Article Per Year (5 Year)
p-Index From 2021 - 2026
2.554
P-Index
This Author published in this journals
All Journal Jurnal Akuntabilitas Manajemen Pendidikan Al Ishlah Jurnal Pendidikan JURNAL PENDIDIKAN GLASSER AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM MONSU'ANI TANO Jurnal Pengabdian Masyarakat Jurnal Pendidikan Islam AL-ILMI Yumary: Jurnal Pengabdian kepada Masyarakat Journal Evaluation in Education (JEE) Damhil Education Journal
Hasrat A Aimang
Universitas Muhammadiyah Luwuk
Religion Agriculture, Biological Sciences & Forestry Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

Published : 22 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 22 Documents
Search

 1   2   3 
Empowering Educational Leadership: The Role of Principal in Enhancing Learning Quality and Teacher Performance Aimang, Hasrat A; Judijanto, Loso; Mufarrihah, Anik; Suprayitno, Degdo; Susanti, Melly
JURNAL AL-TANZIM Vol 8, No 3 (2024)
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v8i3.8354

Abstract

This study analyzes how principal leadership can manage their teaching staff to improve the quality of learning and their performance in schools. This study uses a qualitative approach to the case study type. Data collection techniques are carried out through interviews, observations, and documentation. Data analysis uses the Miles and Huberman interactive model, which consists of data reduction, presentation, and conclusion. The study results indicate that effective principal management involves several main stages, namely planning teacher performance development programs, developing clear strategies, and scheduling integrated with the school's academic calendar. Principals who successfully implement this management can consistently improve teacher performance, which improves the quality of learning in schools. In addition, the principal's provision of rewards and sanctions has proven to be an effective motivator for teachers to continue improving their performance. This study is expected to significantly contribute to the literature on educational management by highlighting the importance of the role of the principal in improving the quality of learning through effective management.
Teacher Emotional Intelligence and Classroom Leadership Dynamics in Differentiated Learning Hasrat A Aimang; Bernadette O Gallardo
Journal Evaluation in Education (JEE) Vol 6 No 3 (2025): July
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i3.1658

Abstract

Purpose of the study: This study aims to examine the relationship between teachers’ emotional intelligence and classroom leadership dynamics in supporting the effectiveness of differentiated learning for students at Senrior high school Muhammadiyah Luwuk. Methodology: The research method used is a qualitative approach with a case study design. Data were collected through in-depth interviews, classroom observations, and documentation involving teachers, students, and school principals. Data were analyzed using reduction, display, and verification techniques to gain an in-depth understanding of classroom leadership practices and teachers’ emotional intelligence. Main Findings: The results show that teachers with high levels of emotional intelligence tend to be more adaptive in dealing with classroom dynamics and are able to create an inclusive and participatory learning environment. Dimensions such as empathy, self-awareness and the ability to manage emotions play an important role in facilitating learning differentiation. In addition, transformational leadership style is proven to be effective in building positive relationships between teachers and students, which has a direct impact on improving student motivation and learning outcomes. In conclusion, teachers' emotional intelligence and dynamic classroom leadership are key factors in the successful implementation of differentiated learning. Novelty/Originality of this study: These findings provide important implications for teacher professional development and more targeted training design. Previous studies have mostly focused on the individual effects of emotional intelligence or teacher leadership on learning outcomes, while the dynamic interaction between the two in shaping differentiated learning practices is still an open area for further exploration.
Co-Authors Abdul Haris PanaI ANIK MUFARRIHAH Anshar Made Arwildayanto, Arwildayanto Bernadette O Gallardo BIDJAI, TOMI Cakranegara, Pandu Adi Christian Satria R Sahidi Darmawati Muharram Degdo Suprayitno Dendi Pratama Erniwati LA ABUTE Farid Haluti Gisela Luigi Septiana Hasna Koba'a Ikhfan Haris Irwan Djafar Judijanto, Loso Karmila P Lamadang Lubna Lubna Masaong, Abdul Kadim MASRION TAHAWALI MUFARRIHAH, ANIK Muhamad Yahya Muhammad Arif Nelce Makuwok Nimim Nimim Novianty Djafri Nurhikmah Nurhikmah NURSIN, ERWIN Ratmi Rosilawati Sri Ningsih Sukmawati Sukmawati SUMA K SALEH Susanti, Melly Suwarni Suwarni Wahyudin Rahman Yuliana T Bolong