina Layuk, Novita Sambo Liesbet Abraham, Martiennia Madyana Patasik Marlena Martina Pineng Mohammad Nur Zein Mokhamad Eldon Muh Riswandi Ibrahim Muhaimin, Rahayu Siti Muhammad Azamuddin Syahapala Muhammad Ikbal Nirva Diana Nursalam Nursalam Rahim, Abd Rismayani Rismayani Romlah Rosa Aprilia Ika Rahayu Saputra, Dhio Sawal Sartono, Sawal Subandi Syafrudin, Encep Zahwah