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The Effect of Principal’s Leadership and School Culture on Teachers’ Performance in Public Junior High Schools Resdayani Resdayani; Yasir Arafat; Nurlina Nurlina
Journal of Social Work and Science Education Vol. 7 No. 2 (2026): Journal of Social Work and Science Education
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i2.1399

This study aims to examine the effect of school principal leadership and school culture on teacher performance in public junior high schools in Pangkalan Lampam District, Ogan Komering Ilir Regency. The research employed a quantitative approach with a correlational design, involving 83 teachers selected through proportional random sampling from a population of 104 teachers. Data were collected using Likert-scale questionnaires measuring school principal leadership, school culture, and teacher performance, and were analyzed through prerequisite tests (normality, linearity, multicollinearity, and heteroscedasticity) followed by multiple linear regression analysis using t-tests and F-tests at a 5% significance level. The results indicate that school principal leadership has a positive and significant effect on teacher performance, school culture also has a positive and significant effect on teacher performance, and both variables simultaneously exert a significant influence on teacher performance. These findings highlight that effective leadership practices and a strong, positive school culture are key organizational factors in enhancing teacher performance. The novelty of this study lies in its integrated analysis of principal leadership and school culture as joint predictors of teacher performance within the specific context of public junior high schools in Pangkalan Lampam District, providing localized empirical evidence that supports and extends existing theories of educational leadership and organizational culture. From a practical perspective, the findings imply that efforts to improve teacher performance should prioritize strengthening principals’ leadership capacities through continuous professional development and fostering positive school cultures characterized by collaboration, professionalism, and shared responsibility. In terms of contribution, this study enriches the literature on educational management by offering empirical insights into the systemic relationship between leadership, school culture, and teacher performance, and it provides a valuable reference for policymakers, school leaders, and future researchers in designing effective school improvement and leadership development strategies aimed at improving the quality of education.

The Influence of Principal Supervision and Organizational Culture Towards the Performance of Vocational Teachers Linda Sukma; Yasir Arafat; Pahlawan Pahlawan
Journal of Social Work and Science Education Vol. 7 No. 2 (2026): Journal of Social Work and Science Education
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i2.1443

This study aims to analyze the influence of principal supervision and organizational culture on teacher performance within State Vocational Schools in Ogan Ilir Regency. Employing a quantitative descriptive method, data were collected via questionnaires from a sample of 67 teachers across five vocational schools. Statistical analysis included normality, linearity, and multicollinearity tests, followed by correlation, regression, t-tests, and an F-test. The results confirm that both principal supervision and organizational culture have a significant positive effect on teacher performance, with their combined influence explaining a substantial portion of the variance in performance outcomes. The novelty of this research lies in its focused examination of these two managerial factors within the specific context of Indonesian public vocational education, a sector critical to workforce development. A key practical implication is the need for district-level policies that train school principals in constructive supervision techniques while consciously fostering a collaborative and achievement-oriented school culture. This study contributes to the field of educational management by providing empirical evidence that strategic leadership and intentional cultural development are synergistic levers for enhancing teacher effectiveness in vocational settings.

Multimedia-Based Learning Management Interactive Learning in Improving Students’ Digital Literacy Miftahul Jannah; Yasir Arafat; Mahasir Mahasir
Journal of Social Work and Science Education Vol. 7 No. 1 (2026): Journal of Social Work and Science Education
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i1.1493

This study aimed to describe the application, implementation, and evaluation of interactive multimedia-based learning management as a strategy to improve the digital literacy of third- and fourth-grade students at SD Negeri 22 Sembawa. Employing a descriptive qualitative method, the research involved teachers, the principal, and students as subjects. Data were analyzed through the processes of reduction, display, and conclusion drawing/verification. The strategy proved effective in enhancing students’ abilities to access, understand, evaluate, and process digital information. Teachers successfully adopted more creative, student-centered planning and evaluation. Key challenges included limited devices, constrained instructional time, and gaps in teachers’ digital competencies. The study uniquely integrates the framework of systematic learning management planning, implementation, evaluation with interactive multimedia tools, specifically targeting digital literacy development in lower primary education. The findings provide an actionable model for schools, highlighting the need for targeted teacher training and resource allocation to overcome technological and pedagogical barriers when implementing similar digital literacy programs. It contributes a validated, on-the-ground case study demonstrating how structured learning management can successfully harness interactive multimedia to build foundational digital competencies in young learners.

The Influence of Student Discipline and Learning Facilities on the Motivation of State Elementary School Teachers Alfiansyah Alfiansyah; Yasir Arafat; Nuril Furkan
Journal of Social Work and Science Education Vol. 7 No. 2 (2026): Journal of Social Work and Science Education
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i2.1519

This study aims to identify and describe the combined influence of student discipline and learning facilities on teachers’ motivation in public elementary schools in Sako District, Palembang, Indonesia. Employing a descriptive quantitative method, the research was conducted across 10 schools over six months (June-November 2025). The population comprised 225 teachers (civil servants, contract, and honorary staff), with a sample of 69 respondents determined through appropriate calculations. Data collection utilized questionnaires, observations, and documentation, while analysis involved normality, linearity, and multicollinearity tests, alongside simple and multiple correlation analysis, regression analysis, t-tests, and F-tests. The findings reveal a significant combined influence of student discipline and learning facilities on teacher motivation. Notably, the magnitude of this combined influence contributes 99.2% to teachers’ motivation, indicating an exceptionally strong predictive relationship. The novelty of this study lies in its quantitative demonstration of the near-total combined effect of these two specific school environment factors on teacher motivation within the Indonesian elementary school context, moving beyond isolated examinations of each variable. Practically, these findings underscore for school administrators and policymakers the critical importance of simultaneously fostering student discipline and improving learning facilities as dual strategies to enhance teacher motivation. This study contributes to educational management literature by providing robust empirical evidence on the synergistic impact of student behavior and physical resources on teacher morale, highlighting their interdependence in shaping a motivating work environment.

The Effect of Principal's Transformational Leadership and Job Satisfaction on the Performance of State Elementary School Teachers Dwi Sartika Sari; Rohana Rohana; Yasir Arafat
Journal of Social Work and Science Education Vol. 7 No. 3 (2026): Journal of Social Work and Science Education
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i3.1574

This study analyzes the influence of principal's transformational leadership and job satisfaction on teacher performance at public elementary schools in Sematang Borang District, Indonesia. Employing a quantitative approach, the research targeted a population of 101 teachers, all of whom were selected as samples using saturated sampling technique. Data were collected through Likert-scale questionnaires and documentation, then analyzed using regression tests, t-tests, and F-tests. The results reveal three key findings: first, principal's transformational leadership has a positive and significant influence on teacher performance; second, job satisfaction also demonstrates a positive and significant influence on teacher performance; and third, both variables simultaneously exert a positive and significant influence on teacher performance. The study concludes that improving teacher performance requires strengthening both transformational leadership practices and job satisfaction levels concurrently. The novelty lies in examining the combined effects of these two variables within the underexplored context of elementary schools in Sematang Borang District, providing localized empirical evidence. Practically, school principals should adopt transformational behaviors such as intellectual stimulation and individualized consideration while also systematically addressing teacher job satisfaction through recognition, supportive working conditions, and professional growth opportunities. This study contributes to educational leadership literature by confirming that transformational leadership and job satisfaction are not mutually exclusive but rather complementary drivers of teacher performance, suggesting that holistic interventions targeting both leadership style and teacher welfare yield optimal results in elementary school settings.

Principal Leadership Strategies for Enhancing Teacher Motivation in Rural Elementary Education: A Qualitative Study Da’im Da’im; Yasir Arafat; Muhammad Juliansyah Putra
Journal of Social Work and Science Education Vol. 7 No. 2 (2026): Journal of Social Work and Science Education
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i2.1617

This study examines principal leadership strategies for enhancing teacher motivation in a rural elementary school setting, specifically addressing the contextual challenges of resource-limited environments. Using a descriptive qualitative approach, the research was conducted at SDN 6 Empat Petulai Dangku, Muara Enim Regency, South Sumatra. Participants included the principal, supervisor, teachers, students, committee representatives, and administrative staff, selected via purposive sampling. Data were collected through interviews, observation, and documentation, then analyzed using data reduction, display, and conclusion drawing, with trustworthiness ensured through source and technique triangulation. Findings reveal that the principal strengthened teacher motivation through participatory planning, academic supervision, professional development, appreciation, discipline coaching, and supportive communication. However, major obstacles persisted, including limited facilities, uneven teacher discipline, low digital competence, heavy administrative loads, and scarce external support. This study offers a contextualized leadership model tailored to rural Indonesian elementary schools, integrating instructional, democratic, and emotional dimensions rarely combined in prior research. The results underscore the need for district policymakers to provide targeted infrastructure, digital training, and workload relief to complement school-level leadership efforts. This research contributes empirical evidence that effective rural principalship demands a balanced synthesis of instructional guidance, participative decision-making, emotional support, and strategic resource optimization to sustain teacher motivation and elevate learning quality despite geographical and infrastructural constraints.

The Influence of Principal Leadership and Teachers’ Job Satisfaction on Teachers’ Performance at State Elementary School Risnayanti Risnayanti; Yasir Arafat; Syaiful Eddy
Journal of Social Work and Science Education Vol. 8 No. 1 (2027): Forthcoming Issue
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v8i1.1671

This study aims to determine the influence of principal leadership and teacher job satisfaction on teacher performance in public elementary schools within the Kalidoni sub-district of Palembang. A quantitative approach was employed, with data collected through questionnaire distribution to respondents across 7 public elementary schools. The sample comprised 104 teachers, determined using Slovin's formula. Data were analyzed using multiple regression analysis, incorporating t-tests, F-tests, and coefficient of determination. The findings reveal that: (1) principal leadership has a significant partial influence on teacher performance; (2) teacher job satisfaction has a significant partial influence on teacher performance; and (3) both principal leadership and teacher job satisfaction simultaneously exert a significant influence on teacher performance, confirming that these two variables jointly predict performance outcomes. This study provides empirical evidence from an urban sub-district context in Palembang, demonstrating the combined predictive power of leadership and job satisfaction on teacher performance in a multi-school setting, an area relatively underexplored in local educational research. Findings underscore the necessity for school principals and district policymakers to simultaneously prioritize leadership development and teacher welfare programs to sustain and enhance performance. This research contributes actionable insights for educational administrators, affirming that teacher performance is optimized when strong leadership is complemented by high job satisfaction, offering a foundational reference for performance improvement strategies in urban elementary school contexts.

Principal Strategies for Building a Quality-Oriented School Culture Reti Sartika; Bukman Lian; Yasir Arafat
Journal of Social Work and Science Education Vol. 8 No. 1 (2027): Forthcoming Issue
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v8i1.1683

This study examined the principal’s strategies for building a school culture oriented toward educational quality in an Indonesian public elementary school. A descriptive qualitative design was used to explore strategic planning, implementation, obstacles, and improvement efforts. Data were collected through semi-structured interviews, observation, and documentation. The principal, a school supervisor, a teacher, a school committee representative, and a student were selected purposively as key information sources. Data were analyzed through condensation, thematic display, conclusion drawing, and verification, while trustworthiness was strengthened through source and technique triangulation and member confirmation. The findings show that the principal developed quality culture through participatory planning, routine coordination, fair task distribution, academic supervision, teacher working groups, professional coaching, positive habituation, leadership by example, parental communication, and continuous evaluation. These practices strengthened discipline, collaboration, teacher responsibility, student character, and the learning environment. Implementation was constrained by differences in teacher readiness, limited digital and instructional facilities, inconsistent discipline, restricted time, uneven parental participation, and external influences on student behavior. The principal responded through persuasive guidance, peer support, educational discipline, resource optimization, stakeholder cooperation, and follow-up evaluation. The study offers an integrated view of principal strategy as a cultural improvement cycle and provides practical actions for elementary schools seeking quality development under limited-resource conditions.

Principal Leadership Strategies in Building Teachers’ Organizational Commitment Delyani Delyani; Yasir Arafat; Rohana Rohana
Journal of Social Work and Science Education Vol. 8 No. 1 (2027): Forthcoming Issue
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v8i1.1685

This study examines the principal’s leadership strategies in building teachers’ organizational commitment at SDN 148 Palembang. It focuses on the strategies implemented, the supporting and inhibiting conditions surrounding their implementation, and the solutions used to address persistent obstacles. A descriptive qualitative design was employed to understand leadership practices within the natural setting of the school. Six purposively selected informants participated: the principal, three teachers, one administrative staff member, and one school committee representative. Data were collected through semistructured interviews, moderate participant observation, and analysis of school documents. The data were reduced, organized, compared, and interpreted, while source and technique triangulation were used to strengthen credibility. The results show that the principal developed teacher commitment by continuously communicating the school vision, demonstrating discipline and responsibility, providing personal motivation and recognition, conducting developmental academic supervision, involving teachers in planning and decision making, and strengthening collaboration. These strategies increased teachers’ loyalty, discipline, responsibility, active participation, and sense of ownership. Supporting factors included an open communication climate, harmonious relationships, teacher competence, clear task distribution, administrative support, and cooperation from the committee and parents. The main barriers were uneven motivation, heavy administrative workloads, limited learning facilities, inefficient data systems, time pressure, and inconsistent parental participation. The principal addressed these issues through persuasive coaching, regular coordination, administrative digitalization, professional development, recognition, workload clarification, and stronger partnerships. The study highlights the importance of combining managerial direction with human-centered leadership to sustain teacher commitment in public elementary schools.

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