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All Journal Al Ishlah Jurnal Pendidikan ETERNAL: English Teaching Journal International Journal of Educational Narratives
Waewalee Waewchimplee
Nakhon Ratchasima Rajabhat University
Education Languange, Linguistic, Communication & Media Mathematics Other

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The Impact of School Principals’ Managerial Competence and Customer Relationship Management on Educational Service Quality in Primary Schools Sigit Rudiyanto; Widya Kusumaningsih; Nurkolis Nurkolis; Waewalee Waewchimplee
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7407

Abstract

Improving the quality of educational services is essential for ensuring institutional effectiveness and stakeholder satisfaction. However, few studies have explored the combined impact of school leadership and stakeholder engagement—particularly in primary education contexts. This study aims to examine the influence of school principals’ managerial skills and customer relationship management (CRM) on the quality of educational services in public elementary schools. A quantitative, correlational survey design was employed involving 97 teachers selected from a population of 128 through proportional random sampling. Data were collected using validated questionnaires and analyzed using descriptive statistics, prerequisite tests (normality, multicollinearity, heteroscedasticity, linearity), and hypothesis testing through simple and multiple linear regression. The results indicate that school principals' managerial skills significantly affect educational service quality, with a correlation coefficient (r) of 0.823 and an R² of 77.7%. Similarly, customer relations show a strong positive relationship with service quality (r = 0.857; R² = 73.4%). When combined, these two variables yield an even stronger influence (r = 0.866; R² = 75.0%). These findings highlight the critical role of effective leadership and stakeholder collaboration in enhancing educational services. Strengthening principals’ managerial competencies and implementing CRM-oriented practices can lead to better communication, trust, and responsiveness in schools. This study offers practical implications for policymakers and school leaders to design targeted professional development and engagement strategies that support sustainable educational improvement.
From Mud to Megabytes: A Narrative Journey of Digital Transformation and Data Management Resilience at SD Negeri Tambakrejo 03 Semarang Wisnu Yuli Setianingsih; Nurkolis Nurkolis; Muhammad Prayito; Waewalee Waewchimplee
International Journal of Educational Narratives Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i3.3530

Abstract

Background. Digital transformation requires schools to manage information efficiently and securely. However, many elementary schools still rely on fragmented paper-based records that are vulnerable to loss and damage. At SD Negeri Tambakrejo 03 Semarang, recurring floods exposed the fragility of conventional data management and highlighted the need for a more resilient digital solution. Purpose. This study aimed to develop the Pusporejotiga application as an integrated platform for school data management and to evaluate its feasibility, practicality, and effectiveness. Method. This study employed a Research and Development (R&D) approach using the Borg and Gall model. The research involved the principal, teachers, and administrative staff. Data were collected through interviews, observations, questionnaires, and documentation and analyzed using qualitative and quantitative techniques. Results. The Pusporejotiga application achieved a feasibility score of 90%, indicating that it was highly suitable for implementation. User evaluations produced an average practicality score of 4.46 out of 5, demonstrating a very high level of usability. The average effectiveness score increased from 53.8 before implementation to 89.0 after implementation, representing a 65.4% improvement. The application improved data accessibility, information organization, reporting efficiency, and data security while reducing administrative workload. It also transformed a context characterized by document vulnerability and fear of data loss into a model of digital resilience. Conclusion. The Pusporejotiga application effectively supports digital transformation and strengthens organizational resilience. The model provides a practical framework for protecting educational data and improving administrative performance, particularly in schools facing environmental risks such as flooding.
AI-Augmented Reader’s Theater for Authentic Oral Performance and Cultural Identity in Primary EFL Education Waewalee Waewchimplee; Rattanyu Wongsasawat; Patcharapon Inphoo; Sigit Rudiyanto
ETERNAL (English Teaching Journal) Vol. 17 No. 2 (2026): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v17i2.4015

Abstract

This mixed-methods classroom study examined preliminary changes associated with an AI-Augmented Reader’s Theater (AI-RT) model designed to connect English oral performance with learners’ local cultural identity. A quasi-experimental one-group pretest–posttest design was implemented with 64 Grade 5 students (26 boys and 38 girls; approximately 11 years old) in an Intensive English Program at Wat Sra Kaew School, Thailand. The six-week intervention comprised four two-hour sessions per week (48 instructional hours). In groups of four, students developed a four-scene local-culture script, rehearsed orally with ChatGPT, revised their delivery through three to four practice cycles, performed the script, and reflected on the experience. Data were obtained from an analytic oral-performance rubric, a 12-item confidence and cultural-identity questionnaire, and written reflections. The total oral-performance mean increased from 11.80 to 20.25 out of 24. A paired-samples test indicated a significant mean gain of 8.45, t(63) = 9.85, p < .001, 95% CI [6.74, 10.16], with a large standardized paired effect, Cohen’s dz = 1.23. The largest descriptive gains concerned cultural meaning, expressive delivery, and speaking confidence. Questionnaire construct means also increased for confidence (2.85 to 4.20) and cultural identity (2.90 to 4.30). Reflections suggested that repeated, low-pressure AI rehearsal supported willingness to speak, while local stories about Wat Sra Kaew and the Thao Suranari (Ya Mo) monument gave students culturally meaningful content to represent in English. Because the study used one intact cohort without a comparison group, the findings should be interpreted as promising classroom-based evidence rather than definitive causal proof. The study demonstrates how place-based content, performance pedagogy, and guided generative-AI use can be integrated to support meaningful oral participation in primary EFL education.
Co-Authors Muhammad Prayito Nurkolis Patcharapon Inphoo Rattanyu Wongsasawat Sigit Rudiyanto Widya Kusumaningsih Wisnu Yuli Setianingsih