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All Journal EDUTECH: Jurnal Ilmu Pendidikan dan Ilmu Sosial Hijri Nizhamiyah Jurnal Eduscience (JES) Jurnal Manajemen Pendidikan Dasar, Menengah dan Tinggi [JMP-DMT] Jurnal Nasional Holistic Science JUrnal Riset Ilmu Pendidikan EduMatika: Jurnal MIPA Indonesian Journal Education JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah Riwayat: Educational Journal of History and Humanities
Astri Novia Siregar
Universitas Muhammadiyah Sumatera Utara
Religion Humanities Chemistry Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Analysis of Factors Influencing Teacher Performance at Public Elementary Schools in Sosopan Subdistrict Siregar, Astri Novia; Bancin, Aswin
JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah Vol 8, No 4 (2023): Agustus, Social Religious, History of low, Social Econmic and Humanities
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jimps.v8i4.27170

Abstract

This research has a fundamental objective, which is to identify and analyze the influential factors on teacher performance within an educational context. The methodology employed in this study is a quantitative approach, aimed at collecting measurable data for statistical analysis. The research was conducted in the Sosopan Subdistrict, Padang Lawas District, with a focus on public schools. The studied population encompassed all teachers in the Elementary Public Schools (SDN) within the area, with a sample size of 129 teachers participating. To ensure the validity of the utilized instruments, a validity test was conducted using the Product Moment formula, while the instrument's reliability was examined through the Cronbach's Alpha formula. The findings of this research reveal that the main factors influencing teacher performance in the SDN of Sosopan Subdistrict are work culture, job satisfaction, and work motivation. Through multiple regression analysis, it becomes evident that these factors bear a significant relationship with teacher performance. This underscores the importance of a positive working environment, adequate satisfaction levels, and high motivational drive in enhancing the performance of teachers within the educational milieu. These findings offer valuable insights for the development of strategies and policies aimed at improving the quality of education in local schools.
Transformational leadership of the principal in improving the professional competence of teachers at SMA Negeri 1 Sosopan, Padang Lawas Regency Astri Novia Siregar
Holistic Science Vol. 5 No. 3 (2025): Jurnal Nasional Holistic Sciences
Publisher : Lembaga Riset Mutiara Akbar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56495/hs.v5i3.1535

Abstract

This study aims to describe the principal's transformational leadership in improving teachers' professional competence at SMA Negeri 1 Sosopan, Padang Lawas Regency. This study uses a qualitative method with a case study approach. The research subjects consisted of the principal and teachers. Data collection techniques were carried out through observation, interviews, and documentation. Data analysis was carried out through the stages of data reduction, data presentation, and drawing conclusions, while data validity was tested through source and technique triangulation. The results showed that the principal had implemented transformational leadership through four dimensions, namely idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. The principal demonstrated exemplary behavior, provided motivation, encouraged learning innovation, and provided individual attention and guidance to teachers. This leadership had a positive impact on improving teachers' professional competence, as demonstrated by improving teachers' abilities in planning learning, implementing learning, using learning media, and increasing motivation in developing professional competence. In addition, transformational leadership also created a conducive and professional work environment. Thus, the principal's transformational leadership plays an important role in improving teachers' professional competence and the quality of learning in schools.
Implementation of qualitative research methodology in the study of transformational leadership of school principals to strengthen educational management (case study at SMA Negeri 1 Sosopan, Padang Lawas Regency) Astri Novia Siregar
EduMatika: Jurnal MIPA Vol. 6 No. 2 (2026): EduMatika: Jurnal MIPA
Publisher : Lembaga Riset Mutiara Akbar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56495/emju.v6i2.1668

Abstract

This study aims to analyze the implementation of qualitative research methodology in uncovering the principal's transformational leadership practices and their contribution to strengthening educational management at SMA Negeri 1 Sosopan, Padang Lawas Regency. The study used a qualitative approach with a case study design. Informants were selected purposively, including the principal, vice principal, teachers, and education staff. Data were collected through in-depth interviews, observations, and documentation studies, then analyzed using the interactive model of Miles, Huberman, and Saldaña through data condensation, data presentation, and conclusion drawing. Data validity was guaranteed through source triangulation, technical triangulation, and member checking. The results showed that the qualitative research methodology was able to comprehensively uncover transformational leadership practices that include idealized influence, inspirational motivation, intellectual stimulation, and individual attention. These four dimensions contribute to strengthening educational management through building trust, unifying organizational vision, developing an innovative culture, and empowering human resources. This study confirms that a qualitative case study-based approach is effective in producing an in-depth, contextual, and empirical understanding of transformational leadership as a basis for strengthening participatory, adaptive, and sustainable educational management.
A valid, practical, and effective transformational leadership–based educational management model for improving elementary school teachers’ performance in padang lawas regency Astri Novia Siregar
Indonesian Journal Education Vol. 5 No. 1 (2026): Indonesian Journal Education (IJE)
Publisher : Lembaga Riset Mutiara Akbar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56495/ije.v5i1.1536

Abstract

This study aims to develop a transformational leadership–based educational management model that is valid, practical, and effective for improving elementary school teachers’ performance in Padang Lawas Regency, North Sumatra. The research was motivated by suboptimal teacher performance caused by conventional principal leadership practices and the limited integration of management functions with transformational leadership principles. The study employed a Research and Development (R&D) approach based on the Borg and Gall model, involving stages from preliminary study to final product refinement. Participants included principals and teachers from public elementary schools in Sosopan District. Data were collected through interviews, observations, questionnaires, documentation, and testing, and analyzed using qualitative and quantitative techniques, including validity, reliability, and effectiveness analysis. The results indicate that the developed model meets high criteria of validity, practicality, and effectiveness. Implementation across three trial stages demonstrated significant improvements in principals’ transformational leadership dimensions and teacher performance in planning, implementation, and evaluation of learning. The findings suggest that integrating educational management functions with transformational leadership principles can systematically enhance teacher performance and support sustainable school quality improvement.
BUILDING ENTREPRENEURIAL SCHOOL LEADERSHIP ON PSYCHOLOGICAL SAFETY: A QUALITATIVE CASE STUDY IN RESOURCE-CONSTRAINED PRIMARY SCHOOLS Faisal Rahman Dongoran; Astri Novia Siregar; Hasnah Irawati Lubis; Indra Pilianti Dongoran
JURNAL EDUSCIENCE Vol 13, No 4 (2026): Jurnal Eduscience (JES), (Authors from South Africa, Philippines, and Indonesia
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i4.9536

Abstract

Purpose – Most school leadership research departs from assumptions that do not hold in many real-world contexts: adequate infrastructure, stable government funding, and sustained public trust in state-provided education.Methodology – Thematic analysis progressed through three stages, following the grounded theory procedures outlined in NVivo 15, which supported the work throughout.Findings – This study addresses the resulting gap through a qualitative case study of a state primary school in Tapanuli Tengah, North Sumatra, Indonesia, where the incumbent principal raised the school's accreditation from B to A under significant resource constraints. Twelve informants from four institutional positions participated in semi-structured interviews. Transcripts were coded in NVivo 15 through open, axial, and selective coding stages. Five core themes emerged: the manifestation of entrepreneurial competence through an asset-based orientation and a dual-channel resource strategy; humanizing leadership practices centered on psychological safety; pedagogical and managerial innovation as quality-improvement mechanisms; leadership resilience as a system of learnable practices; and community trust as strategically managed social capital. Two original theoretical constructs emerged: the dual conviction model, which holds that lasting motivation requires simultaneous beliefs in meaningfulness and personal capability, and the humanizing entrepreneurial leadership framework, which repositions psychological safety as a causal precondition rather than an ethical supplement.Contribution – Both constructs carry direct implications for leadership development programs in under-resourced school contexts.
THE INFLUENCE OF PRINCIPALS' TRANSFORMATIONAL LEADERSHIP ON TEACHERS' PERFORMANCE THROUGH WORK CULTURE, JOB SATISFACTION, AND WORK MOTIVATION Astri Novia Siregar; Junita Junita
JURNAL EDUSCIENCE Vol 13, No 4 (2026): Jurnal Eduscience (JES), (Authors from South Africa, Philippines, and Indonesia
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i4.9533

Abstract

Purpose –This study examines the influence of principals’ transformational leadership on teachers’ performance and the roles of work culture, job satisfaction, and work motivation in explaining this relationship in public elementary schools in Sosopan District, Padang Lawas Regency, North Sumatra Province, Indonesia.Methodology – This study employed a quantitative approach with an explanatory survey design. The research was conducted from March to June 2026 in twelve public elementary schools in Sosopan District. The population consisted of 159 teachers, and 129 teachers were selected using proportionate random sampling. Data were collected through structured questionnaires using a five-point Likert scale. Data were analyzed using path analysis, preceded by a Lilliefors normality test. Partial relationships were tested using t-tests, and the simultaneous model was tested using an F-test at α = 0.05.Findings – The results revealed that principals’ transformational leadership has a positive and significant direct effect on work culture (ρ = 0.335; t = 4.013; p < 0.05), job satisfaction (ρ = 0.233; t = 2.698; p < 0.05), work motivation (ρ = 0.234; t = 2.707; p < 0.05), and teachers’ performance (ρ = 0.170; t = 2.506; p < 0.05). Furthermore, work culture (ρ = 0.508; t = 6.910; p < 0.05), job satisfaction (ρ = 0.146; t = 2.076; p < 0.05), and work motivation (ρ = 0.135; t = 2.056; p < 0.05) were found to have positive and significant direct effects on teachers’ performance. Simultaneously, transformational leadership, work culture, job satisfaction, and work motivation significantly influenced teachers’ performance (F = 32.650; p < 0.05), with an Adjusted R² value of 0.512. Among the predictor variables, work culture emerged as the strongest determinant of teachers’ performance.Contribution – The study contributes to educational leadership research by integrating leadership, organizational culture, and psychological working conditions into a single empirical path model.
Co-Authors Amiruddin Amiruddin Aswin Bancin* Aulia, Syifa Siti Bahdin Nur Tanjung Br. Depari, Risma Dewi Damanik, Jamal Elfrianto ., Elfrianto Endang Manullang, Rasmauli Saria Faisal Rahman Dongoran Hasnah Irawati Lubis Hutapea, Rotua Sriyanti Indra Pilianti Dongoran Irvan, Irvan Isman, Muhammad Isman, Muhammad Junita Junita M.Pd, Akrim Mariono, Mariono Purba, Aminatul Juhri Purba, Resti Maya Yohana Romaulina Simanjuntak Siregar, Rizka Zusanti Sugesti, Tutik Sulasmi, Emilda Zulfiati, Heri Maria Zulfiati3 Zulpriyadi, Fajar