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p-Index From 2021 - 2026
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All Journal Journal of Social Work and Science Education
Dessy Wardiah
Universitas PGRI Palembang, South Sumatra, Indonesia
Religion Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media

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The Effect of Empowering Leadership and Adversity Quotient on Teacher’s Performance Jasti Karyani; Dessy Wardiah; Andi Rahman
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.v7i2.1430

Abstract

This study aims to examine the individual and simultaneous influence of empowering leadership and adversity quotient (AQ) on the performance of kindergarten teachers. Employing a quantitative survey method with a correlational approach, data were collected via questionnaires from 58 teachers in Ilir Barat I District, Palembang City, and analyzed using correlation and multiple regression. The results confirm significant positive influences: empowering leadership alone explains 43.9% of performance variance (r=0.664), while AQ alone explains 58.6% (r=0.766). Simultaneously, both variables account for 59.3% of performance variance (r=0.770), with the regression equation Ŷ = 36.606 + 0.15X1 + 0.585X2. The novelty lies in empirically testing this specific variable combination within early childhood education, a less explored context. A key practical implication is the need for integrated professional development programs that combine leadership empowerment with resilience training to optimize teacher efficacy. This study contributes concrete empirical data and a predictive model to the educational management literature, highlighting the substantial role of psychological resilience alongside leadership in enhancing teacher’s performance.
The Influence of Transformative Leadership and Adversity Quotient on Teacher Performance Sedio Mandiri; Dessy Wardiah; Andi Rahman
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.v7i2.1472

Abstract

This study aims to analyze the influence of transformational leadership and adversity quotient (AQ) on teacher performance at Sekolah Mandiri Yayasan Jiwa Mandiri Utama Palembang. Employing a quantitative survey method, data were collected via questionnaires, observation, and documentation from all 80 teachers (saturated sample) and analyzed using descriptive statistics, t-tests, F-tests, and coefficient of determination. The results confirm that both transformational leadership and AQ individually have a significant positive effect on teacher performance. Moreover, these factors together exert a significant simultaneous influence, accounting for 35.3% of the variance in performance. The novelty of this research lies in its integration of psychological resilience (AQ) with leadership theory within a private school context in Indonesia, highlighting their combined role in enhancing educator efficacy. A key practical implication is the need for institutional policies that concurrently develop school leaders’ transformational capabilities and foster teachers’ resilience through targeted training and support systems. The study contributes to the field of educational management by demonstrating that teacher performance is optimally strengthened through dual-focused strategies that address both inspirational leadership and individual psychological capacity to overcome challenges.
Improving the Ability to Write Procedural Texts Using the ARIAS Learning Model with Pop-Up Book Media Ratih Tria Anggraini; Dessy Wardiah; Muhammad Ali
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.v7i2.1479

Abstract

This study aimed to enhance fifth-grade students’ procedural text writing skills at SD Negeri 11 Talang Kelapa by integrating the ARIAS learning model with Pop-Up Book media, addressing issues of low motivation and poor textual organization. Employing classroom action research across two cycles (each involving planning, action, observation, reflection), data were gathered via observation and written tests. Analysis utilized both quantitative and qualitative techniques. Significant improvement was observed. Mastery learning increased from 42.86% (pre-action) to 64.28% (Cycle I) and 89.29% (Cycle II). Students exhibited heightened motivation, engagement, and a better grasp of procedural text structure. The research innovatively combines the structured ARIAS motivational framework with interactive, three-dimensional Pop-Up Book media to teach procedural writing. This integrated approach provides teachers with an effective, replicable strategy for improving writing instruction and student engagement in elementary classrooms. The study confirms the efficacy of the ARIAS-Pop-Up Book synergy, offering a validated model for enhancing both the cognitive and affective dimensions of procedural writing skills.
The Influence of Empowering Leadership and Adversity Quotient on Teacher Performance in Public Elementary Schools Thoibah Thoibah; Dessy Wardiah; Andi Rahman
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.v7i2.1480

Abstract

This study aims to analyze the influence of empowering leadership and adversity quotient (AQ) on teacher performance in public elementary schools, addressing persistent performance variations. The research employs a quantitative, correlational design. Data were collected from 95 teachers, selected via proportional random sampling from a population of 123, using validated and reliable instruments. Analysis was conducted using simple and multiple linear regression to test partial and simultaneous effects. The results confirm that both factors significantly enhance performance. Empowering leadership has a positive, significant effect (regression coefficient: 0.386), explaining 16.6% of variance. AQ also shows a positive, significant influence (coefficient: 0.321), contributing 10.3%. Together, they account for 30.6% of performance variance (F-value: 20.138), demonstrating a substantial combined impact. The novelty lies in concurrently investigating the synergy between a specific leadership style (empowering) and a psychological resilience construct AQ within an Indonesian elementary school context. A key practical implication is that school administrators should implement leadership training focused on empowerment while fostering programs to build teacher resilience, as their combination optimally boosts performance. The study contributes an empirically validated model highlighting that both external leadership support and internal psychological capacity are critical, interdependent levers for improving educational outcomes.
Co-Authors Andi Rahman Jasti Karyani Muhammad Ali Ratih Tria Anggraini Sedio Mandiri Thoibah Thoibah