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All Journal PPSDP International Journal of Education Journal of Social Work and Science Education
Nurlina Nurlina
Universitas PGRI Palembang, South Sumatra, Indonesia
Religion Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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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

Abstract

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 Leadership Style and Work Motivation on Teacher Performance: Evidence from Public Elementary Schools in Indonesia Irra Julia Saputri; Alhadi Yan Putra; 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.v7i2.1408

Abstract

This study aims to analyze the influence of principal leadership style and teachers’ work motivation on the performance of elementary school teachers in Talang Kelapa District, Banyuasin Regency. Employing a quantitative approach with a survey design, the study involved 109 teachers from public elementary schools selected as research respondents. Data were collected using structured questionnaires that measured principal leadership style, teachers’ work motivation, and teacher performance. The collected data were then analyzed using simple and multiple linear regression techniques to examine both partial and simultaneous effects among the variables. The results of the t-test indicate that principal leadership style has a positive and significant effect on teacher performance (t = 4.420; Sig. = 0.000), contributing 15.4% to the variance in teacher performance. Similarly, teachers’ work motivation shows a positive and significant effect on teacher performance (t = 5.796; Sig. = 0.000), with a contribution of 23.9%. Furthermore, the results of the simultaneous test reveal that principal leadership style and teachers’ work motivation jointly have a significant effect on teacher performance (F = 19.693; Sig. = 0.000), with a coefficient of determination (R²) of 0.271. These findings confirm that teacher performance is influenced by both organizational and individual factors. Strengthening principal leadership practices and enhancing teachers’ work motivation are therefore essential strategies for improving teacher performance and supporting the effectiveness of elementary education.
Implementation of the MBG Program in Synergizing School Health Efforts at SD Mandiri Palembang Mega Mustika; Edi Harapan; 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.v7i2.1481

Abstract

This study aims to describe the implementation of the Free Nutritious Meal Program (MBG) and its operational synergy with the School Health Program (UKS) at SD Mandiri Palembang, focusing on planning, execution, supervision, and follow-up, while identifying constraints and solutions. Employing a qualitative approach, data were collected through interviews, observations, and documentation. The results show that structured planning based on nutritional mapping and multi-stakeholder coordination enables effective implementation, featuring regular meal distribution and integrated nutrition education. Continuous supervision, including hygiene monitoring and nutritional status checks, strengthens the MBG-UKS synergy. Follow-up actions adapt menus and improve coordination to address challenges such as varying student appetite. The novelty lies in empirically illustrating how a feeding program can be systematically integrated into a school health framework within a specific Indonesian context. A key practical implication is the provision of a replicable implementation model for other schools seeking to link nutrition and health services. The study contributes a detailed qualitative case study to the field of school health management, demonstrating that structured processes and cross-program collaboration are essential for sustaining integrated student well-being initiatives.
Analysis of Madrasah Principal’s Leadership Style on Teachers’ Work Motivation Chandra Chandra; Nur Ahyani; Nurlina Nurlina
PPSDP International Journal of Education Vol. 5 No. 1 (2026): PPSDP International Journal of Education
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v5i1.893

Abstract

This study aims to analyze the implementation of the principal’s leadership style, identify obstacles, and examine strategies for enhancing teacher work motivation at MI Luqmanul Hakim Marta Jaya. Employing a qualitative case study method, data were collected through interviews, observation, and documentation. The results indicate that the principal adopts an integrated leadership style, combining transformational, democratic, and Islamic values with minor transactional elements. Key obstacles include limited resources, administrative burdens, and varied teacher characteristics. Effective motivational strategies involve two-way communication, recognition, professional development, participatory decision-making, and cultivating an Islamic work environment. The novelty of this research lies in its focused examination of how Islamic values are synergized with contemporary leadership approaches in a madrasah setting. A key practical implication is that madrasah principals can adopt this integrated leadership model to foster motivation despite resource constraints. The study contributes a context-specific framework for faith-based educational leadership, demonstrating that purpose-driven and value-based practices are essential for sustaining teacher commitment in Islamic institutions.
The Influence of Merdeka Curriculum Learning and Teacher Work Motivation on Learning Quality in Public Elementary Schools Triyanto Triyanto; Nurlina Nurlina; Alhadi Yan Putra
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.v8i1.1633

Abstract

Learning quality is a major indicator of elementary school effectiveness because it reflects the quality of planning, classroom implementation, learning interaction, assessment, and continuous instructional improvement. This study examines the influence of Merdeka Curriculum learning and teacher work motivation on learning quality in public elementary schools in Karang Agung Ilir District, Banyuasin Regency. The study used a quantitative ex post facto design. The respondents were 91 teachers selected from public elementary schools in the district. Data were collected through questionnaires measuring Merdeka Curriculum learning, teacher work motivation, and learning quality. The instruments were developed from relevant indicators and were tested before being used in the main study. The data were analyzed using descriptive statistics, assumption testing, simple linear regression, and multiple linear regression with SPSS version 26. The results show that Merdeka Curriculum learning had a positive and significant influence on learning quality, with t = 7.545, R = 0.625, and R² = 0.390. Teacher work motivation also had a positive and significant influence on learning quality, with t = 5.042, R = 0.471, and R² = 0.222. Simultaneously, Merdeka Curriculum learning and teacher work motivation influenced learning quality, with F = 32.910, R = 0.654, and R² = 0.428. These findings indicate that learning quality improves when curriculum implementation is supported by motivated teachers. The study contributes to educational management by showing that curriculum reform and teacher motivation should be developed together to strengthen learning quality in elementary schools.
The Synergistic Effect of Academic Supervision and Principal Motivation on Teacher Performance: Evidence from Public High Schools in Indonesia Deti Harlena; Alhadi Yan Putra; Nurlina Nurlina
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.v7i1.1369

Abstract

Teacher performance gaps remain a persistent challenge in improving educational quality, influenced by the effectiveness of academic supervision and principals’ motivational leadership. This study examines the extent to which these two factors contribute to the performance of public senior high school teachers in Banyuasin Regency. Employing a quantitative approach with a correlational design, the research involved 126 teachers selected through random sampling. The measurement instruments demonstrated adequate construct validity (AVE > 0.50) and reliability (Cronbach’s Alpha > 0.70). Multiple linear regression analysis revealed that academic supervision (β = 0.261; p = 0.003) and principal motivation (β = 0.373; p < 0.001) exert significant positive effects on teacher performance, both individually and jointly (F = 11.222; p < 0.001), yielding an R² value of 0.154. These findings underscore the relevance of Self-Determination Theory in explaining how leadership support fulfills teachers’ psychological needs. Practically, the results highlight the importance of strengthening coaching-based supervision and motivational strategies to foster a more supportive professional environment and promote continuous performance improvement.
Co-Authors Alhadi Yan Putra Chandra Chandra Deti Harlena Edi Harapan Irra Julia Saputri Mega Mustika Nur Ahyani Resdayani Resdayani Triyanto Triyanto Yasir Arafat