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Abu Hasan Agus
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Humanities Education Social Sciences

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The influence of principal's service quality and teachers' self-concept on emotional regulation in preschool teachers Abu Hasan Agus; Baharun, Hasan; Rahmatillah, Alda Novita; Andayani, Sri Astutik
Jurnal Pendidikan Anak Vol 7 No 1 (2025): Child Education Journal April
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v7i1.7029

Abstract

This study aims to analyze the influence of the quality of service of school principals and self-concept on the emotional regulation of preschool teachers. The research method uses a quantitative approach with a relational survey model. The research instruments included ServQual, Social Cognitive Theory, and Emotion Regulation Theory, with data from 100 teachers analyzed using SmartPLS. The results showed that the quality of the principal's services (tangibles, responsiveness, assurance, empathy) and teachers' self-concept (physical, social, academic, spiritual aspects) had a significant effect on the regulation of emotions (t-statistic > 1.96; p < 0.06). An R-square value of 0.736 indicates that the independent variable explains 73.6% of the variance in emotion regulation. The validity and reliability test showed that all indicators met the criteria (>0.5). These findings underscore the importance of principal leadership and positive self-concept in supporting teachers' emotional stability. This study provides strategic recommendations for education managers to improve teachers' professionalism and emotional well-being.
Emotional Management in Local Wisdom: Strategies for Enhancing Teachers’ Work Resilience in Pesantren-Based Madrasah Khoiroh, Ummul; Baharun, Hasan; Abu Hasan Agus; Akmal Mundiri
Journal of Educational Management Research Vol. 4 No. 5 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i5.1331

Abstract

This study explores teacher work resilience within the framework of emotional management grounded in pesantren local wisdom at Madrasah Aliyah Nurul Jadid. Using a qualitative case study approach, data were collected through observation, interviews, and documentation, and analyzed with the Miles & Huberman model. The findings reveal four key dimensions strengthening teachers’ resilience. First, individual emotional management is enhanced through self-awareness training, mindfulness, and relaxation techniques, enabling teachers to regulate emotions and foster conducive classroom environments. Second, pesantren values—such as dzikir, sholawat, and the exemplary guidance of kiai—nurture emotional stability, sincere motivation, and a religious work culture. Third, social and organizational support, reflected in halaqah, empathetic leadership, and the tradition of musyawarah, cultivates a harmonious work climate, reduces psychological burden, and reinforces solidarity. Fourth, professional competence development through problem-solving skills and proportional workload management improves both teaching quality and teacher well-being. This study concludes that teacher resilience in pesantren-based madrasahs emerges from the synergy of emotional management, local wisdom, social-organizational support, and professional competence. These findings provide theoretical contributions and practical implications for teacher development in faith-based educational institutions.
Transforming Organizational Culture in Islamic Educational Institutions: Cultivating a Quality-Oriented Learning Environment for Academic Excellence Yakin, Ainul; Hefniy; Abu Hasan Agus; Hasan Baharun; Akmal Mundiri
Journal of Educational Management Research Vol. 4 No. 4 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i4.1358

Abstract

This study explores the transformation of organizational culture in Islamic educational institutions, with a specific focus on developing a quality-oriented learning environment aimed at enhancing both academic performance and character formation. Employing a qualitative approach through an ethnographic case study design, the research was conducted between 2024 and 2025. Data were collected through in-depth interviews with eight key informants, six months of participatory observation, and analysis of institutional documents. Findings reveal that a tauhid-based cultural transformation successfully fostered a high-quality learning ecosystem through the synergy of three fundamental dimensions: the internalization of spiritual values as a foundation for strategic decision-making, transformational leadership that cultivates a shared vision and empowers stakeholders, and the integration of constructivist pedagogy through project- and inquiry-based learning models. Character development outcomes were equally notable, reflected in reduced disciplinary violations, improved consistency in religious practices, and heightened social empathy among students. This study contributes theoretically by introducing the concept of a Tauhid-Based Quality Learning Environment (TQLE)—a holistic framework that harmonizes academic excellence with Islamic character formation. Practically, it offers an implementable model for Islamic educational institutions seeking to embed spiritual values into sustainable quality education practices.
Co-Authors Akmal Mundiri Andayani, Sri Astutik Baharun, Hasan Hefniy Khoiroh, Ummul Rahmatillah, Alda Novita Yakin, Ainul