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All Journal Potensia Tadrib: Jurnal Pendidikan Agama Islam Al Ishlah Jurnal Pendidikan Jurnal Ilmiah Peuradeun LET: Linguistics, Literature and English Teaching Journal Dinamika Ilmu Journal of English for Academic and Specific Purposes (JEASP) Edukasi Islami: Jurnal Pendidikan Islam Jurnal Basicedu AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences JL3T (Journal of Linguistics, Literature and Language Teaching) Fitrah: Journal of Islamic Education ELTALL: English Language Teaching, Applied Linguistic and Literature Journal Evaluation in Education (JEE) DINAMIKA ILMU: Jurnal Pendidikan Journal of Educational Sciences Jurnal Basicedu TELL - US JOURNAL PRIMACY Journal of English Education and Literacy
Tien Rafida, Tien
Unknown Affiliation
Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Mechanical Engineering Social Sciences Other

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Analyzing the Impact of Leadership, School Culture, Organizational Communication, and Academic Supervision on Teacher Performance Amin, M.; Rafida, Tien; Rifai, Muhammad; Nisoh, Anan
JURNAL AL-TANZIM Vol 10, No 3 (2026): IN PRESS
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v10i3.13566

Abstract

This study aims to analyze the influence of leadership, school culture, organizational communication, and academic supervision on improving teacher performance in schools, with academic supervision as an intervening variable. This study uses a quantitative approach through survey methods and path analysis techniques. The results of the study indicate that leadership has a direct effect on academic supervision (6.1%), school culture (9.7%), and organizational communication (3.0%). Furthermore, leadership has a direct effect on teacher performance (16.8%), school culture (6.2%), organizational communication (9.0%), and academic supervision (8.1%). The indirect effect through academic supervision is relatively small, namely leadership by 2.1%, school culture by 2.2%, and organizational communication by 1.5%. This indicates that the role of academic supervision as a mediating variable is still weak. Simultaneously, leadership, school culture, organizational communication, and academic supervision account for 56.5% of improvements in teacher performance, while other factors outside the research model account for 43.5%. Based on these findings, this study develops a new conceptual model, namely the Direct Influence Dominance-Based Teacher Performance Model (MKG-DPL), which confirms that improvements in teacher performance are more strongly influenced by direct strengthening of organizational variables than by mediation mechanisms.
The Effect of Visionary Leadership Managerial Ability and Job Satisfaction on Teacher Performance Azhari, Muhammad Taufiq; Wijaya, Candra; Rafida, Tien
Journal Evaluation in Education (JEE) Vol 6 No 2 (2025): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i2.1614

Abstract

Purpose of the Study: The study focuses on three key variables: visionary leadership of madrasah principals, managerial ability, and job satisfaction. These variables are explored as internal and institutional factors that shape the meaning of educational quality and directly impact teacher performance. The research aims to determine which of these factors plays the most significant role in enhancing the effectiveness and productivity of certified teachers within the context of Islamic educational institutions. Methodology: This research employs a quantitative survey method to measure respondents’ perceptions and attitudes. It is categorized as confirmatory research, validating existing theoretical models by identifying the most influential variables affecting teacher performance. Additionally, it uses a correlational approach to measure the strength and direction of the relationships between the selected variables and teacher outcomes. A total of 242 respondents were selected using random sampling, and data were analyzed using path analysis to explore both direct and indirect effects. Main Findings: The study reveals that visionary leadership, managerial competence, and job satisfaction all exert significant direct effects on teacher performance. Among them, visionary leadership is identified as the most dominant contributor. Novelty/Originality of the Study: The novelty lies in the simultaneous and integrative investigation of leadership, managerial skills, and job satisfaction within a specific regional and institutional context. Unlike prior studies that often analyze these factors in isolation, this research offers a comprehensive causal model tailored to Madrasah Tsanawiyah Negeri, filling a gap in the literature on Islamic school leadership and performance enhancement.
Performance of Islamic Religious Education Supervisors in Central Aceh District Rasidah, Rasidah; Rafida, Tien; Hadijaya, Yusuf
Journal Evaluation in Education (JEE) Vol 6 No 4 (2025): October
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i4.2231

Abstract

Purpose of the study: This study aims to analyze the performance of supervisors in improving the quality of Islamic Religious Education (IRE) in Aceh Tengah District by examining their roles in academic and managerial supervision, the strategies employed to strengthen teacher performance, and the internal and external factors that influence their success. Methodology: This study used a descriptive qualitative method with a field study approach; data were collected from IRE supervisors, school principals, and teachers through in-depth interviews, direct observation, and document analysis, followed by thematic analysis. Main Findings: The findings reveal that supervisors play a pivotal role in enhancing learning quality through structured teacher mentoring, support for curriculum development, classroom observation, and performance evaluation. Effective supervisory practices include coaching clinics, collaborative lesson planning, and reflective supervision. However, several challenges hinder optimal implementation, such as limited professional development opportunities, insufficient operational support, constrained supervision coverage areas, and disparities in teachers’ digital competence. Despite these limitations, collaborative strategies involving supervisors, principals, and teachers demonstrate strong potential to resolve supervisory barriers and promote a culture of continuous improvement. Novelty/Originality of this study: The novelty of this study lies in its formulation of an integrated supervisory performance framework that connects the academic, managerial, and digital supervision dimensions within the context of Islamic education, an area underexplored in previous research. The study recommends strengthening competency-based supervisor training, increasing resource allocation, and enhancing inter-agency coordination to ensure sustainable, systemic improvements in the Islamic Religious Education supervisory ecosystem.
Co-Authors Abdullah, Radhinal Adyanto, Poniman Agus Suryadi Amiruddin Siahaan Ananda, Rusydi Anisa Maulidya Azhari, Muhammad Taufiq Candra Wijaya, Candra Daulay, Sholihatul Hamidah Ernita Daulay Fatkhur Rohman Hadi, Riswan Harahap, Mariani HASIBUAN, ANGGI SYARIAH Hasibuan, Humaidah Br. Lubis, Nursyahrina M. Amin Mesiono, Mesiono Muhammad Fadhli Muhammad Rifai Nasution, Elsa Septriana Wijaya Nasution, Khairani Nasution, Muhammad Amri Nisoh, Anan Novita Sari Prayuni, Ary Purnomo, Maslathif Dwi Ramadhani, Shella Fitri Ramadhaniar, Ramadhaniar Rasidah Rasidah, Rasidah Rifa’i, Muhammad Sahkholid Nasution Samosir, Sri Aulia Sitompul, Lasma Roha Sulasmi Sulasmi Suwandi Suwandi Yanti, Aprili Yusuf Hadijaya Zebar, A.