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All Journal Jurnal Pendidikan (Teori dan Praktik) Journal of Pedagogy and Education Science IJIS Edu : Indonesian Journal of Integrated Science Education Edumaspul: Jurnal Pendidikan
Handoko Handoko
University of Lampung
Biochemistry, Genetics & Molecular Biology Decision Sciences, Operations Research & Management 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.
Principal Transformational Leadership Style on Teacher Performance Marsasanda Andarin; Hasan Hariri; Siti Rahma Sari; Handoko Handoko
Jurnal Pendidikan (Teori dan Praktik) Vol 10 No 2 (2025): Vol. 10 No. 2 (2025): Volume 10, Nomor 2, September 2025
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jp.v10n2.p219-231

Abstract

Improving the quality of education depends greatly on enhancing teacher performance, which remains a persistent challenge in many schools. Several studies indicate that low motivation, limited creativity in teaching, and minimal teacher participation in decision-making continue to hinder educational progress. This review examines how the transformational leadership style of principals influences teacher performance through motivation, commitment, discipline, and the development of a positive school culture. This study used a qualitative descriptive literature review to analyze eighteen peer-reviewed publications issued between 2018 and 2024. The review process included identifying, selecting, and synthesizing research related to principal leadership and teacher performance. The findings show that transformational leadership directly improves teacher motivation, job satisfaction, and commitment to the profession. It also reveals that these effects are reinforced by mediating factors such as work discipline, intrinsic motivation, and teacher commitment. Furthermore, a supportive school culture strengthens the overall impact of leadership, creating an environment that encourages collaboration, trust, and shared goals. The results suggest that transformational leadership is a key factor in promoting teacher professionalism and the overall quality of education. Principals who act as visionary leaders, motivators, and mentors can build a culture of continuous improvement within their schools. The study recommends further empirical research using longitudinal and comparative approaches to validate these findings and explore how different leadership frameworks can be integrated to support sustainable educational excellence.
Class Management Based on Non-Discrimination for Children with Special Needs in Inclusive Education Program in Lampung Sowiyah Sowiyah; Handoko Handoko; Sheren Dwi Oktaria
IJIS Edu : Indonesian Journal of Integrated Science Education Vol 8, No 2 (2026): In Press - July
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijisedu.v8i2.10572

Abstract

Inclusive education requires non-discriminatory classroom management to support diverse learners, including students with special educational needs. This study investigates the implementation of non-discriminatory classroom management in inclusive primary schools in Lampung Province, Indonesia. A quantitative survey was conducted involving 173 teachers and educational staff. Non-discriminatory classroom management was measured using eight indicators, including behavioral equality, inclusive environment, language use, responsiveness to diversity, student participation, anti-bullying education, accessibility, and human rights education. The findings indicate a high level of implementation, with an overall mean score of 4.46 on a five-point Likert scale. Behavioral equality, student participation, and anti-bullying education emerged as the strongest indicators, while inclusive language use and accessibility showed comparatively lower scores. The novelty of this study lies in its indicator-based, classroom-level assessment of non-discriminatory classroom management, which remains underexplored in inclusive education research, particularly in developing country contexts. The study contributes empirical evidence from Indonesia and provides a practical framework to inform inclusive education policy, teacher professional development, and equitable classroom management practices.
Co-Authors Hariri, Hasan Marsasanda Andarin Muhammad Mujtaba Asad Muhtasor Muhtasor Riswandi, Riswandi Sari Indrayani Sheren Dwi Oktaria Siti Rahma Sari Sowiyah Sowiyah