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All Journal Jurnal Manajemen Pendidikan: Jurnal Ilmiah Administrasi, Manajemen dan Kepemimpinan Pendidikan Al Ishlah Jurnal Pendidikan Jurnal Administrasi Pendidikan Indonesia Jurnal Administrasi dan Manajemen Pendidikan JAMP : Jurnal Administrasi dan Manajemen Pendidikan Jurnal Pasca Dharma Pengabdian Masyarakat Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Jurnal Pendidikan Terapan Journal of Vocational, Informatics and Computer Education
Abubakar Abubakar
Universitas Pendidikan Indonesia
Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Perceived Organizational Support in Education: A Systematic Literature Review and Implications for School Management and Leadership Hanyfa Shofia Azahra Zulfa; Eka Prihatin; Abubakar Abubakar; Hanyfa Shofia Azahra Zulfa; Eka Prihatin; Abubakar
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 8 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i8.2026.13

Abstract

Perceived organizational support (POS) has attracted increasing attention in educational research, yet existing evidence remains theoretically fragmented and offers limited guidance for school management and leadership. This study aims to synthesize the literature on teachers’ POS by mapping teacher outcomes, dominant theoretical frameworks, leadership and organizational antecedents, and their implications for educational leadership. Following the PRISMA 2020 guidelines, 89 empirical studies published between 2019-2026 were identified through Scopus and ERIC and synthesized narratively. The findings: work engagement, teacher well-being, job satisfaction, and teacher performance are the most prominent promotive outcomes, whereas burnout and turnover intention represent the primary protective outcomes. Social Exchange Theory dominates the literature, alongside Organizational Support Theory, the Job Demands–Resources model, Conservation of Resources Theory, and Self-Determination Theory. The review further suggests that POS operates through both promotive and protective mechanisms and functions not only as a direct predictor but also as a mediator and moderator of teacher outcomes. For school management and leadership, POS should be understood as a system-level organizational outcome shaped by the alignment of leadership practices, organizational procedures, and material working conditions. Future research should adopt more longitudinal, mixed-methods, and cross-cultural designs, particularly in underrepresented contexts such as Islamic educational institutions.
Digital Financial Management and Financial Accountability in Community Learning Centers: The Mediating Role of BOS Fund Management Effectiveness Abubakar Abubakar; Reza Ahmad Madani; Taufani C. Kurniatun; Abubakar; Reza Ahmad Madani; Taufani C. Kurniatun; Eka Prihatin
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 10 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i10.2026.14

Abstract

The increasing demand for transparent and accountable financial governance has encouraged educational institutions to adopt digital financial management systems. However, empirical evidence explaining how digital financial systems improve accountability through organizational management processes remains limited, particularly in Community Learning Centers (CLC). This study aimed to examine the effects of the ARKAS application system on the effectiveness and accountability of fund management of Bantuan Operasional Sekolah (BOS), as well as the mediating role of management effectiveness. A quantitative survey was conducted involving 62 members of BOS fund management teams from CLC in Bandung Regency, Indonesia, selected through purposive sampling. Data were collected using a structured questionnaire and analyzed using descriptive statistics, multiple regression, path analysis, and the Sobel test. The results revealed that the ARKAS application system significantly improved both the effectiveness and accountability of BOS fund management. Furthermore, management effectiveness significantly enhanced accountability and mediated the relationship between the ARKAS application system and accountability. These findings imply that CLC should integrate digital financial management with continuous managerial capacity development to strengthen financial governance. The study contributes to educational financial management literature by demonstrating that management effectiveness constitutes the organizational mechanism through which digital financial systems enhance accountability in non-formal education.
Co-Authors Aan Komariah Abubakar Abubakar Andi Iswandi Asep Suryana diding nurdin nurdin Diding Nurdin, Diding Eka Prihatin Eka Prihatin Hanyfa Shofia Azahra Zulfa Hanyfa Shofia Azahra Zulfa Muhammad Luthfi Reza Ahmad Madani Reza Ahmad Madani Rina Sya’diyyah Rizki Satria Nugraha Sumarto Sumarto Surachman, Eka Sururi . Suryadi Suryadi Taufani C. Kurniatun Taufani C. Kurniatun Taufani Chusnul Kurniatun