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The Influence of Teachers' Certification and Work Motivation on the Professionalism of State Elementary School Teachers Wilis Winarti; Tri Widayatsih; 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.v7i2.1412

This study aims to analyze the influence of teachers' certification and work motivation on the professionalism of State Elementary School teachers in Suak Tapeh District, both partially and simultaneously. Using a quantitative ex post facto approach, data were collected via questionnaires and documentation from 69 teachers and analyzed using SPSS. The results indicate that both certification and work motivation have significant positive effects individually, with motivation showing a slightly stronger influence. Furthermore, their combined impact is substantially greater, explaining a significant portion of the variance in professional standards. The novelty of this research lies in its localized examination of these interconnected factors within a specific Indonesian district, providing contextual empirical evidence. A key practical implication is that educational policy must not only maintain certification programs but also actively foster teacher motivation through systemic support to maximize professional outcomes. This study contributes to the academic literature by quantifying the synergistic relationship between certification and motivation, and offers actionable insights for local administrators seeking to enhance teaching quality through dual-focused strategies.

The Influence of Principal’s Leadership and Certification on Teachers’ Work Motivation Deasy Aryanti; Tri Widayatsih; 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.v7i2.1415

This study aims to analyze the influence of principal’s leadership and teachers’ certification on the work motivation of public elementary school teachers in Kedondong Raye Village, both partially and simultaneously. Using a quantitative ex post facto method, data were collected via questionnaires and documentation from 71 certified teachers and analyzed with SPSS. The results confirm that both principal’s leadership and certification individually have a significant positive effect on teacher motivation. Furthermore, their combined influence is also significant, indicating they function as complementary drivers. The novelty of this research lies in its specific examination of these two factors within the unique context of a rural village setting, providing localized insights into the drivers of teacher motivation. A key practical implication is that to enhance teacher motivation, educational stakeholders must adopt an integrated approach: school principals should strengthen supportive and transformative leadership practices, while systemic certification policies should be maintained and their professional benefits reinforced. This study contributes by offering empirical evidence on the synergistic relationship between leadership and certification, presenting a practical model for improving teacher motivation and, consequently, educational outcomes in similar rural or village-based school environments.

The Influence of Work Motivation and Work Discipline on the Performance of Public Elementary School Teachers Astria Ningsih; Tri Widayatsih; Mahasir Mahasir
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.v7i2.1434

This study aims to analyze the combined influence of work motivation and work discipline on the performance of elementary school teachers in Rantau Bayur District. Employing a quantitative descriptive method, data were collected via questionnaires, observation, and documentation from a sample of 95 teachers and principals across 10 public elementary schools. Statistical analysis included normality, linearity, and multicollinearity tests, followed by correlation, regression, t-tests, and an F-test. The results demonstrate that both factors significantly and positively affect teacher performance, with their combined influence being substantially greater than their individual effects. The novelty of this research lies in its focused examination of the synergy between intrinsic motivation and behavioral discipline within a specific rural Indonesian educational context. A key practical implication is the need for school administrators to develop integrated policies that simultaneously enhance motivational incentives and reinforce disciplinary frameworks. This study contributes actionable empirical evidence to the field of educational management, highlighting that holistic human resource strategies, rather than isolated interventions, are critical for optimizing teacher performance in public elementary schools.

Implementation of the Utilization of the Identifikasi, Refleksi, and Benahi (IRB) Approach to Education Report Cards in an Effort to Improve Literacy Fidya Junisya; Tri Widayatsih; Mahasir Mahasir
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.v7i2.1446

This study aims to describe the application of the Identifikasi, Refleksi, and Benahi (IRB) approach, utilizing Education Report data, to enhance literacy at SDN 223 Palembang. Using a descriptive qualitative method, data were collected through interviews, observations, and documentation, focusing on four aspects: planning, implementation, supervision, and improvement strategies. The results demonstrate that data-driven, collaborative planning and participatory program implementation including daily reading sessions and literacy-integrated learning significantly strengthened students' literacy skills and the school's reading culture. The novelty of this research lies in its detailed case study of the IRB framework as an adaptive, cyclical model for data-based educational management in a primary school setting. A key practical implication is the provision of a replicable blueprint for other schools to systematically transform assessment data into targeted literacy interventions. The study contributes a validated, holistic strategy to the field of school improvement, emphasizing that sustained literacy gains are achievable through structured collaboration, continuous reflective supervision, and capacity-building across the entire school community.

The Influence of Principal’s Leadership and Teachers’ Professionalism on Teachers’ Performance Elen Sujana; Tri Widayatsih; 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.v7i2.1455

This study aims to analyze the influence of principal’s leadership and teachers’ professionalism on the performance of State Elementary School teachers in Suak Tapeh District, Banyuasin Regency, examining both partial and simultaneous effects. Employing a quantitative ex post facto approach, data were collected via questionnaires and documentation from a sample of 115 teachers and analyzed using SPSS. The results confirm three findings: (1) principal’s leadership significantly influences teachers’ performance; (2) teachers’ professionalism significantly influences performance; and (3) both factors together exert a stronger, synergistic combined influence. The novelty of this research lies in its empirical demonstration of this synergy within a specific Indonesian district context, highlighting how leadership and professionalism interact to enhance outcomes. A key practical implication is the necessity for integrated school improvement policies that concurrently develop transformational leadership in principals and continuous professional growth for teachers. This study contributes to the field of educational management by providing evidence that teachers’ performance is optimally strengthened through dual-focused interventions targeting both administrative leadership and individual professional competence, offering a actionable model for district-level planning.

Elementary School Learning Management Using a Central Approach Ayu Meiva Agung Lestari; Tri Widayatsih; Suherman Suherman
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.v7i1.1513

This study aims to describe the management, implementation, and supporting and inhibiting factors of the center learning model at SD Negeri 1 Pematang Panggang, Indonesia, during the 2025/2026 academic year. A qualitative approach with a descriptive method was employed, utilizing interviews, observation, and documentation to gather data from 15 teacher respondents implementing the center model. The findings reveal three key aspects. First, the management of learning centers encompasses comprehensive planning, organizing, actuating, and controlling processes, both internally and externally. Second, the implementation is structured around four distinct centers preparation, nature, blocks and creativity, and acting and physical exercise rotated from Monday to Thursday, with Fridays dedicated to thematic culmination activities. Third, evaluation is conducted in a staged manner, including daily, weekly, mid-semester, and end-of-semester assessments to monitor student progress and report to parents. The novelty of this study lies in its detailed documentation of a complete, phased management system for center-based learning within a specific Indonesian primary school context. Practically, these findings offer a replicable framework for other schools seeking to adopt or refine similar pedagogical models. The study contributes to educational literature by providing empirical evidence on the operational dynamics of center learning, demonstrating how structured management, diverse center types, and systematic evaluation collectively enhance the implementation of this approach in primary education.

Principal’s Strategies in Implementing Digital Literacy Rana Arisma Valeves; Tri Widayatsih; Mahasir Mahasir
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.v7i2.1517

This study aims to analyze the principal’s strategies in implementing digital literacy at SMK Negeri 1 Sekayu, Indonesia, focusing on planning, implementation, and supervision, as well as associated challenges and solutions. Employing a qualitative descriptive approach, data were collected through observation, in-depth interviews, and documentation involving the principal, vice principals, teachers, and educational staff. Data analysis followed an interactive model of reduction, display, and conclusion drawing. The findings reveal a multi-stage strategy. Planning involved integrating digital literacy into the curriculum and annual programs, developing technology-based instructional tools, and providing supporting facilities. Implementation centered on encouraging digital learning platforms, conducting professional development workshops to enhance teachers’ digital competencies, and promoting project-based learning with digital technology. Supervision was executed through regular monitoring and evaluation of classroom practices. Key challenges identified include suboptimal platform use, varying teacher digital competence, and infrastructure limitations. Solutions implemented involve strengthening teacher capacity through continuous training and optimizing available technological resources. The novelty of this study lies in its specific examination of leadership strategies for digital literacy within a vocational high school context in Indonesia, offering insights into the principal’s role as a central driver. Practically, the findings provide a strategic framework for school leaders in similar contexts to navigate digital integration. This study contributes to educational leadership literature by demonstrating that effective digital literacy implementation requires coherent, multi-level strategies from planning through to supervision, coupled with targeted solutions to address persistent challenges.

Teachers’ Professional Competence, School Climate, and Student Achievement: A Quantitative Study of Indonesian Public Senior High Schools Yusnita Yusnita; Tri Widayatsih; Muhammad Fahmi
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.v7i3.1563

This study examines the effect of teacher professional competence and school climate on student achievement in public senior high schools. A quantitative, cross-sectional survey design was employed with a sample of 152 respondents (100 students and 52 teachers) selected through proportionate stratified random sampling from three public senior high schools in Sungai Lilin District, South Sumatra, Indonesia. Data were collected using validated questionnaires (90 items, 5-point Likert scale) and analyzed using simple and multiple linear regression. Findings indicate that: (1) teacher professional competence has a significant positive effect on student achievement (β = 0.569, p < 0.001); (2) school climate also significantly affects student achievement (β = 0.219, p < 0.001); and (3) jointly, both variables explain 56.4% of the variance in student achievement (F = 34.015, p < 0.001, R² = 0.564). These results underscore the importance of investing in teacher professional development and fostering a positive school climate to enhance academic outcomes. However, the cross-sectional design precludes causal inference, and generalizability is limited to similar Indonesian rural-adjacent contexts. Future research should employ longitudinal designs and include objective achievement measures beyond self-reported perceptions.

Teachers’ Professional Competence and Student Character as Predictors of Academic Achievement in Indonesian Elementary Schools: A Quantitative Ex Post Facto Study Misnawati Misnawati; Tri Widayatsih; Muhammad Fahmi
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.v7i3.1565

This study examines the influence of teacher professional competence and student character on academic achievement in public elementary schools in Banyuasin District, Indonesia. A quantitative ex post facto design was employed, with 86 teachers selected via proportionate stratified random sampling. Data were collected using validated Likert-scale questionnaires, observation sheets, and report card documentation, then analyzed using multiple linear regression. Descriptive results indicated that teacher professional competence and student character were categorized as high, and student achievement was good, with all prerequisite tests (normality, linearity) satisfied. Partially, teacher professional competence significantly predicted student achievement (t = 102.32, p < 0.001), contributing 66.1%; student character also significantly predicted achievement (t = 101.61, p < 0.001), contributing 80%. Simultaneously, both variables explained 80% of the variance in student achievement (adjusted R² = 0.800, F = 4897.94, p < 0.001). The study concludes that teacher competence and student character function synergistically to enhance academic outcomes, with student character showing a slightly stronger predictive contribution. The novelty lies in empirically demonstrating the near-equal and substantial combined predictive power of both variables within the underexplored context of Indonesian public elementary schools, moving beyond isolated examinations of each factor. Practically, these findings suggest that schools should invest equally in professional development programs for teachers and character education initiatives for students to maximize academic achievement. This study contributes to educational psychology and school management literature by providing robust quantitative evidence that academic success is co-determined by instructional quality and student non-cognitive attributes, highlighting the need for integrated interventions addressing both domains simultaneously.

Transformation of Principal’s Leadership in Building Teacher’s Motivation and Performance Muhamad Sofiul Fuad; Tri Widayatsih; Mulyadi Mulyadi
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.v8i1.1623

This study aims to: (1) describe the implementation of the four dimensions of the principal's transformational leadership (idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration) at SDN 10 Muara Sugihan; (2) analyze the principal's strategies in building and sustaining teacher work motivation through a transformational approach; and (3) explore the implications of these leadership practices on improving teachers' performance in the learning process. Employing a qualitative case study design, data were collected through in-depth interviews, participatory observation, and documentation from purposively selected informants, including the principal, five teachers, a school supervisor, and administrative staff. Analysis followed the interactive model of Miles, Huberman, and Saldaña, with validity ensured through triangulation and member checking. The principal demonstrated transformational leadership through concrete role modeling, contextual vision communication, and consistent appreciation of teacher performance. Motivation-building strategies included creating a humanistic organizational climate, strengthening teachers' sense of belonging, and employing emotionally supportive approaches. These practices tangibly improved teacher performance in lesson planning, teaching creativity, and professional discipline. This study uniquely positions work motivation as a key mediating mechanism linking transformational leadership to teacher performance in a rural Indonesian elementary context. Findings emphasize that principals must adopt humanizing, emotionally supportive approaches alongside structural strategies to sustain teacher motivation effectively. This research contributes empirical evidence that transformational leadership, when enacted through relational and motivational dimensions, significantly enhances teacher professionalism, offering actionable insights for school leaders in similar underserved settings.

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