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All Journal Jurnal Administrasi dan Manajemen Pendidikan Journal of Educational Management Research Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Jurnal Pendidikan Progresif
Siti Rahma Sari
Department Of Educational Administration, Universitas Lampung
Religion Humanities Decision Sciences, Operations Research & Management Education Social Sciences Other

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Literature Study on Transformational Leadership Style and Quality of Education Based on Child-Friendly Schools (CFS) Randy Yuki Pratama; Sowiyah; Siti Rahma Sari
Journal of Educational Management Research Vol. 5 No. 2 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i2.1926

Abstract

This study aims to examine how transformational leadership of school principals contributes to improving educational quality within the framework of Child-Friendly Schools (CFS). A literature review method was employed by systematically analyzing relevant national and international scholarly sources that discuss transformational leadership and child-friendly education. The findings indicate that the application of the four core dimensions of transformational leadership—idealized influence, inspirational motivation, individualized consideration, and intellectual stimulation—supports the development of high-quality school policies aligned with the fundamental principles of child-friendly schools. These leadership practices encourage the creation of safe, inclusive, and supportive learning environments that respect and fulfill students’ rights. Furthermore, the implementation of child-friendly educational practices contributes to students’ character development and enhances the overall quality of schools. The study implies that transformational leadership is a strategic approach for school principals in fostering sustainable educational improvement through child-friendly school policies and practices. Strengthening leadership capacity in this area is therefore essential to ensure the successful implementation of child-friendly education.
Reconstructing Professional Identity: A Phenomenological Study of Teacher Certification and 21st-Century Learning Siti Rahma Sari; Hasan Hariri; Riswandi Riswandi; Atik Rusdiani; Suddin Lada
Jurnal Pendidikan Progresif Vol 16, No 1 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i1.pp637-657

Abstract

This study evaluates the implementation of teacher certification policies from the perspectives of professionalism and 21st-century learning performance. Rather than evaluating policy effectiveness through measurable outcomes, this phenomenological study investigates how certified teachers perceive, interpret, and experience the certification policy in their daily professional lives, revealing its implications for teacher professionalism and 21st-century learning performance. Data were collected through in-depth interviews with seven certified teachers from diverse educational backgrounds. The data highlight three interconnected themes that reflect teachers’ lived experiences with certification. First, the reconstruction of professional identity examines how certification alters teachers’ self-perceptions, increasing their feelings of legitimacy, moral responsibility, and commitment to ongoing professional development. Second, the disparity between certification policy and pedagogical practice illustrates teachers’ perspectives of a disconnect between the administrative and compliance-oriented nature of certification procedure and the limited support for meaningful classroom innovation. Third, adaptive challenges in 21st-century learning transformation highlight teachers’ struggles to translate certification outcomes into student-centered, digitally integrated, and competency-based instruction, often stemming from insufficient post-certification mentoring and inconsistent digital preparation.  Findings indicate that while certification enhances teachers’ professional recognition and self-efficacy, it remains limited in fostering authentic pedagogical innovation. The study concludes that certification should be reconceptualized as a dynamic, continuous process that integrates mentoring, reflective practice, and digital pedagogy. This study specifically recommends integrating post-certification mentoring focused on reflective classroom practice, including formative assessments of 21st-century pedagogical competencies in certification frameworks, and establishing school-based professional learning communities to bridge the gap between policy expectations and teachers’ lived classroom realities. Keywords: teacher certification, teacher professionalism, 21st-century learning, phenomenology, professional development.
Analisis Pengaruh Iklim Sekolah Teradap Kepuasan Kerja Guru melalui Metode Kajian Literatur Sistematis Syahla Athia Farha; Siti Rahma Sari; Hasan Hariri
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 8, No 4 (2025): Volume 8 No 4 Desember 2025
Publisher : Universitas Negeri Malang

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Abstract

Abstract: This study examines the role of educational facility optimization in shaping discipline among early childhood in RA Assyifa' Balerejo Madiun using B.F. Skinner's theory of behaviorism. The approach used was a qualitative case study with data collection techniques through participatory observation, in-depth interviews, and documentation for three months. The results show that well-managed facilities, such as organized classrooms, shoe racks, and sinks, serve as environmental stimuli that support disciplined behaviors, such as neatness and adherence to rules. Positive reinforcement, such as praise from teachers, plays an important role in reinforcing these behaviors. Structured facility management, parent and student engagement, and regular evaluation, contribute to an increase in the consistency of the stimulus, leading to an increase in rule compliance from 60% to 85%, as well as the use of facilities for hygiene reaching 70%. The challenges found, such as damaged facilities and inconsistent reinforcement, point to the need for more intensive positive reinforcement and more innovative facility design. The study confirms that optimal educational facilities, supported by structured management and community involvement, can effectively foster discipline in early childhood, as well as provide practical implications for environment-based education management. Keywords: School Climate; Teacher Job Satisfaction; Systematic Literature Abstrak: Penelitian ini mengangkat isu-isu penting mengenai peran iklim sekolah sebagai faktor penentu dalam menciptakan lingkungan kerja yang produktif dan mendukung proses pembelajaran. Iklim sekolah yang kondusif diyakini mampu mendorong motivasi, kenyamanan, serta meningkatkan kinerja guru secara keseluruhan. Disisi lain, kepuasan kerja guru menjadi fokus utama dalam penelitian ini, karena berperan besar dalam menunjang kualitas pendidikan. Kepuasan kerja tidak hanya dipengaruhi oleh aspek material seperti gaji dan fasilitas, tetapi juga oleh faktor psikologis dan sosial, seperti hubungan interpesonal, dukungan organisasi, serta adanya apresiasi dan pengakuan terhadap kinerja guru. Peran kepala sekolah sangat penting dalam membentuk iklim sekolah yang positif, karena gaya kepemimpinan dan kebijakan yang diterapkan akan berdampak langsung pada suasana kerja guru di sekolah. Penelitian ini bertujuan untuk menganalisis pengaruh iklim sekolah teradap kepuasan kerja guru dengan menggunakan metode kajian literatur sistematis. Proses peninjauan dilakukan dengan bantuan mesin pencarian Harzing’s Publish or Perish, dari 100 artikel yang dikumpulkan, hanya 12 artikel yang dinyatakan relevan dan dimasukkan ke dalam tinjauan. Hasil kajian menunjukkan bahwa iklim sekolah memainkan peran krusial dalam membentuk kepuasan kerja guru. Iklim yang positif ditandai oleh kepemimpinan yang mendukung, hubungan yang harmonis, kolaborasi profesional, kompensasi yang memadai, serta motivasi personal secara signifikan meningkatkan kesejahteraan dan kinerja guru. Iklim sekolah tidak hanya berfungsi sebagai lingkungan yang mendukung, tetapi juga sebagai penentu utama kepuasan kerja guru dan efektivitas keseluruhan lembaga pendidikan Kata kunci: Iklim Sekolah; Kepuasan Kerja Guru; Literatur Sistematis
Kepemimpinan Transformasional Kepala Sekolah dan Regulasi Emosi Guru SD dalam Menghadapi Tuntutan Pembelajaran Anak Usia Dasar: Studi Fenomenologi Asrina Yeni; Riswandi Riswandi; Siti Rahma Sari
Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 9 No. 2 (2026): Islamic Primary Education based on Islamic values
Publisher : Institut Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54069/attadrib.v9i2.1230

Abstract

Elementary school teachers face increasing pedagogical and emotional demands as they respond to diverse student characteristics, learning targets, administrative responsibilities, classroom discipline, and limited facilities. These pressures make teacher emotion regulation a crucial issue in elementary education, yet it is often discussed as an individual capacity rather than as a practice shaped by school leadership. This study aims to explore the lived experiences of teachers and the principal in understanding the meaning of transformational leadership in supporting elementary school teachers’ emotion regulation. A qualitative phenomenological approach was employed at SD 11 Way Ratai. Data were collected through in-depth interviews with five informants, consisting of teachers and the principal, then analyzed manually through transcription, repeated reading, coding, theme grouping, interpretation, and formulation of experiential essences. The findings show that the principal’s transformational leadership is experienced through role modeling, motivational support, professional guidance, open listening, appreciation, and attention to teachers’ personal and professional needs. Such leadership helps teachers calm themselves, control their tone of voice, reinterpret student behavior, avoid impulsive anger, and choose more personal and educative approaches in learning. The study also reveals that teacher emotion regulation is not merely self-regulation, but socially supported regulation embedded in a humane and collaborative school climate. These findings contribute to the development of elementary school leadership studies by shifting attention from performance-oriented leadership to emotionally responsive leadership. The practical implication is that principals need to institutionalize emotional support, reflective communication, teacher appreciation, and professional collaboration as part of sustainable quality of learning in elementary schools.
Factors Affecting Teacher Performance in the Society 5.0 Era Aradatullah Dita Illahiyah; Bujang Rahman; Handoko; Siti Rahma Sari
Journal of Educational Management Research Vol. 5 No. 4 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i4.2451

Abstract

This study aims to examine the influence of transformational leadership, self-efficacy, entrepreneurial character, and organizational culture on teacher performance in the context of the Society 5.0 era. The study employed a literature review approach by systematically analyzing and synthesizing findings from 25 relevant scholarly articles obtained from reputable academic databases and publications. The reviewed literature was selected based on its relevance to teacher performance and the factors that contribute to educational effectiveness in a technology-driven environment. The findings indicate that transformational leadership plays a significant role in enhancing teachers’ motivation, adaptability, and innovation in instructional practices. Self-efficacy contributes to teachers’ confidence in managing learning activities and addressing educational challenges. Entrepreneurial character encourages creativity, initiative, and problem-solving skills, while a supportive organizational culture fosters collaboration, professionalism, and continuous improvement. Collectively, these factors contribute positively to improving teacher performance and readiness to meet the demands of modern education. The study implies that educational institutions should strengthen leadership practices, promote teacher self-efficacy, cultivate entrepreneurial values, and develop a positive organizational culture to enhance teacher performance and support sustainable educational development in the Society 5.0 era.
Co-Authors Aradatullah Dita Illahiyah Asrina Yeni Atik Rusdiani Bujang Rahman Handoko Hariri, Hasan Hasan Hariri Randy Yuki Pratama Riswandi Riswandi Riswandi, Riswandi Sowiyah Sowiyah Suddin Lada Syahla Athia Farha