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Suhaimi
Universitas Lambung Mangkurat
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Physics Social Sciences Other

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THE INFLUENCE OF SCHOOL PRINCIPALS' TRANSFORMATIONAL LEADERSHIP, ORGANIZATIONAL CLIMATE, ORGANIZATIONAL COMMITMENT ON THE PERFORMANCE OF PUBLIC PRIMARY EDUCATIONAL TEACHERS Tiara Fortuna Thika; Aslamiah; Suhaimi
Esteem Journal of English Education Study Programme Vol. 7 No. 2 (2024): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v7i2.16611

Abstract

The purpose of this study is to examine how the organizational commitment, organizational climate, and transformational leadership of the principal affect teacher performance both directly and indirectly. This is a quantitative, explanatory study that uses testing hypotheses as its methodology. A total of 252 teachers comprised the research population, and 159 of them were selected through random selection techniques to serve as research samples. Questionnaires are used for data collecting, while descriptive analysis, multiple linear regression analysis, classical assumption tests, and path analysis are used for data analysis. The results of this research show that the variable regression value is a positive number, such as the regression coefficient of the principal's transformational leadership variable on the teacher performance variable (X1-Y) of 0.418, the regression coefficient of the principal's transformational leadership variable on the organizational commitment variable (X1-Z) of 0.335, The regression coefficient of the organizational climate variable on the teacher performance variable (X2-Y) is 0.179, the regression coefficient of the organizational climate variable on organizational commitment (X2-Z) is 0.637, the regression coefficient of the organizational commitment variable on the teacher performance variable (Z-Y) is 0.271, the regression coefficient the principal's transformational leadership through organizational commitment to teacher performance (X1-Z-Y) is 0.090 and the regression coefficient of organizational climate through organizational commitment to teacher performance (X2-Z-Y) is 0.172. The study's findings indicate that there is a strong direct relationship between the principal's transformational leadership variables, organizational climate, and organizational commitment, and that there is a strong indirect relationship between the principal's transformational leadership and organizational commitment, as well as a significant relationship between the organization's climate and organizational commitment and teacher performance.
MANAJEMEN DAN ADMINISTRASI TENAGA PENDIDIK DI MAN 3 BANJARMASIN Daris Septiawan; Muhammad Abdurrahman; Muhammad Akmal; Suhaimi
Jurnal Administrasi Pendidikan (JAP) Vol. 1 No. 2 (2026): Januari-Maret
Publisher : Jurnal Administrasi Pendidikan (JAP)

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Abstract

Manajemen dan administrasi staf pengajar sangat penting untuk menjaga kualitas pendidikan dan profesionalisme guru di madrasah. Penelitian ini membahas isu-isu inti seperti perencanaan staf strategis, rekrutmen, pengembangan profesional, dan adaptasi terhadap kebijakan pendidikan yang berkembang dan administrasi digital. Tujuannya adalah untuk menyelidiki implementasi manajemen dan administrasi staf pengajar di MAN 3 Banjarmasin, dengan menekankan sepuluh aspek kunci: perencanaan, rekrutmen, penempatan, pengembangan, penilaian kinerja, kesejahteraan, disiplin, evaluasi, administrasi personalia, dan hubungan/komunikasi internal. Dengan mengadopsi pendekatan deskriptif kualitatif, data dikumpulkan melalui wawancara mendalam dengan tiga responden: satu asisten Wakil Kepala Sekolah dan dua guru. Analisis dilakukan dalam tiga tahap: reduksi data, penyajian data, dan penarikan kesimpulan. Hasil menunjukkan pelaksanaan sistematis yang selaras dengan peraturan. Perencanaan disesuaikan dengan kebutuhan kurikulum dan kualifikasi guru; pengembangan profesional mencakup pelatihan, lokakarya, dan supervisi. Administrasi personalia didigitalisasi menggunakan SIMPEG, meskipun guru senior mengalami kesulitan adaptasi. Singkatnya, manajemen yang efektif bergantung pada kolaborasi antara madrasah dan guru, yang didukung oleh penyediaan kesejahteraan, pengembangan berkelanjutan, dan komunikasi internal untuk meningkatkan kinerja dan profesionalisme dalam pendidikan kontemporer.
Conflict Management Strategies for Character Building in Outstanding Wetland-Based Schools: A Case Study of Elementary Schools in North Banjarmasin Suhaimi; Noorahim W; Ni'mah
Jurnal Penelitian Pendidikan IPA Vol 11 No 9 (2025): September
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i9.12223

Abstract

This study aims to examine the conflict management strategies employed by teachers in shaping students’ character at a high-performing elementary school located in a wetland area, specifically at a public elementary school in North Banjarmasin District. The research adopts a qualitative approach using a case study method. Data were collected through in-depth interviews, observations, and documentation, and were analyzed through the stages of data reduction, data display, and conclusion drawing. The findings reveal three main strategies used by teachers in managing classroom conflicts: collaborative, compromising, and avoidance strategies. The collaborative strategy emerged as the dominant approach, as it fosters open communication and participatory problem-solving, which positively contributes to character development, particularly in the areas of responsibility, tolerance, and discipline. The compromising strategy is applied in addressing minor conflicts as a way to reach mutual agreements, while the avoidance strategy is used in certain situations to maintain classroom stability. These findings highlight that teachers’ skills in selecting and implementing appropriate conflict management strategies play a crucial role in supporting the success of character education, especially within the unique geographical and social challenges of wetland-based schools.
Co-Authors Aslamiah Daris Septiawan Muhammad Abdurrahman Muhammad Akmal Ni'mah Noorahim W Tiara Fortuna Thika