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p-Index From 2021 - 2026
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All Journal International Journal of Educational Research and Social Sciences (IJERSC) International Journal of Science and Environment
Junior Mongdong, Romi
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Environmental Science Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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Instructional Leadership Of The Principal In Learning At Eben Haezer 1 Christian Junior High School In Manado City Meyske Wongkar, Meytha; Sony Junus Lengkong, Jeffry; Junior Mongdong, Romi
International Journal of Educational Research & Social Sciences Vol. 6 No. 3 (2025): June 2025 ( Indonesia - Nigeria - Uzbekistan - Philippines )
Publisher : CV. Inara in Colaboration with www.stie-sampit.ac.id

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijersc.v6i2.880

Abstract

This study aims to describe the instructional leadership of the principal and to identify the determining factors of such leadership at SMP Kristen Eben Haezer 1 in Manado City. Employing a qualitative approach with a case study design, data were collected through in-depth interviews, direct observations within the school environment, and document analysis. The data were analyzed thematically using an inductive approach. The findings reveal that the principal exercises instructional leadership in a proactive and participative manner. Beyond administrative duties, the principal is actively involved in lesson planning, classroom observation, and professional development of teachers through supervision, training, and mentoring. Christian values serve as the foundation for decision-making and the development of school culture, fostering strong character among all school members. Several factors contribute to the effectiveness of the principal’s instructional leadership, including a clear school vision and mission, strong support from the management team and teachers, open and communicative relationships, and leadership based on personal example. Organizational stability and systematic role distribution also contribute to creating a conducive and high-quality learning environment. This study provides a concrete example of how value-based instructional leadership can be effectively implemented in schools. The findings are significant for school leaders seeking to strengthen their instructional leadership practices and enhance the overall quality of education through collaborative, value-driven approaches.
Data-Based Planning In Vocational High School 1 Manado Harry Mosey, Samuel; Sony Junus Lengkong, Jeffry; Junior Mongdong, Romi
International Journal of Educational Research & Social Sciences Vol. 6 No. 3 (2025): June 2025 ( Indonesia - Nigeria - Uzbekistan - Philippines )
Publisher : CV. Inara in Colaboration with www.stie-sampit.ac.id

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijersc.v6i2.886

Abstract

This study aims to describe and analyze the data-driven planning process implemented at Vocational High School (SMK) Negeri 1 Manado. Using a qualitative case study approach, data were collected through observation, interviews, and documentation from February to April 2025. The study focuses on three main stages: data-based identification of educational problems, root cause reflection, and the improvement of school programs and activities. The findings reveal that SMK Negeri 1 Manado systematically conducts problem identification using Education Report Card data and other internal data, involving various stakeholders. The root cause reflection is conducted collectively and systematically using gap analysis and data triangulation methods. Program improvements are designed based on identification and reflection results, with specific goals and measurable indicators, which are then incorporated into the Annual Work Plan and School Activity and Budget Plan. These stages form a sustainable data-driven planning cycle supported by proactive leadership and a collaborative culture within the school. This study contributes as a best practice model of evidence-based educational planning for school quality improvement.
The Influence of Principal Transformational Leadership and Organizational Climate On Teacher Performance At SMA Negeri 9 Manado Glady Sumual, Valentin; Altje Meiske Rawis, Joulanda; Junior Mongdong, Romi
International Journal of Science and Environment (IJSE) Vol. 6 No. 1 (2026): February 2026
Publisher : CV. Inara in Colaboration with www.stie-sampit.ac.id

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijse.v6i1.456

Abstract

This study aims to analyze the influence of the principal's transformational leadership and organizational climate on teacher performance at SMA Negeri 9 Manado. This research uses a quantitative approach with a survey method. The population of the study consisted of 124 teachers, with a sample of 94 teachers determined using the Slovin formula. Data were collected through questionnaires that had been tested for validity and reliability, and then analyzed using multiple linear regression. The results showed that the principal's transformational leadership has a positive and significant effect on teacher performance with a t-value of 2.598 and a significance level of 0.011 (<0.05). Organizational climate also has a positive and significant effect on teacher performance with a t-value of 7.071 and a significance level of 0.001 (<0.05). Simultaneously, both variables have a significant effect on teacher performance with an F-value of 141.782 and a significance level of 0.001 (<0.05). The coefficient of determination (R²) value of 0.752 indicates that 75.2% of the variation in teacher performance is influenced by these two variables. It can be concluded that improving transformational leadership and a conducive organizational climate can enhance teacher performance.
The Influence of Principals’ Technological Leadership and Teachers’ Digital Competence on The Readiness For Implementing Coding and Artificial Intelligence-Based Learning in Senior High Schools in Langowan District Kiroyan, Yully; Adolfien Katuuk, Deitje; Junior Mongdong, Romi
International Journal of Science and Environment (IJSE) Vol. 6 No. 1 (2026): February 2026
Publisher : CV. Inara in Colaboration with www.stie-sampit.ac.id

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijse.v6i1.340

Abstract

This study aims to analyze the influence of principals’ technological leadership and teachers’ digital competence on the readiness for implementing coding and artificial intelligence-based learning in senior high schools in Langowan District. Employing a quantitative approach with a survey method, the study involved 79 teacher respondents through questionnaire data collection that had been tested for validity and reliability. The data analysis technique used was multiple linear regression assisted by SPSS software. The results indicate that principals’ technological leadership has a positive and significant effect on implementation readiness. Furthermore, teachers’ digital competence is also proven to have a positive and significant effect on such readiness. Simultaneously, these two variables contribute a significant influence of 68.8% to the readiness for implementing coding and artificial intelligence-based learning. These findings conclude that strengthening technological leadership and enhancing teachers’ digital competence are strategic factors in successfully advancing educational transformation in the digital era
The Influence of Principal’s Managerial Skills and Work Motivation on Teacher Performance at Junior High Schools in Tompaso and West Tompaso Districts Jafar, Laurina; Adolfien Katuuk, Deitje; Junior Mongdong, Romi
International Journal of Science and Environment (IJSE) Vol. 6 No. 1 (2026): February 2026
Publisher : CV. Inara in Colaboration with www.stie-sampit.ac.id

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijse.v6i1.461

Abstract

This study aims to analyze: (1) the partial influence of the principal's managerial skills on teacher performance; (2) the partial influence of work motivation on teacher performance; and (3) the simultaneous influence of both the principal's managerial skills and work motivation on teacher performance at Junior High Schools (SMP) in Tompaso and West Tompaso Districts. The background of this research is the stagnation of teacher performance, characterized by the continued use of conventional teaching methods and fluctuating levels of motivation in managing complex curricular administrations. The research employed a quantitative approach with a survey method. The population consisted of 71 junior high school teachers in Tompaso and West Tompaso Districts, where the samples are 42 people. Data were collected through questionnaires and analyzed using Multiple Linear Regression techniques via SPSS 29 software. The results of the study indicate that: (1) The principal's managerial skills have a positive and significant influence on teacher performance, with a regression coefficient of 0.380; (2) Work motivation has a positive and significant influence on teacher performance, with a regression coefficient of 0.618. Work motivation was found to be the most dominant variable influencing teacher performance in the region; (3) Simultaneously, the principal's managerial skills and work motivation significantly influence teacher performance with an F-value of 54.420 (p < 0.001). The combined contribution of these two variables to the variation in teacher performance (R-Square) is 73.6%, while the remaining 26.4% is influenced by other factors outside this research model.
Co-Authors Adolfien Katuuk, Deitje Altje Meiske Rawis, Joulanda Glady Sumual, Valentin Harry Mosey, Samuel Jafar, Laurina Jeffry Sony Junus Lengkong Kiroyan, Yully Meyske Wongkar, Meytha