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All Journal JURNAL PENELITIAN ILMU PENDIDIKAN Jurnal Manajemen Pendidikan: Jurnal Ilmiah Administrasi, Manajemen dan Kepemimpinan Pendidikan Jurnal Penelitian dan Pengembangan Pendidikan Publikasi Pendidikan Jurnal Akuntabilitas Manajemen Pendidikan Jurnal Prima Edukasia Al Ishlah Jurnal Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) JURNAL TEKNIK HIDRAULIK JURNAL SUMBER DAYA AIR Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Teknik Sumber Daya Air Journal of Educational Sciences Journal of Innovation and Research in Primary Education Multidisciplinary Indonesian Center Journal
Slamet Lestari
Universitas Negeri Yogyakarta
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Examining Predictors of Teacher Performance: Leadership, Motivation, and Work Climate in Faith-Based Education Nayoan, Nancy; Lestari, Slamet
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2871

Abstract

Teacher performance is a critical determinant of educational quality, yet the mechanisms through which school leadership, teacher motivation, and work climate influence performance in faith-based institutions remain underexplored. This quantitative cross-sectional study examined 87 teachers from Adventist Junior High Schools in Manado City, Indonesia, using validated questionnaires measuring leadership, motivation, work climate, and teacher performance. Data were analyzed using multiple linear regression with SPSS 25.0. The overall model was highly significant (F = 99.96, p < 0.001, Adjusted R² = 0.775), explaining 77.5% of performance variance. Teacher motivation emerged as the strongest predictor (β = 0.788, p < 0.001), followed by work climate (β = 0.372, p < 0.001). Unexpectedly, school principal leadership showed no significant effect (β = -0.158, p = 0.121). Findings extend Self-Determination Theory into faith-based educational contexts, demonstrating that autonomous motivation and supportive organizational environments supersede direct leadership influences in predicting teacher performance. The non-significant leadership effect challenges traditional hierarchical models and suggests indirect pathways through motivational and climate variables. Educational administrators should prioritize interventions enhancing intrinsic motivation and cultivating positive work climates. Future research should employ longitudinal designs examining mediating mechanisms and expand sampling to diverse educational contexts.
School Principal Leadership Strategies in Enhancing Teacher Profesionalism Through Strengthening Digital Competencies at SMPN 1 and SMPN 3 Tualang Rini, Rini; Lestari, Slamet
Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.6.p.6519-6532

Abstract

This study aims to 1) analyze the leadership strategies of school principals, 2) the programs designed and implemented by school principals, and 3) the aspects that support and hinder school principals' leadership in improving teacher professionalism through strengthening digital competencies at SMPN 1 and SMPN 3 Tualang. This study uses a qualitative research method. The subjects of this study were principals, teachers, and school operators at SMPN 1 and SMPN 3 Tualang. The results showed that: (1) the principal of SMPN 1 Tualang applied a supportive approach that encouraged collaboration among teachers, while the principal of SMPN 3 Tualang emphasized an administrative approach; (2) the teacher digital competency development program at SMPN 1 Tualang is implemented through training and workshops, while at SMPN 3 Tualang, despite efforts to provide technological assistance, limited facilities and a lack of ongoing technical support limit the effectiveness of technology implementation in learning; and (3) the main challenge at SMPN 1 Tualang is the digital skills gap among teachers, especially senior teachers who feel pressured to master technology, while at SMPN 3 Tualang, an additional challenge is the high administrative burden, which limits teachers' time and energy to participate in training programs.
The Role of School Principals’ Leadership in Improving Teacher Performance at Proskill Health Vocational School Tualang and YPPI Vocational School Tualang, Siak Regency Nasa, Herlina; Lestari, Slamet
Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.6.p.6547-6558

Abstract

This study aims to analyze the role of school principal leadership in improving teacher performance in vocational high schools in Tualang District and to identify the supporting and inhibiting factors that shape the effectiveness of principal leadership. The study employs a qualitative descriptive approach with a case study design conducted at SMK Kesehatan Proskill Tualang and SMK YPPI Tualang. Data were collected through in-depth interviews with principals, teachers, and school staff, classroom observations, and document analysis, including Education Report Cards and lesson plans. Data were analyzed using an interactive model consisting of data condensation, data display, and conclusion drawing and verification based on Miles, Huberman, and Saldaña. The findings reveal that principals who apply transformational and instructional leadership are able to improve the quality of instructional planning, implementation, and evaluation, including the strengthening of numeracy and linkages with the labor market. However, limited academic supervision, inadequate facilities, and weak collaboration among teachers still hinder the optimal improvement of teacher performance.
Managing the emancipated curriculum in transformational senior high schools: A phenomenological study in West Lombok Muliati, Baiq Sri Herlina; Slamet Lestari
Jurnal Penelitian Ilmu Pendidikan Vol. 17 No. 2 (2024): September-November
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v17i2.92980

Abstract

Character-based education is increasingly important in the Society 5.0 era as globalization and digitalization challenge traditional values. Indonesia introduced the Emancipated Curriculum to address learning loss and strengthen the Pancasila Student Profile Project (P5), which emphasizes both intellectual and moral development. However, gaps remain between curriculum ideals and school-level implementation, particularly due to heavy teacher administrative burdens and limited supervision. This study examines how two Teacher Empowerment public senior high schools in West Lombok manage the Emancipated Curriculum through four management functions: planning, organizing, implementing, and supervising. A qualitative phenomenological approach was conducted at Senior High School 1 Gerung. Data were collected through in-depth interviews with school leaders, teachers, and supervisors, non-participant observations, and analysis of curriculum documents. Data validity was ensured using the Miles and Huberman interactive analysis model, along with triangulation and member checking. The findings show that curriculum planning was systematic and collaborative, producing context-based plans aligned with student needs. Curriculum organization was adaptive and participatory, supported by functional teams and regular coordination. Learning implementation shifted toward student-centered, differentiated, and project-based instruction that integrated character education and local community contexts. Supervision became more reflective through academic supervision, peer review, and digital reporting, although consistent follow-up remains a challenge. Effective curriculum management was marked by collaborative leadership, community involvement, and continuous teacher development.
Co-Authors Al Akbar, Byan Farras Angga Pandu Wijaya, Angga Pandu Arief Yulianto Asmaa Abusamra Asyraf , Muhammad Rifqi Azizah, Nazula Nur Baiquni Rahmat Devi Monita Kristyningsih Dwi Esti Andriani Dyssa Arfiesta Valentin Fajri Firyal Fatin Oktaviani Heri Supriyana Herlambang , Iqbal Fauzan Indah Puji Rahayu Ishakputra, Jonathan Angelo Kusumaningrum, Ambar Maria Margaretha Wahyuningrum Handayani Maturbongs, Lodovika Mbawala, Julius Jonas Muhammad Qusnul Labib Muhammad, Nursa Muliati, Baiq Sri Herlina Mwakalindile, Ambakisye Nasa, Herlina Nayoan, Nancy Pandit Isbianti Putit, Lennora Rachman, Muhammad Alix Ria Annisa RINI RINI Suwito Eko Pramono Suyud Suyud Thuok David Tina Rahmawati Utomo, Kunto Aji Widia Murni Wijaya Yuniarti, Taty Yunita Sari