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All Journal Journal on Education JETL (Journal Of Education, Teaching and Learning)
Adrita Gusdila
Universitas Negeri Padang
Aerospace Engineering Education Social Sciences

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Kajian Literatur : Hubungan Kepemimpinan, Manajerial Kepala Sekolah, dan Kemampuan Teknologi dengan Kinerja Guru SMK Adrita Gusdila; Ernawati Ernawati; Jonni Mardizal
Journal on Education Vol 7 No 1 (2024): Journal on Education: Volume 7 Nomor 1 Tahun 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v7i1.7656

Abstract

This study aims to examine the influence of leadership, managerial skills, and mastery of technology of the principal on teacher performance in Vocational High Schools (SMK). This study uses a descriptive method with a qualitative approach through analysis of literature studies from various previous studies. The results of the study indicate that the leadership of the principal has a significant influence on teacher performance, especially through motivation, professional support, and the creation of a conducive work environment. The managerial skills of the principal, which include planning, organizing, and supervision, also have a positive impact on teacher efficiency and professionalism. Although the principal's mastery of technology does not directly affect teacher performance significantly, technology still contributes to supporting administrative tasks and encouraging learning innovation. The combination of these three aspects of leadership, managerial, and technology can create an educational environment that supports improving teacher performance and the quality of learning in SMK. Thus, this study strengthens the importance of the strategic role of the principal in optimizing teacher performance in order to achieve educational goals that are relevant to the needs of the world of work.
Implementasi Filsafat Pendidikan Teknologi Kejuruan dalam Desain Kurikulum dan Pembelajaran Adrita Gusdila; Fauzia Salmi; Rifka Jalal; Nizwardi Jalinus; Jonni Mardizal
Journal on Education Vol 7 No 1 (2024): Journal on Education: Volume 7 Nomor 1 Tahun 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v7i1.7657

Abstract

This study aims to examine the implementation of the philosophy of vocational technology education in curriculum design and learning in Vocational High Schools (SMK). The method used is a literature review that analyzes various sources related to the philosophy of education, curriculum, and learning practices in the field of vocational technology. The results of the study indicate that the philosophy of vocational technology education emphasizes the development of practical skills that are relevant to industry needs, as well as the integration of technical knowledge and character. The resulting curriculum must be able to accommodate the needs of the world of work, with an emphasis on project-based learning and problems that involve direct experience. Technology plays an important role in learning, allowing students to access materials flexibly and in depth. The discussion in this study concluded that the main challenges in implementing this philosophy-based curriculum are limited facilities, teacher training, and industry involvement. Therefore, close cooperation is needed between schools, government, and industry to ensure that the curriculum remains relevant and effective in preparing students to face an increasingly technology-based world of work. Optimal implementation of the philosophy of vocational technology education can improve the quality of education in SMK and prepare competent graduates.
The Contribution of School Principal Leadership and School Culture to Teacher Performance adrita gusdila; m giatman; jonni mardizal; riki mukhaiyar
JETL (Journal of Education, Teaching and Learning) Vol 10 (2025): Special Issue
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jetl.v10i2.7560

Abstract

Teacher performance plays a crucial role in determining the quality of education. However, many schools continue to face challenges related to suboptimal teacher productivity, which may be influenced by leadership and cultural factors within the school environment. This study aims to examine the contribution of principal leadership and school culture to teacher performance. The research employed a quantitative approach using a correlational method. Data were collected from 80 teachers across several schools through structured questionnaires. The variables measured included principal leadership, school culture, and teacher performance. The data were analyzed using descriptive statistics, Pearson correlation, and multiple regression analysis. The results showed that both principal leadership and school culture had a strong and positive correlation with teacher performance, with correlation coefficients of 0.684 and 0.701, respectively. Furthermore, the regression analysis indicated that principal leadership and school culture together contributed significantly to teacher performance, with an R² value of 0.581. Among the two, school culture demonstrated a slightly higher influence than leadership. In conclusion, the findings suggest that enhancing both leadership practices and school culture can significantly improve teacher performance. It is recommended that school management prioritize the development of effective leadership strategies and the cultivation of a positive, collaborative school environment to support teacher growth and performance outcomes
Co-Authors Ernawati Ernawati Fauzia Salmi Jonni Mardizal Mukhaiyar, Riki Nizwardi Jalinus Rifka Jalal