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All Journal Jurnal Penelitian dan Pengembangan Pendidikan Jurnal Ilmiah Manajemen Kesatuan Jurnal Kajian Bimbingan dan Konseling
Sarmento, Amândio de Araújo
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Economics, Econometrics & Finance Education Social Sciences Other

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Factors Influencing the Level of Job Satisfaction of Lecturers at Universities in Providing Services and Improving Student Numeracy Suwarni; Saputra, Edy; Sarmento, Amândio de Araújo; Tukiyo
Jurnal Penelitian dan Pengembangan Pendidikan Vol. 9 No. 2 (2025): July
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppp.v9i2.91804

Abstract

Factors influencing lecturers' job satisfaction in higher education, focusing on teaching practices and improving students' numeracy skills, have declined. The urgency of this research is critical, considering the challenges lecturers face in the 21st-century education era. This study aims to explore the relationship between self-efficacy, collaboration, stress, and lecturer job satisfaction. The method used in this study is a quantitative survey type with a population of active lecturers and students in Bengkulu, Indonesia, consisting of 980 respondents, including 160 lecturers and 820 students. Data was collected through a questionnaire designed to measure various variables related to teaching practices. Data analysis techniques include structural equation modeling analysis to identify relationships between variables. The study results indicate that self-efficacy and collaboration have a positive relationship with lecturer job satisfaction, while stress negatively impacts job satisfaction. The conclusion of this study emphasizes the need to create a collaborative work environment to support lecturer well-being, which will improve the quality of teaching and student learning experiences. Implications of this research include collaboration and support for lecturers to improve job satisfaction in higher education. The research implies that increasing lecturer job satisfaction contributes significantly to the quality of academic services and teaching effectiveness, especially in strengthening students' numeracy skills.
The Role of Political and Servant Leadership on Public Transparency and Trust Puansah, Irman; Mahmudah, Siti; Sarmento, Amândio de Araújo; Permana, Fadhila Sidiq; Wirata, Gede
Jurnal Ilmiah Manajemen Kesatuan Vol. 14 No. 1 (2026): JIMKES Edisi January 2026
Publisher : LPPM Institut Bisnis dan Informatika Kesatuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37641/jimkes.v14i1.4672

Abstract

Transparency and public trust have become essential pillars for strengthening governmental legitimacy, particularly in democratic systems facing rising complexity and declining citizen confidence. This study aims to examine how the integration of political leadership and servant leadership can enhance institutional transparency and reinforce public trust. Using a qualitative literature study, the research analyzes scholarly articles, policy reports, and empirical studies published within the last decade. Data were collected through document analysis and evaluated using qualitative content analysis to identify thematic patterns related to leadership, transparency, and trust-building mechanisms. The findings indicate that servant leadership contributes significantly to ethical governance, open communication, and participatory decision-making, thereby promoting a transparency-oriented organizational culture. Meanwhile, political leadership provides the structural authority and policy direction necessary to institutionalize transparency through formal mechanisms such as open-government initiatives and public accountability systems. The integration of these two leadership approaches produces a synergistic effect: ethical values embedded in servant leadership are strengthened by the institutional power of political leadership, resulting in more consistent transparency practices and stronger public trust. This study offers strategic implications for public-sector leaders seeking to improve institutional legitimacy, accountability, and citizen engagement.
Career Adaptability of Prospective Teachers with Disabilities in Indonesia: A Phenomenological Study Badriyah, Rr Dwi Umi; Ramadhani, Erfan; Putri, Ramtia Darma; Sari, Syska Purnama; Sarmento, Amândio de Araújo; Mat, Seda Tuğba Baykara; Suhardita, Kadek
Jurnal Kajian Bimbingan dan Konseling
Publisher : citeus

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Abstract

Pre-service teachers with disabilities face career transitions shaped by personal aspirations, accessibility barriers, stigma, and limited role models. In Indonesia, little is known about how they build career readiness for teaching within inclusive unequal educational contexts. This study explores the career adaptability of pre-service teachers with disabilities in Indonesia. Grounded in Career Construction Theory, it examines concern, control, curiosity, and confidence, while extending the framework by considering resilience and flexibility as relevant dimensions. A qualitative phenomenological design was used. Twenty-five students with disabilities enrolled in Primary School Teacher Education and Special Education programs at an Indonesian university participated in semi-structured interviews. Data were analyzed using interpretative phenomenological analysis to capture participants' lived experiences in preparing for careers in education. The findings show that career adaptability developed through six interconnected dimensions. Concern emerged through career awareness, teac‘hing practice, and disability role models. Control was reflected in career planning, barrier management, and priority adjustment. Curiosity involved exploring alternative pathways, using varied information sources, and engaging in cross-disciplinary collaboration. Confidence was strengthened by successful teaching experiences and support, but weakened by discrimination. Resilience enabled participants to recover from rejection, while flexibility supported adaptation to teaching methods, technologies, and professional roles. Inclusive mentoring, experiential learning, accessibility support, and disability-sensitive career guidance are essential to strengthen work readiness and advance an inclusive educational workforce.
Co-Authors Badriyah, Rr Dwi Umi Edy Saputra Fadhila Sidiq Permana Gede Wirata Irman Puansah Kadek Suhardita Mat, Seda Tuğba Baykara Putri, Ramtia Darma Ramadhani, Erfan SITI MAHMUDAH Suwarni Syska Purnama Sari, Syska Purnama Tukiyo