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Marwan Marwan
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Transformational Leadership Motivation And Job Satisfaction In Kindergarten Teachers: Kepemimpinan Transformasional Motivasi Kerja Dan Kepuasan Kerja Guru TK Masyrida Masyrida; Marwan Marwan; Munawar Munawar; Teuku Salfiyadi; Hera Yanti
Academia Open Vol. 11 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.13254

Abstract

General Background Leadership quality in early childhood education institutions plays a strategic role in shaping organizational conditions that support teacher professionalism. Specific Background Kindergarten teachers in Aceh Tamiang District face challenges related to leadership practices, work motivation, and job satisfaction that coincide with variations in teaching performance. Knowledge Gap Empirical studies that simultaneously examine transformational leadership, work motivation, and job satisfaction within the context of early childhood education remain limited, particularly in regional kindergarten settings. Aims This study aims to examine the relationships between principals’ transformational leadership style, teachers’ work motivation, job satisfaction, and kindergarten teacher performance in Aceh Tamiang District. Results Using a quantitative survey approach with regression and path analysis, the findings indicate that transformational leadership, work motivation, and job satisfaction each show statistically significant associations with teacher performance, both individually and jointly, while also demonstrating interconnected direct and indirect pathways. Novelty This study presents a comprehensive model that integrates transformational leadership with motivational and satisfaction variables based on empirical data from kindergarten teachers in a localized educational context. Implications The results provide evidence-based considerations for school leadership practices and educational management strategies aimed at strengthening teacher performance in early childhood education settings. Highlights: Principals’ leadership practices showed measurable associations with teacher outcomes Motivational and satisfaction factors demonstrated interconnected statistical pathways Combined variables explained a substantial proportion of performance variance  Keywords: Transformational Leadership; Work Motivation; Job Satisfaction; Teacher Performance; Kindergarten Education. Published date: 2026-02-10  
School Based Training Supports Continuous Professional Development in Kindergarten Teachers: Pelatihan Berbasis Sekolah Mendukung Keprofesian Berkelanjutan Guru Taman Kanak Kanak Risna Purwanti; Marwan Marwan; Siraj Siraj; Munawar Munawar; Sari Rizki
Academia Open Vol. 11 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.13337

Abstract

General Background: Continuing professional development is essential for strengthening teacher competence and sustaining educational quality in early childhood education. Specific Background: In Aceh Tamiang District, many kindergarten teachers still face limitations in early childhood learning methods, training access, and relevant professional development opportunities. Knowledge Gap: Empirical research remains limited on how a school-based training model is implemented for continuing professional development among kindergarten teachers in this local context. Aims: This study aimed to analyze the implementation of a school-based training model for the continuing professional development of kindergarten teachers in Aceh Tamiang District. Results: Using a qualitative case study involving 26 teachers, with data collected through observation, interviews, documentation, and focus group discussion, the study found that implementation was carried out systematically through planning, implementation, and evaluation stages. The process was supported by school-based management, teacher discipline, democratic principal leadership, educator commitment, professionalism, and adequate facilities. The study also identified obstacles, including limited understanding of school-based management among some education personnel, external policy intervention in school decision-making, limited mastery of teaching materials and teaching techniques, and uneven participation in evaluation meetings. Novelty: The study specifically examines school-based training and continuing professional development for kindergarten teachers in Aceh Tamiang by emphasizing local conditions, actual teacher needs, and institutional support. Implications: The findings indicate that school-based training can serve as a contextual and sustainable strategy for teacher professionalism when supported by participatory leadership, adequate resources, and stronger teacher capacity in learning management Highlights • Systematic stages covered program design, execution, and review.• Democratic leadership, staff discipline, and educator commitment sustained implementation.• Constraints involved managerial understanding, external policy pressure, teaching mastery, and meeting participation. KeywordsSchool Based Training; Continuing Professional Development; Kindergarten Teachers; School Based Management; Early Childhood Education
Coaching Based Academic Supervision for Kindergarten Teacher Professionalism: Supervisi Akademik Berbasis Coaching pada Profesionalisme Guru TK Rahyuni, Rahyuni; Marwan, Marwan; Munawar, Munawar; Idris, Jamaluddin; Mukhlisuddin, Mukhlisuddin ⁠
Academia Open Vol. 11 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.13259

Abstract

General Background: Quality education requires continuous teacher professional development supported by structured academic supervision. Specific Background: In practice, academic supervision in kindergartens often remains administrative and lacks reflective guidance, particularly in Aceh Tamiang Regency. Knowledge Gap: Limited studies integrate coaching techniques within academic supervision at the early childhood education level, especially in local contexts. Aims: This study examines the implementation of academic supervision through coaching techniques to improve kindergarten teacher professionalism. Results: Using a qualitative case study with interviews, observations, and document analysis, findings show supervision is conducted systematically through planning, classroom observation, reflection, and coaching-based follow-up. The approach encourages self-reflection, improvement of learning tools, adaptation of teaching strategies, and increased consistency in lesson plan implementation, classroom management, and professional responsibility. Novelty: The study provides a contextualized analysis of structured coaching integration within annual supervision cycles in kindergarten settings, highlighting its institutionalization in school quality management. Implications: Coaching-based academic supervision supports reflective and collaborative practices, strengthens teacher motivation and confidence, and contributes to improved learning quality in early childhood education. Highlights• Structured supervision stages guide reflective teaching practices• Coaching dialogue builds teacher motivation and confidence• Documented supervision cycle supports consistent classroom practices KeywordsAcademic Supervision; Coaching Techniques; Teacher Professionalism; Kindergarten Education; Reflective Practice
Co-Authors A. Hadi Mahmud Abd. Rasyid Syamsuri Abdullah Abdullah Abdurahman Abdurrahman Abu Bakar Achmad Wildan Dimyati Ade Devriany Aguk Nugroho Ahamad Rizal Sultan Ainul Mardhiah Alfi Syahrin, Alfi Almukarramah, Almukarramah Amin, Wansa Aminah Aminah Aminuyati Andri Herlambang Armaya Mangkunegara Asrillah Asrillah Azizah Azizah Bansu Irianto Ansari Bukhari Bukhari Ciptono Ciptono Cut Musriliani Dabet, Abubakar Danil Danil Darmayanti Darmayanti Deviyantoro Deviyantoro Dewi Murni Dewi, Cut Kumala Dhyan Purwitarini Diding Nurdin, Diding Donatus Datoq Edi Munawar Ekariani, Shelvi Eko Prasetyo Prayogi Sihombing Elviana Pona Rato Eva Suryani Fadhli Fadhliah M Alhadar Fadillah Adnan Farnida Esa Ferri Safriwardy Firmansyah, Juli Fitrah Hamzah Fitri Sarabunis G. Gunawan Gani, Muzakkar A. Gartika Setiya Nugraha Hamelya, Titik Haripamyu Haripamyu Harizal Harizal Hendra Susanto Hera Yanti Herayanti, Herayanti Hutabarat, Herbin Efendi Ibnu Hajar Ibnu Rusydy Ibrahim Ibrahim Ida Rosanti Idawati Idawati Idialita, Idialita Idris Syafrizal Iis Marsithah Imelda, Ria Ismail Ismail Ismawan, Indra Istib Saroh Jalaluddin Jalaluddin Jamaluddin Idris Jamaluddin Jamaluddin Jannati T Jauhari, Cut Intan jimi ronald, jimi Johan Fahri Joko Wahyudi Julita Julita Junawi, Junawi Junita Junita Khadijah Khadijah Khairani, Cut Khairul Anwar Khalili, Khalili Khuntari, Diana Lancy Maurina M. Fikri Jauhari M. Ikhsan M. Yusuf Mad Yusup Marnita Marthunis Rahmawaty Masyrida Masyrida Maulida, Muhammad Hashemi Mohd Isha Awang Muhammad Bahtiar Muhammad Dani Supardan Muhammad Muhammad Muhammad Yanis Muhammad Yusuf Muhammad Zaki Mukhlisuddin, Mukhlisuddin ⁠ Mulyadi, Said Munawar Munawar Munawar Munawar Munawar Munawar Murdiana, Murdiana Mursyidi Muthi’ah Muthi’ah Mutiara Gustyan Ayuni Najamuddin Najamuddin, Najamuddin Najmuddin MA, Najmuddin Nani Suryani Nazli Ismail Novieza Novieza Nur Aziz Nuraini Nuraini Nurhayati Rasyid Nuri Latifannisa Nurlaila Nurlaila Nurul Akmal Prihatin, Eka Rahmi Novalita Rahyuni Rahyuni Ratnawati Ratnawati Renilda Manis Da Gomez Riandi Marisa Rifqan Rifqan Rini Nur Risna Purwanti Ristiliana Ristiliana Rizki, Sari Ruminingsih Ruminingsih Said Hasan Saiful Bahri Saiful Bahri Saputri, Mutia Sari Rizki Siraj Siraj Siraj Siraj Siraj Siraj Suhelmi, Suhelmi Syahputra Amri Taruna, Wilis TATI NURHAYATI Teuku Salfiyadi Vivin Astharyna Harysart Wardani, Zenderi Wihelmus Sede Win Konadi Yahya Don Yanis Muhammad Yusransal*, Yusransal Zawiyah Saharuna