Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal Journal of Pedagogy and Education Science Edumaspul: Jurnal Pendidikan
Handoko Handoko
University of Lampung
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Effect of Visionary School Principal Leadership and Organizational Culture on Teacher Performance in Junior High Schools Muhtasor Muhtasor; Hasan Hariri; Sowiyah Sowiyah; Handoko Handoko
Edumaspul: Jurnal Pendidikan Vol 9 No 2 (2025): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v9i2.9122

Abstract

The purpose of this study was to examine the partial effects of visionary school leadership and organizational culture on teacher performance. This study used a quantitative approach. The population of this study consisted of all junior high school teachers in Pringsewu Regency, Lampung Province, totaling 822 teachers. From this population, a sample of 274 teachers was selected using proportional random sampling. Data collection was conducted by distributing questionnaires using a five-point Likert scale. The data analysis technique used in this study was simple regression. The results showed that the direct influence of visionary leadership on teacher performance was 77.8%. Meanwhile, the direct influence of organizational culture on teacher performance was 74.5%. Further research is recommended to expand the sample and use a qualitative approach to obtain more in-depth results.
Deep Learning in Vocational Education: A Quantitative Study of Teachers’ Readiness and Implementation Challenges in Lampung, Indonesia Sari Indrayani; Hasan Hariri; Riswandi Riswandi; Handoko Handoko; Muhammad Mujtaba Asad
Journal of Pedagogy and Education Science Vol 5 No 01 (2026): Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jpes.001635

Abstract

This study aims to examine the readiness of vocational school teachers in Lampung to implement deep learning pedagogy and to identify the challenges they face in the process. A quantitative descriptive survey design was employed, with data collected from 1,000 public vocational school teachers using a structured questionnaire distributed via Google Forms, and analyzed through descriptive statistics in Microsoft Excel. The findings indicate that teachers demonstrated medium-to-high readiness, with strong results in access to technology (79%), digital competence (75%), integration and implementation (78%), and innovation and evaluation (77%), while collaboration and professional development were relatively weaker (71%), signaling the need for enhanced peer learning and sustained training. The novelty of this study lies in being among the first to map teacher readiness for deep learning pedagogy in vocational education, offering empirical evidence from a large-scale sample. The results have practical implications for policymakers and school leaders to strengthen digital infrastructure, expand professional development programs, and foster collaborative practices that support sustainable adoption of deep learning. Overall, this study contributes to the global literature by confirming teacher readiness as a decisive factor for the successful implementation of deep learning pedagogy and provides context-specific insights to inform future policy and practice in vocational education.
Co-Authors Hariri, Hasan Muhammad Mujtaba Asad Muhtasor Muhtasor Riswandi, Riswandi Sari Indrayani Sowiyah Sowiyah