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All Journal DWIJA CENDEKIA: Jurnal Riset Pedagogik TANJAK: Journal of Education and Teaching Journal of Innovation and Research in Primary Education Indonesian Technology and Education Journal Curricula: Journal of Curriculum Development
Yuni Astuti
Universitas Negeri Yogyakarta
Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Transformational School Leadership in Challenging Contexts: Lessons from Indonesia's Eastern Periphery Ruth Mandak; Yuni Astuti
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2872

Abstract

This qualitative case study investigated transformational leadership practices of school principals in improving learning quality at SMA Negeri 7 and SMA Negeri 2 Sorong Regency, Papua Barat Daya, Indonesia. Employing Bass and Avolio's four-dimensional framework, data were collected from 179 participants through semi-structured interviews, systematic observations, and document analysis over four months (September-December 2025). Data analysis followed Miles, Huberman, and Saldaña's interactive model with multiple validation strategies ensuring trustworthiness. Findings revealed comprehensive implementation of all transformational leadership dimensions—idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration—with contextual adaptations reflecting institutional maturity and local sociocultural realities. Principals demonstrated moral authority through personal commitment, articulated compelling visions motivating community engagement, fostered culturally-responsive pedagogical innovation despite resource constraints, and provided personalized support addressing teachers' contextual challenges. SMA Negeri 7 emphasized solidarity-building leadership through motivational and exemplary dimensions, while SMA Negeri 2 focused on capacity-enhancing leadership through intellectual stimulation and professional development. Both approaches yielded significant learning quality improvements evidenced by enhanced teacher performance, innovative teaching practices, and improved student outcomes including international competition success. The study extends transformational leadership theory by identifying context-specific mechanisms operating in peripheral educational settings, demonstrating that strategic leadership transforms environmental constraints into innovative opportunities. Findings inform policy development for principal preparation programs emphasizing contextually-grounded competencies essential for educational leadership in underserved regions.
Teacher Leadership and School Climate Effects on Learning Quality: An Indonesian Case Study Marsalina Way; Yuni Astuti
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2875

Abstract

This study investigates the influence of teacher leadership and learning climate on learning quality at SMP Negeri 1 Sorong Regency, Indonesia. Employing a quantitative survey design, data were collected from 202 students through validated questionnaires (Cronbach's α > 0.80) and observational assessments of 41 teachers. Multiple linear regression analysis was used to examine both partial and simultaneous effects. Results revealed that teacher leadership significantly and positively influenced learning quality (β = 0.222, t = 3.962, p < 0.001), as did learning climate with substantially greater magnitude (β = 0.626, t = 11.113, p < 0.001). Simultaneously, both variables explained 63.9% of learning quality variance (R² = 0.639, F = 175.847, p < 0.001), with learning climate emerging as the dominant predictor. These findings demonstrate that while effective teacher leadership enhances learning quality through classroom management, motivational communication, and instructional guidance, learning climate exerts primary influence by providing psychologically safe, inclusive, and supportive environments essential for student engagement and achievement. The dominance of learning climate in Indonesia's multicultural educational context challenges Western-centric frameworks prioritizing leadership over environmental factors. Practical implications suggest educational stakeholders should prioritize climate enhancement initiatives while simultaneously strengthening teacher leadership capacities to optimize learning quality in diverse educational settings.
Gaya kepemimpinan kepala sekolah yang berdampak pada pendidikan karakter siswa Ardi Ariyanto; Arum Dwi Hastutiningsih; Mada Sutapa; Yuni Astuti; Aleeyah Masae
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 9, No 2 (2025): September 2025
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v9i2.104179

Abstract

Tujuan penulisan artikel ilmiah ini untuk mengetahui, menganalisis, dan menjelaskan gaya kepemimpinan kepala sekolah yang berdampak pada pendidikan karakter siswa. Metode penelitian menggunakan Systematic Literature Review (SLR), sedangkan data dikumpulkan melalui kajian teks hasil penelitian berupa artikel yang dipublikasikan di jurnal terindeks sinta. Tahapan penelitian dimulai dengan menemukan artikel yang berkaitan dengan topik penelitian yang diteliti. Artikel yang ditemukan selanjutnya ditinjau secara sistematis, yakni dengan meninjau masalahnya, mengidentifikasi, mengevaluasi, dan mengajukan analisis kritis berdasarkan kriteria yang telah ditetapkan sebelumnya. Pencarian atau penemuan artikel dilakukan dengan menggunakan Google Scholar terhadap artikel yang sesuai dengan topik penelitian. Tahapan kedua yakni dengan menseleksi artikel, adapun indikatornya berkualitas baik dan relevan dengan pertanyaan penelitian, serta sesuai dengan kriteria inklusi dan eksklusi. artikel yang ditelusur merupakan artikel yang dipublikasikan pada jurnal nasional tahun 2022-2025. Hasil penelusuran dan penyaringan dengan google scholar diperoleh 997 artikel artikel yang relevan dengan indikator gaya kepemimpinan kepala sekolah. Artikel tersebut selanjutnya diberi kode urutan dari 1 hingga 997. Hasil kajian pada artikel ilmiah menunjukan bahwa gaya kepemimpinan kepala sekolah yang berdampak pada pendidikan karakter siswa adalah demokratis paternalistik, transformasional, dan kepemimpinan efektif. The leadership style of school principals that impacts students' character education Abstract: The purpose of this scientific article is to identify, analyse, and explain the leadership styles of school principals that have an impact on students' character education. The research method used is Systematic Literature Review (SLR), while data is collected through a review of research texts in the form of articles published in Sinta-indexed journals. The research process begins with identifying articles related to the research topic. The articles found were then reviewed systematically, namely by reviewing the issues, identifying, evaluating, and proposing critical analyses based on predetermined criteria. The search for articles was conducted using Google Scholar to find articles relevant to the research topic. The second stage involved selecting articles based on indicators of good quality and relevance to the research question, as well as compliance with inclusion and exclusion criteria. The articles searched for were those published in national journals between 2022 and 2025. The search and screening results using Google Scholar yielded 997 articles relevant to the indicators of school principal leadership style. These articles were then coded sequentially from 1 to 997. The results of the review of scientific articles showed that the leadership styles of school principals that have an impact on students' character education are democratic paternalistic, transformational, and effective leadership.
Tren penelitian kepemimpinan adaptif dalam pendidikan Muhamad Mujari; Yuni Astuti; Priadi Surya
Curricula: Journal of Curriculum Development Vol. 5 No. 1 (2026): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v5i1.93452

Abstract

Adaptive leadership has attracted scholarly attention for several decades; however, comprehensive studies that systematically map its development remain limited. This study aims to examine the evolution, research trends, and theoretical and practical contributions of adaptive leadership, with particular focus on educational management. This study employs a Systematic Literature Review approach combined with bibliometric analysis. A total of 463 publications from 1989 to 2025 were retrieved from the Scopus database using the keyword "adaptive leadership". Data were collected on 21 May 2025 and analyzed using VOSviewer to map collaboration networks, thematic concentrations, and the evolution of scholarly discourse. The findings reveal a significant increase in research interest in adaptive leadership, particularly in response to rapid change, uncertainty, complex decision-making, and innovation within the context of digital transformation in education. This review identifies key attributes of effective adaptive leadership, including emotional intelligence, communication, empowerment, sense-making, resilience, navigational skills, collaboration, and proactive support for staff and student well-being. These findings contribute to the literature on educational leadership and offer practical implications for school governance in increasingly dynamic and complex educational environments.
Teachers’ Perceptions of Principal Managerial Competence and School Infrastructure as Predictors of Work Motivation in a Vocational School Muhammad Nuh; Yuni Astuti
Indonesian Technology and Education Journal Vol 4 No 2 (2026): Agustus
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/itej.v4i2.1516

Abstract

Teacher work motivation plays an important role in sustaining instructional quality in vocational education, where teachers are expected to integrate theoretical instruction with practical and industry-oriented learning. This study examined the associations between teachers’ perceptions of principal managerial competence and school infrastructure and their self-reported work motivation in a public vocational high school in Indonesia. A quantitative associative, cross-sectional design was employed involving all 20 teachers through total sampling. Data were collected using pilot-tested and reliable Likert-scale questionnaires and analyzed using multiple linear regression, with Spearman rank-order correlation employed as a supplementary analysis because of non-normal data distributions. The findings showed that perceived principal managerial competence was positively and significantly associated with teacher work motivation, whereas perceived school infrastructure did not demonstrate a significant independent association after managerial competence was taken into account. Nevertheless, school infrastructure remained strongly associated with teacher motivation at the bivariate level. The overall regression model was statistically significant and explained 68.5% of the variance in teacher work motivation. These findings suggest that, within this school context, teachers’ perceptions of principal managerial competence were more strongly associated with work motivation than their perceptions of school infrastructure. The results highlight the potential importance of effective school management in supporting teacher motivation in vocational education while also indicating that infrastructure may operate in conjunction with broader managerial conditions rather than as an isolated factor. Given the small, single-school, cross-sectional sample and reliance on teacher-reported perceptions, the findings should be interpreted as exploratory and context-specific rather than causal or broadly generalizable.
The Influence of Principals' Managerial Competence, Organizational Climate, and Digital Literacy on Teacher Performance in Gaung District, Indragiri Hilir Regency, Riau Province Nurmila Nurmila; Yuni Astuti; Slamet Lestari
TANJAK Vol 7 No 2 (2026): Agustus
Publisher : Jurusan Tarbiyah dan Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/tanjak.v7i2.3056

Abstract

Teacher performance is a key indicator of educational quality. However, suboptimal principals' managerial competence, an unconducive organizational climate, and limited teachers' digital literacy remain important challenges associated with teacher performance, particularly in Gaung District, Indragiri Hilir Regency, Riau Province. This study aimed to examine the relationships between principals' managerial competence, organizational climate, and digital literacy and teacher performance, both individually and simultaneously. A quantitative survey design was employed involving 206 elementary school teachers selected through total sampling. Data were collected using validated and reliable Likert-scale questionnaires and analyzed using multiple linear regression. The regression model was statistically significant (F(3, 202) = 75.975, p < .001), with an Adjusted R² of .523 and an R² of .530, indicating that the model explained 53.0% of the variance in teacher performance. Partially, principals' managerial competence (? = .426), organizational climate (? = .377), and digital literacy (? = .278) were positively and significantly associated with teacher performance. Based on the standardized beta coefficients, principals' managerial competence emerged as the strongest predictor in the model. These findings indicate that teacher performance is positively associated with principals' managerial competence, a supportive organizational climate, and teachers' digital literacy. Given the cross-sectional design, the results should be interpreted as predictive associations rather than causal relationships. Strengthening these three aspects may support efforts to improve the quality of teaching and learning in elementary schools.
Co-Authors Aleeyah Masae Ardi Ariyanto Arum Dwi Hastutiningsih Mada Sutapa Marsalina Way Muhamad Mujari Muhammad Nuh Nurmila Nurmila Priadi Surya Ruth Mandak Slamet Lestari