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

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The Influence of Infrastructure and Teachers’ Work Motivation on the Teachers’ Professionalism Didik Saputra; Syaiful Eddy; Neta Dian Lestari
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.v7i2.1414

Abstract

This study aims to analyze the influence of educational facilities and infrastructure, as well as teachers’ work motivation, on the professionalism of public junior high school teachers in Suak Tapeh District. Employing a quantitative ex post facto approach, the research surveyed all 105 teachers from three state schools using validated questionnaires, with data analyzed via simple and multiple regression in SPSS. The results demonstrate that both factors have a significant positive influence: facilities account for 25.3% of the variance in professionalism, while work motivation explains 28.8%. Their combined simultaneous influence contributes 28.7%. The novelty of this study is its localized focus, integrating these two critical variables into a single empirical model within a specific Indonesian district context. A key practical implication is that school administrators and policymakers must adopt a dual strategy, concurrently improving physical infrastructure and implementing programs to enhance intrinsic teacher motivation to effectively raise professional standards. This research contributes by providing empirical evidence of these interconnected relationships and offering a targeted framework for improving educational quality in similar regional settings.
The Influence of Principal’s Leadership and Facilities on Teachers’ Performance Siti Hajar; Syaiful Eddy; Yessi Fitriani
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.v7i2.1418

Abstract

This study aims to analyze the influence of principal’s leadership and infrastructure on the performance of public junior high school teachers in Suak Tapeh District, Banyuasin Regency. This study is motivated by the condition of teachers’ performance that still needs to be improved, as seen from low professionalism, teaching motivation, and limited facilities that support the learning process. While previous studies have focused more on motivation, academic supervision, or teacher competence, this study fills the gap in research by simultaneously examining the influence of principal’s leadership and infrastructure in public schools in rural areas. The approach used is quantitative with an ex post facto method on all 105 public junior high school teachers in Suak Tapeh District and used as a saturated sample. Data were collected through a Likert scale questionnaire that has been tested for validity and reliability, as well as documentation. Data analysis was conducted using simple and multiple linear regression using SPSS version 26. The results showed that principal’s leadership has a positive and significant effect of 29.6% on teachers’ performance, while infrastructure has an effect of 31.7%. Simultaneously, these two variables have an effect of 37.8%. These findings confirm that effective leadership and adequate school facilities play a crucial role in improving teachers’ performance. The novelty of this study lies in combining these two variables in the context of secondary schools in rural Banyuasin.
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 Effect of the Availability of Infrastructure and Teachers’ Work Motivation on Teacher Professionalism Asmawati Asmawati; Syaiful Eddy; Reva Maria Valianti
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.v7i2.1454

Abstract

This study aims to analyze the influence of infrastructure facility availability and teacher work motivation on the professionalism of State Elementary School teachers in the Ikrar Cluster, Banyuasin III District, examining both partial and simultaneous effects. Employing a quantitative ex post facto method, data were collected via questionnaires and documentation from a sample of 138 teachers. Analysis was conducted using SPSS. The results confirm three key findings: (1) infrastructure availability has a significant positive influence on teacher professionalism; (2) teacher work motivation has a significant positive influence on professionalism; and (3) both factors together exert a statistically stronger combined influence. The novelty of this research lies in its empirical examination of the synergistic relationship between tangible resource allocation (infrastructure) and intangible human resource factors (motivation) within a specific Indonesian school cluster context. A central practical implication is that school district administrators must adopt integrated improvement policies that concurrently invest in physical facilities and foster motivational strategies to optimize teacher professionalism. The study contributes actionable empirical evidence to the field of educational management, demonstrating that teacher development is most effectively enhanced through a dual-focused strategy addressing both environmental and psychological supports.
Managing Integrative Holistic Early Childhood Education in Resource-Limited Contexts: A Case Study of a ‘Satu Atap’ Kindergarten in Indonesia Martha Lasniroha Simanjuntak; Syaiful Eddy; Muhammad Fahmi
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.v7i2.1501

Abstract

This case study examines the implementation of integrative holistic early childhood education (IH-ECE) management at a ‘Satu Atap’ kindergarten in suburban Indonesia, where limited resources and farming community characteristics create unique implementation challenges. Drawing on in-depth interviews with the principal and teachers, participatory observation, and document analysis, we analyze how the institution operationalizes the four management functions (planning, organizing, actuating, controlling) within the constraints of high teacher-student ratios (1:20), dual educator roles, and limited technology. Findings reveal that despite resource limitations, the institution demonstrates best practices including child-centered planning, center-based environmental organization, and continuous supervision through reflective practice. However, implementation gaps exist between principal and teacher perspectives, and external stakeholder involvement in evaluation remains limited. Through SWOT analysis, we identify six priority strategies: human resource capacity strengthening, resource optimization, technology utilization, partnership strengthening, monitoring and evaluation system development, and learning organization cultivation. The study contributes to understanding how IH-ECE principles translate into practice in resource-constrained settings and offers implications for policy and practice in similar contexts across the Global South.
Implementation of the Tirta Coaching Model in the Development of Elementary School Teachers’ Professionalism Budi Saputra; Syaiful Eddy; Djunaidi Djunaidi
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.v8i1.1597

Abstract

This study examines the implementation of the TIRTA Coaching model (Goal, Identification, Action Plan, Responsibility) in developing teacher professionalism at SD Negeri 1 Sumber Marga Telang, Banyuasin Regency, South Sumatra, within the context of Merdeka Curriculum implementation in a peripheral school setting. A phenomenological qualitative approach was employed to explore teachers’ lived experiences during coaching. Purposively selected informants included the principal, seven certified teachers, and a school supervisor. Primary data were gathered through in-depth interviews, passive participatory observation, and documentation, analyzed using Miles and Huberman’s interactive model, with validity ensured through source and technique triangulation. Findings reveal that the TIRTA model shifts supervision from evaluative to reflective-dialogic approaches, fostering trust and psychological safety. Teachers internalized professionalism as ongoing reflection, contextual innovation, and independent commitment. However, constraints included administrative burdens, limited facilities, and swamp geography challenges. This study provides contextualized evidence of the TIRTA model’s applicability in a geographically isolated Indonesian elementary school, an underrepresented setting in coaching literature. The model offers a replicable framework for school principals to conduct non-evaluative, empowering coaching that sustains teacher professional growth despite infrastructural limitations. This research contributes empirical insights that the TIRTA Coaching model effectively supports curriculum reform and teacher development in peripheral schools, demonstrating that relational, reflective coaching can overcome geographic and resource constraints to enhance professional practice and educational quality.
Managing Early Literacy Learning in Grade One Elementary Classrooms Eka Syafitri; Dessy Wardiah; 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.v8i1.1629

Abstract

Early literacy in the first grade is not only a technical matter of teaching children to identify letters, syllables, and simple words; it is also a managerial issue that requires planning, classroom organization, instructional enactment, assessment, and family-school coordination. This study describes how early literacy learning was managed in a Grade One classroom at an Indonesian public elementary school, identifies supporting and inhibiting factors, and formulates practical improvements for sustained literacy development. A qualitative case study was conducted at SD Negeri 96 Palembang. Data were collected through classroom observation, semi-structured interviews with one Grade One teacher, the principal, the school literacy coordinator, and three parents, and documentation of lesson modules, reading corners, assessment notes, and school literacy records. The data were analyzed thematically through reduction, display, verification, and triangulation across methods and sources. The findings show that early literacy management operated through coordinated planning, Merdeka Curriculum-based lesson modules, 10-15 minute daily reading routines, read-aloud, shared reading, guided reading, local folklore texts, ability-based grouping, reading corners, daily formative assessment, portfolios, and semester reflection. The novelty of this study lies in positioning early literacy as an integrated classroom-management and school-management practice rather than a single reading activity. The study contributes a practical model for strengthening early literacy through differentiated instruction, locally contextual materials, common teaching guidelines, and structured parental involvement.
The Influence of Principal Leadership and Teacher Collaboration on Public Elementary School Teachers’ Performance Noviliana Noviliana; Syaiful Eddy; Dessy Wardiah
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.v8i1.1656

Abstract

This study aims to determine and describe the influence of principal leadership and teacher collaboration on the performance of public elementary school teachers in Cluster 2, Tanjung Lubuk District, encompassing six schools. A quantitative descriptive method was employed. The population comprised 129 teachers, with a sample of 97 respondents determined through appropriate sampling techniques. Data were collected using questionnaires, observation, and documentation. Analyses included normality, linearity, multicollinearity tests, simple and multiple correlation, simple regression, t-tests, and F-tests. The findings reveal that principal leadership and teacher collaboration significantly influence teacher performance. The more professional teachers are in executing their duties and the higher the value of collaboration, the better their performance. The ANOVA test confirmed significance with F-count > F-table, leading to rejection of H₀. This study provides empirical evidence from a clustered rural school setting in Tanjung Lubuk District, demonstrating the combined predictive power of leadership and collaboration on teacher performance in an under-researched multi-school context. Findings underscore the need for school principals to simultaneously strengthen leadership capacity and foster collaborative teacher cultures to optimize performance outcomes. This research contributes actionable insights for educational policymakers and administrators, affirming that teacher performance is substantially enhanced when authoritative leadership is complemented by structured teacher collaboration, offering a foundational reference for performance improvement strategies in similar rural elementary school clusters.
The Implementation of the Merdeka Mengajar Platform and Google Workspace for Education on Teacher’s Competence Ibnu Anwar; Syaiful Eddy; Nur Ahyani
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.v7i1.1340

Abstract

This study aimed to analyze the influence of the Merdeka Mengajar Platform and Google Workspace for Education on the professional competence of elementary school teachers in Teluk Gelam District. A quantitative research approach was employed, utilizing simple and multiple linear regression analysis to measure the individual and combined effects of the two digital platforms on teacher competence. The results demonstrate significant positive influences: (1) The Merdeka Mengajar Platform significantly affects teacher competence, accounting for 61.1% of its variance; (2) Google Workspace for Education also shows a significant effect, explaining 64.8% of the variance; (3) Together, both platforms contribute 72.3% to teacher competence, leaving 27.7% attributable to other factors not examined in this study. To optimize the benefits, it is recommended that the Ministry of Education enhance training and module development, schools establish continuous mentoring programs and provide necessary infrastructure, and teachers actively engage with these platforms for their professional growth. This study provides empirical evidence on the substantial combined impact of two major digital platforms on teacher competence within a specific Indonesian district. It quantifies their individual and synergistic contributions, offering a data-driven basis for targeted interventions and highlighting the need for integrated digital tool adoption in teacher development programs.
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

Abstract

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.
Co-Authors Asmawati Asmawati Budi Saputra Dessy Wardiah Didik Saputra Djunaidi Djunaidi Eka Syafitri Fitriyanti Fitriyanti Ibnu Anwar Martha Lasniroha Simanjuntak Muhammad Fahmi Neta Dian Neta Dian Lestari Noviliana Noviliana Nur Ahyani Reva Maria Valianti Risnayanti Risnayanti Siti Hajar Suherman Suherman Yasir Arafat Yessi Fitriani