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Impact of Servant Leadership, Self-Efficacy and Work Stress on Teachersâ€™ Performance at Christian School Listyani, Laras; Tung, Khoe Yao
Jurnal Paedagogy Vol. 11 No. 4 (2024): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v11i4.13021

This study aims to analyze the effect of servant leadership, self-efficacy, and work stress on teachersâ€™ performance. Aside from that, the study will also investigate if work stress can mediate the effect of servant leadership and self-efficacy on teachersâ€™ performance. The approach used in this study is a quantitative approach, to confirm relationships between the variables. This is done by using a 36-person sample and a questionnaire modified from a number of other research. Data was collected by giving questionnaires to the teachers of a Christian High School and Middle School in Bandung. Then, the data was processed using Partial Least Square Structural Equation Modelling, by testing the validity and reliability first, and then testing the hypothesis. The result of this research shows that servant leadership has a positive effect on performance, although not significant. Meanwhile, self-efficacy has significant positive effect on performance. Work stress can affect performance negatively, although it wasnâ€™t found to be significant in this study. For the mediation effect, work stress can mediate the positive effect of servant leadership and self-efficacy on performance, but not significantly. So in order to maintain or increase the quality of school, teachers need to have high self-efficacy level, and the school can help with that by mentoring and coaching, or other methods.

The Role of School Leadership in Parental Involvment in Accelerated Christian Education Curriculum Chandry, Cindy; Tung, Khoe Yao
Journal of Education Research Vol. 5 No. 1 (2024)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v5i1.425

Peran orang tua juga terbukti memiliki pengaruh signifikan terhadap perkembangan anak secara akademis di sekolah. Pada prakteknya, masih banyak orang tua yang beranggapan bahwa pendidikan anak merupakan tugas sekolah, sehingga salah satu tugas pemimpin sekolah adalah untuk meningkatkan keterlibatan orang tua di sekolah. Tujuan dari penelitian ini adalah untuk meneliti dampak keterlibatan orang tua pada sekolah XYZ yang menggunakan kurikulum A.C.E, cara pemimpin meningkatkan keterlibatan orang tua, serta tantangan-tantangannya. Metode yang digunakan dalam penelitian adalah metode penelitian kualitatif studi kasus dengan melibatkan 12 partisipan dari pemimpin sekolah, guru kelas, dan orang tua. Penelitian menemukan bahwa keterlibatan orang tua memengaruhi karakter siswa yang secara tidak langsung berhubungan dengan pencapaian akademik siswa, dan pemimpin sekolah memegang peranan penting dalam keterlibatan orang tua dengan menyediakan lingkungan yang kondusif dan secara konsisten mengomunikasikan visi pada orang tua. Tantangan dalam keterlibatan orang tua mencakup inisiatif dan kesibukan orang tua, serta keterbatasan pemimpin.

The Implementation of transformational Leadership and Teacher Work Engagement on Increasing Number of Students: Transformational Leadership, Principal, Teacher Work Engagement, Student Enrollment. Manueke, Jessica Mellyta Lidya; Tung, Khoe Yao
Journal of Education Research Vol. 5 No. 4 (2024)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v5i4.905

The purpose of this study is to identify and describe the implementation of the roles of principals and teachers in increasing the number of school students in the coming year. Additionally, it aims to provide suggestions and ideas to schools, principals, and teachers on maximizing school promotion to increase the number of elementary school students. This research uses a qualitative study involving 11 participants at School House. Data triangulation was analyzed using coding (Strauss, 1990). The principal has implemented a transformational leadership style effectively in developing the school but has not been consistent due to limited infrastructure and resources, including facilities and teachers. This inconsistency is partly because teacher work engagement has not been the principal's main focus in efforts to increase the number of students at SD School House. The results of the study show that the increase in the number of students in the school is due to the implementation of transformational leadership in school operations.

The Role of Servant Leadership in Developing Spiritual Formation of Teachers Ruata, Gloria Solideo; Tung, Khoe Yao
Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 14 No 01 (2024)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/j.js.2024.v14.i01.p8-14

Leadership is the ability of an individual who holds a position and capacity to lead. Logically, a leader who leads must have others to lead and/or who will be led. Leadership can be examined from two aspects, namely religious/spiritual leadership and secular/natural leadership. The leadership to be addressed in this research is Christian Leadership with an emphasis on Servant Leadership. The aim of this research is to explore the phenomenon of Servant Leadership and explain its impact on spiritual growth. In this case, the role of Servant Leadership to be explored is the Servant Leadership of the Principal of SMP Dian Harapan Holland Village Manado, and its impact on the spiritual growth of fresh graduate teachers as individuals or followers who are led, based on a case study conducted on an object and subject of research. The research method used is qualitative with a case study approach. From the results of this research, it was found that fresh graduate teachers with less than one year of teaching experience can see, experience, and feel the Servant Leadership of the Principal of SMP Dian Harapan Holland Village Manado, which is considered as a humble person, through relationships, interactions, and communication with the Principal. The role of the Servant Leadership of the Principal is also perceived by fresh graduate teachers as helpful in their spiritual formation through mentoring, encouragement, and spiritual activities at school.

THE IMPLEMENTATION OF CHAT BOT AI TO ENHANCE METACOGNITIVE INTERACTION IN INTEGRAL CALCULUS: A CASE STUDY ON THE METHOD OF INTEGRATION Tung, Khoe Yao
JOHME: Journal of Holistic Mathematics Education Vol. 9 No. 2 (2025): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v9i2.10424

This study investigates the integration of Artificial Intelligence (AI) technologies, with a particular emphasis on AI-based chatbots, to enhance metacognitive interactions in the learning of integral calculus, specifically within the domain of integration methods. By cultivating learners’ capacities for planning, monitoring, and evaluating their problem-solving strategies, AI-driven interventions act as catalysts for the development of metacognitive awareness in advanced mathematics instruction. Metacognition, which entails both the awareness and regulation of one’s cognitive processes, constitutes a critical determinant of effective problem-solving proficiency. Employing a case study design, this research explores the utilization of interactive AI chat prompts to deliver real-time guidance, thereby encouraging students to engage in reflective evaluation of their strategies and cognitive approaches. The efficacy of the AI platform is assessed through targeted interventions aimed at fostering metacognitive engagement and enhancing learning outcomes. The findings demonstrate that AI integration significantly supports students in identifying their cognitive strengths and limitations, while promoting the deployment of effective, adaptive problem-solving strategies. By reinforcing metacognitive interaction, this approach equips learners with the cognitive flexibility necessary to navigate complex mathematical tasks, simultaneously contributing to the progression of innovative, technology-enhanced pedagogical practices. Furthermore, the study highlights the role of AI-facilitated personalized learning and adaptive learning environments in supporting differentiated instruction tailored to individual learner profiles.

THE IMPLEMENTATION OF CHAT BOT AI TO ENHANCE METACOGNITIVE INTERACTION IN INTEGRAL CALCULUS: A CASE STUDY ON THE METHOD OF INTEGRATION Khoe Yao Tung
JOHME: Journal of Holistic Mathematics Education Vol. 9 No. 2 (2025): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v9i2.10424

This study investigates the integration of Artificial Intelligence (AI) technologies, with a particular emphasis on AI-based chatbots, to enhance metacognitive interactions in the learning of integral calculus, specifically within the domain of integration methods. By cultivating learners’ capacities for planning, monitoring, and evaluating their problem-solving strategies, AI-driven interventions act as catalysts for the development of metacognitive awareness in advanced mathematics instruction. Metacognition, which entails both the awareness and regulation of one’s cognitive processes, constitutes a critical determinant of effective problem-solving proficiency. Employing a case study design, this research explores the utilization of interactive AI chat prompts to deliver real-time guidance, thereby encouraging students to engage in reflective evaluation of their strategies and cognitive approaches. The efficacy of the AI platform is assessed through targeted interventions aimed at fostering metacognitive engagement and enhancing learning outcomes. The findings demonstrate that AI integration significantly supports students in identifying their cognitive strengths and limitations, while promoting the deployment of effective, adaptive problem-solving strategies. By reinforcing metacognitive interaction, this approach equips learners with the cognitive flexibility necessary to navigate complex mathematical tasks, simultaneously contributing to the progression of innovative, technology-enhanced pedagogical practices. Furthermore, the study highlights the role of AI-facilitated personalized learning and adaptive learning environments in supporting differentiated instruction tailored to individual learner profiles.

The Role of Cognizant Leadership in Improving Teacher Performance and The Quality of Education at XYZ Elementary School, Jambi Christian, Gideon; Tung, Khoe Yao
EDULEAD: Journal of Christian Education and Leadership Vol 6, No 2 (2025): EDULEAD: Journal of Christian Education and Leadership - December 2025
Publisher : Sekolah Agama Kristen Terpadu Pesat Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47530/edulead.v6i2.279

As a developing elementary school, SD XYZ in Jambi operates with a limited budget, which constrains its ability to provide adequate learning facilities, teaching resources, and teacher welfare. This study examines the role of Cognizant Leadership in improving teacher performance and the quality of education at SD XYZ, a new school facing challenges in resource limitations, student retention, and the need for adaptive and reflective leadership. The research employed a single-case qualitative design, with data collected through observation and interviews involving the principal, six teachers, two parents, and representatives of the school foundation. Data analysis followed an inductive process through coding stages of reduction, display, and conclusion drawing. The findings reveal that context-aware leadership has a significant positive impact on teacher motivation and performance, particularly through empathetic, participatory, and empowering approaches. Leadership practices such as openness to feedback, two-way communication, and data-informed evaluation strengthen collaborative and professional school culture. Although Cognizant Leadership has not yet been fully institutionalized, its potential is evident in building trust, improving resource management, and guiding teachers toward higher instructional quality.This study concludes that Cognizant Leadership offers a strategic and contextually relevant approach for developing elementary schools like SD XYZ to become more responsive, reflective, and quality-oriented. The findings contribute to the growing literature on awareness-based leadership and its role in enhancing teacher performance and educational

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