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Suherman Suherman
Universitas PGRI Palembang, South Sumatra, Indonesia
Religion Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media

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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

Abstract

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

Abstract

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 Teachers’ Competence and School Management on Teachers’ Performance Fitriyanti Fitriyanti; Syaiful Eddy; 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.v7i2.1422

Abstract

This study examines the simultaneous and partial influence of teacher competence and school management on teacher performance at State Elementary Schools in Ilir Barat 1 District, Palembang. Using a quantitative descriptive method, data was collected via questionnaires from 229 teachers sampled from a population of 534 across 29 schools. Analysis involved normality, linearity, and multicollinearity tests, followed by correlation, regression, t-tests, and F-tests. The results confirm that both teacher competence and school management have a positive and significant effect on teacher performance, both partially and simultaneously. The novelty lies in quantifying their combined impact within this specific regional context. Practically, these findings underscore the need for integrated professional development and administrative training programs. The study’s contribution is empirical evidence for educational policymakers and school leaders to prioritize holistic strategies that enhance both individual teacher capabilities and overarching managerial systems to improve overall educational outcomes.
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 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

Abstract

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

Abstract

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.
Curriculum Planning and Teacher Organizational Commitment as Predictors of Education Quality in Indonesian Public Elementary Schools Eliyana Eliyana; Bukman Lian; Suherman Suherman
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.v8i1.1609

Abstract

Education quality in elementary schools depends on multiple factors, including managerial planning and teacher commitment. This study examined the effects of school curriculum planning and teachers’ organizational commitment on education quality in public elementary schools in Cempaka District, Ogan Komering Ulu Timur Regency, Indonesia. A quantitative correlational design was employed with a sample of 20 teachers selected from ten public elementary schools (two teachers per school). Data were collected through Likert-scale questionnaires, observation, and documentation. Instrument validity was tested using Pearson product-moment correlation, while reliability was assessed using Cronbach’s alpha (α = 0.953 for curriculum planning, α = 0.930 for teacher commitment, α = 0.969 for education quality). Data were analyzed using descriptive statistics, normality and linearity tests, simple regression, and multiple regression. Results indicated that curriculum planning positively and significantly affected education quality (B = 0.350; β = 0.402; t = 3.724; p < 0.001; R² = 0.262). Teachers’ organizational commitment also had a positive and significant effect (B = 0.382; t = 5.174; R² = 0.369). Simultaneously, both variables explained 59.6% of the variance in education quality (R² = 0.596; F = 14.903; p < 0.001). These findings highlight the necessity of integrating systematic curriculum planning with strengthened teacher commitment to improve education quality. The study contributes to educational management literature by demonstrating that quality improvement requires both structural planning and human resource commitment.
School-Based Management and Pedagogical Competence as Predictors of Teacher Performance Ari Yunita; Bukman Lian; Suherman Suherman
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.v8i1.1621

Abstract

This study examines the influence of school-based management and teachers’ pedagogical competence on teacher performance in a rural public elementary school context, where systemic support and professional development are often constrained. A quantitative correlational design was employed at SD Negeri 2 Tugumulyo, Belitang Madang Raya District, OKU Timur Regency, South Sumatra. The population comprised 86 teachers from two public elementary schools, with a sample of 44 teachers from SD Negeri 2 Tugumulyo selected through purposive sampling. Data were collected using Likert-scale questionnaires, supported by observation and documentation. Instruments measured school-based management, pedagogical competence, and teacher performance. Analyses included validity and reliability tests, assumption tests, simple regression, and multiple regression using SPSS. School-based management positively and significantly influenced teacher performance (R = 0.806; R² = 0.649; t = 15.142; p < 0.001), as did pedagogical competence (R = 0.875; R² = 0.766; t = 20.159; p < 0.001). Simultaneously, both variables explained 81.2% of the variance in teacher performance (R = 0.901; R² = 0.812; F = 265.744; p < 0.001). This study uniquely integrates school-based management and pedagogical competence as joint predictors of teacher performance within a rural Indonesian elementary setting, an underexplored combination in existing literature. Findings emphasize that school autonomy and participatory management must be accompanied by sustained pedagogical capacity-building to optimize teacher effectiveness. This research contributes empirical evidence that teacher performance is substantially strengthened when institutional autonomy and instructional competence are developed synergistically, offering actionable insights for school leaders and policymakers in similar rural contexts.
The Influence of Education Quality Management Strategies and Teachers’ Intrinsic Motivation on Teaching Innovation in Public Elementary Schools in Semendawai Barat Yesi Ulistina; Bukman Lian; Suherman Suherman
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.v8i1.1645

Abstract

This article examines the influence of education quality management strategies and teachers’ intrinsic motivation on teaching innovation in public elementary schools in Semendawai Barat. The study was developed from a quantitative survey conducted in the context of elementary education, where schools are expected to improve learning quality while responding to curriculum change, technology development, and the need for student-centered pedagogy. The research focused on three variables: education quality management strategy as the first independent variable, teachers’ intrinsic motivation as the second independent variable, and teaching innovation as the dependent variable. Data were collected from teacher respondents through questionnaires supported by observation and documentation. The instrument was organized using Likert-scale statements and tested for validity and reliability before being analyzed. Data analysis used prerequisite tests, simple regression, and multiple linear regression. The findings show that education quality management strategies have a positive and significant influence on teaching innovation. Teachers’ intrinsic motivation also has a positive and significant influence on teaching innovation. Simultaneously, both variables contribute significantly to the development of innovative teaching practices. The multiple regression model indicates that the combined contribution of quality management strategies and teachers’ intrinsic motivation explains 29.6% of the variation in teaching innovation, while the remaining proportion is influenced by other factors outside the research model. These findings indicate that teaching innovation cannot be built only through individual creativity or school policy alone. It requires an integrated relationship between systematic quality management, supportive leadership, continuous evaluation, professional development, and teachers’ internal willingness to improve their teaching. The article concludes that the strengthening of school quality management and intrinsic teacher motivation is essential for building sustainable teaching innovation in elementary education.
Co-Authors Alhadi Yan Putra Ari Yunita Ayu Meiva Agung Lestari Bukman Lian Deasy Aryanti Elen Sujana Eliyana Eliyana Fitriyanti Fitriyanti Syaiful Eddy Tika Suri Tri Widayatsih Wilis Winarti Yesi Ulistina