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All Journal PPSDP International Journal of Education Journal of Social Work and Science Education
Alhadi Yan Putra
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 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.
The Influence of Curriculum and Teacher Motivation on Students’ Learning Achievement Tika Suri; Alhadi Yan Putra; Suherman Suherman
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.v7i2.1432

Abstract

This study aims to analyze the combined influence of curriculum implementation and teacher motivation on student learning achievement in State Junior High Schools within Sematang Borang District. Employing a quantitative descriptive method, data were collected via questionnaires, observation, and documentation from a sample of 70 principals and teachers across two schools: SMP Negeri 23 and SMP Negeri 60 Palembang. Analysis involved normality, linearity, and multicollinearity tests, followed by correlation, regression, t-tests, and an F-test. The results indicate a statistically significant joint influence, with curriculum and teacher motivation together explaining 59.6% of the variance in student achievement. The novelty lies in empirically examining the synergistic effect of these two factors within a specific Indonesian district context. Practically, the findings underscore the need for integrated school improvement policies that simultaneously enhance curricular delivery and teacher incentive structures. This research contributes to educational management theory by quantifying the collective impact of institutional and human resource variables on academic outcomes.
The Effect of Audio Visual Learning Media and Learning Motivation on Science Learning Outcomes of Grade VII Students Ayu Permata Sari; Alhadi Yan Putra; Muhammad Fahmi
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.v5i1.868

Abstract

This study determined and described the effect of audiovisual learning media and learning motivation on the science learning outcomes of Grade VII students at public junior high schools (SMP) in Sako District, Palembang. The research sample consisted of 61 Grade VII students from two schools: SMP Mandiri Palembang (29 students) and SMP Binatama Palembang (32 students). Sampling techniques included total sampling and cluster random sampling. Data were collected by distributing questionnaires featuring a 5-point Likert scale to measure 60 statement items, alongside a final assignment comprising 30 questions. The data analysis technique employed was simple and multiple linear regression analysis. The results indicated that: 1) There is a significant influence of audiovisual learning media on the science learning outcomes of Grade VII students. 2) There is a significant influence of learning motivation on the science learning outcomes of Grade VII students. 3) Collectively, audiovisual learning media and learning motivation significantly influence the science learning outcomes of Grade VII students at the studied schools in Sako District, Palembang. The findings suggest that educators and institutions should consider integrating audiovisual media into their teaching strategies and actively work to enhance student learning motivation to improve science learning outcomes in junior high school settings. This study contributes to the existing literature by simultaneously examining the combined and individual effects of audiovisual learning media and learning motivation on science learning outcomes within a specific Indonesian educational context. It provides empirical evidence supporting the importance of both technological tools and psychological factors in achieving better academic performance.
Co-Authors Ayu Permata Sari Irra Julia Saputri Muhammad Fahmi Nurlina Nurlina Suherman Suherman Tika Suri