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Andi Rahman
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 Empowering Leadership and Certified Teachers on Teachers’ Performance Eni Masanti; Nila Kesumawati; 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.v7i2.1431

Abstract

This study aims to analyze the influence of empowering leadership and teacher certification on teacher performance, both partially and simultaneously, within State Elementary Schools in Suak Tapeh District, Banyuasin Regency. Employing a quantitative expo-facto approach, data were collected via questionnaires and documentation from 83 teachers and analyzed using SPSS. The results indicate that both factors significantly and positively affect performance. Empowering leadership partially enhances teacher performance by fostering autonomy and support. Similarly, teacher certification status independently contributes to improved performance, likely through formal recognition and financial remuneration. Most substantially, the combined effect of empowering leadership and teacher certification exerts the strongest simultaneous influence on overall teacher performance. The novelty of this research lies in its specific examination of this dual-variable model in a rural educational context, highlighting how structural policy (certification) and daily managerial practice (leadership) interact. A key practical implication is the need for integrated school policies that combine certified teacher recruitment with ongoing leadership training for principals to cultivate an empowering work environment. This study contributes to the educational management literature by providing empirical evidence from a district-level setting, underscoring that both systemic incentives and localized leadership are critical levers for enhancing teacher efficacy.
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.
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.
The Influence of School Culture and Principal Managerial Competence on Elementary School Teacher Performance in a Remote Indonesian District: A Quantitative Study Budi Prayogo; Andi Rahman; Pahlawan Pahlawan
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.v7i3.1585

Abstract

This quantitative study examines the influence of school culture and principal managerial competence on elementary school teacher performance in Karang Agung Ilir District, Banyuasin Regency, Indonesia—a remote area with significant geographic and infrastructural constraints. Using an explanatory correlational design, data were collected from 79 public elementary school teachers selected through proportional random sampling. Validated and reliable Likert-scale questionnaires were employed. Data were analyzed using simple and multiple linear regression. Findings reveal that school culture has a positive and significant effect on teacher performance (β = 0.967, t = 21.512, p < 0.001), contributing 85.7% (R² = 0.857). Principal managerial competence also demonstrates a positive and significant effect (β = 0.955, t = 21.239, p < 0.001), contributing 85.4% (R² = 0.854). Simultaneously, both variables significantly predict teacher performance (F = 294.892, p < 0.001), with a combined contribution of 88.6% (R² = 0.886). These results indicate that in resource-limited, geographically isolated schools, a conducive school culture and effective principal managerial competence are critical determinants of teacher performance. The study contributes empirical evidence from an understudied remote elementary school context, extending organizational culture and educational leadership theories. Practically, it recommends targeted professional development for principals in managerial functions and intentional cultivation of collaborative school culture to enhance teacher performance in similar marginalized settings.
Financial vs. Physical Resources: Comparing the Effects of Operational Budget Allocation and School Facility Adequacy on Student Learning Outcomes in Banyuasin Regency Sudarisman Sudarisman; Rohana Rohana; Andi Rahman
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.v8i1.1632

Abstract

This study aims to determine and analyze the influence of infrastructure and school operational assistance on the quality of learning at state elementary schools in Karang Agung Ilir District, Banyuasin Regency, both partially and simultaneously. A quantitative method with an ex post facto approach was employed, involving 91 teachers as the sample. Data were collected through questionnaires and documentation, with analysis conducted using the SPSS program. The findings conclude that: (1) infrastructure significantly influences learning quality; (2) school operational assistance significantly influences learning quality; and (3) simultaneously, both infrastructure and operational assistance exert a significant influence on learning quality at the state elementary schools in the district. This study offers empirical evidence from a less-accessible district context, demonstrating the combined explanatory power of physical resources and financial support on learning outcomes in an under-researched rural setting. Findings underscore the necessity for district policymakers to ensure equitable allocation of both infrastructure development funds and operational assistance to sustain and elevate learning quality, particularly in geographically challenged areas. This research contributes actionable insights for educational stakeholders, affirming that simultaneous investment in physical facilities and school operational funding is essential for optimizing learning quality. The results provide a foundational reference for resource distribution strategies aimed at narrowing inter-school quality gaps in similar rural Indonesian elementary education contexts.
Co-Authors Budi Prayogo Dessy Wardiah Eni Masanti Jasti Karyani Nila Kesumawati Pahlawan Pahlawan Rohana Rohana Sedio Mandiri Sudarisman Sudarisman Thoibah Thoibah