Article Per Year (5 Year)
p-Index From 2021 - 2026
0.817
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This Author published in this journals
All Journal Journal of Educational Management and Instruction (JEMIn) Indonesian Journal on Learning and Advanced Education (IJOLAE)
Moses Adeleke Adeoye
Faculty of Education, Al-Hikmah University Ilorin
Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Beyond the Classroom: Investigating Learning and Motivation among EFL Undergraduate Students in Indonesia Entika Fani Prastikawati; Moses Adeleke Adeoye; Samantha Curle; Rika Riwayatiningsih
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 7, No. 2, May 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v7i2.8579

Abstract

The increasing importance of English as a global lingua franca necessitates effective language learning strategies, particularly for EFL (English as a Foreign Language) students in Indonesia. This research explores the factors influencing English language acquisition among EFL undergraduate students at Universitas Persatuan Guru Semarang. Employing a quantitative research design, the study utilised an online survey to collect data from 43 students. It focused on their engagement with online learning platforms, participation in extracurricular activities, informal learning environments and motivational factors. The findings revealed that while students actively engaged with online resources, their participation in curricular activities was notably low, contrasting with existing literature emphasising the significance of age development. Furthermore, informal learning environments were recognised as valuable yet underutilised, and intrinsic and extrinsic motivations played a role. In conclusion, this study highlights the need for a more integrated approach to English language education that harmonises various learning contexts. The research contributes to the field by proposing the "Integrated Engagement Model for EFL Learning," which emphasises the interconnectedness of online resources, extracurricular activities, informal learning and motivation. By providing a new conceptual framework and methodological approach, this study offers valuable insights for educators and policymakers aiming to enhance language learning experiences and outcomes for EFL students in Indonesia.
Fostering Effective Teaching Practices: Integrating Formative Assessment and Mentorship in Indonesian Preservice Teacher Education Entika Fani Prastikawati; Moses Adeleke Adeoye; John Charles Ryan
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 6, No. 2, May 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v6i2.23431

Abstract

The paper explores the implementation and effectiveness of formative assessment strategies to decorate the mastery of teaching competencies among preservice teachers in Indonesia. It specializes in the role of mentoring in guiding and helping preservice teachers efficiently make use of formative assessment practices to improve their instructional techniques and learner studying results. The study investigates the demanding situations and opportunities encountered in integrating formative assessment into the teacher education curriculum and offers guidelines for enhancing the mentorship system. The research method uses a systematic literature review incorporating the evaluation synthesis and guidance for mentors in enhancing the skills and knowledge of future educators in the context of formative assessment. The findings of the current study are exemplified through an analysis of the several facets of formative assessment and its advantages in enhancing teaching and students' acquisition of knowledge. The findings also offer precious insights for teachers, mentors, and policymakers seeking to elevate the best of teacher education packages and continuous professional improvement amongst preservice teachers by guiding them on the rigorous theories and procedures of formative assessment. This study provides a summary of the theoretical contributions and a step-by-step process for implementing formative assessment. It also discusses the implications of formative assessment for assessment education policies and practices in Indonesia.
How transformational leadership shapes teacher job satisfaction: Evidence from public secondary schools in South-West Nigeria Moses Adeleke Adeoye
Journal of Educational Management and Instruction (JEMIN) Vol. 6 No. 1 (2026): January - June 2026
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v6i1.12667

Abstract

Teacher job satisfaction remains a critical challenge in many public secondary schools in Nigeria, with important implications for teacher retention, instructional quality, and school effectiveness. Although transformational leadership has been widely recognized as an important leadership approach, empirical evidence regarding the relative contribution of its four dimensions to teacher job satisfaction in South-West Nigeria remains limited. This study investigated the relationship between principals' transformational leadership and teachers' job satisfaction across public secondary schools in Oyo, Ogun, and Ondo States. A quantitative correlational survey design was employed involving 72 principals and 731 teachers selected through proportional sampling. Data were collected using the Transformational Leadership Styles and Teachers' Job Satisfaction Questionnaire (TLSTJSQ), which demonstrated satisfactory reliability (Cronbach's α = 0.87). Descriptive statistics and multiple regression analysis were used for data analysis. The findings revealed that principals demonstrated a moderate-to-high level of transformational leadership (M = 3.08), while teachers reported moderate job satisfaction (M = 2.88), with intrinsic satisfaction exceeding extrinsic satisfaction. Transformational leadership was positively associated with teacher job satisfaction (R = 0.319, R² = 0.102, p < 0.05). Inspirational motivation emerged as the strongest predictor, followed by intellectual stimulation, individualized consideration, and idealized influence. These findings underscore the importance of strengthening transformational leadership competencies, particularly vision-building and intellectual engagement, to enhance teacher satisfaction and support school improvement initiatives.
Co-Authors Entika Fani Prastikawati Entika Fani Prastikawati John Charles Ryan Rika Riwayatiningsih Samantha Curle