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

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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.
Communication, Resources, Disposition, and Bureaucracy: Evaluating the Smart Indonesia Program Implementation at SMA Negeri 1 Sungai Lilin Nursilawati Nursilawati; Nila Kesumawati; Dessy Wardiah
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.v7i3.1569

Abstract

This study examines the implementation of Indonesia's Smart Indonesia Program (Program Indonesia Pintar/PIP) at SMA Negeri 1 Sungai Lilin, Musi Banyuasin Regency, using George C. Edwards III's policy implementation framework (communication, resources, implementer disposition, and bureaucratic structure). A descriptive qualitative case study design was employed. Data were collected through in-depth interviews, observation, and document analysis involving purposively selected participants including the principal, vice principal, school operator, student beneficiaries, and parents (total n = 22). Analysis followed the interactive model of Miles, Huberman, and Saldaña. Findings reveal that PIP implementation has improved educational access for economically disadvantaged students but faces four key constraints: (1) communication barriers due to parents' limited administrative literacy and digital access; (2) resource constraints including inadequate digital infrastructure and heavy operator workload; (3) generally positive implementer disposition, though bureaucratic rigidity persists; and (4) a bureaucratic structure with clear role division but insufficient integration of standard operating procedures and follow-up documentation. The study concludes that PIP's effectiveness depends on the integration of all four Edwards III dimensions. Strengthening data accuracy, digital infrastructure, service-oriented dispositions, and accountable bureaucratic governance is recommended. Limitations include single-site design and reliance on self-reported data. Future research should compare implementation across multiple schools and regions.
Principal’s Managerial Roles in Adapting the Operational Curriculum (KOSP) of the Merdeka Curriculum: A Case Study of an Elementary School in a Tidal Water Area of Indonesia Aryo Handhoko; Nila Kesumawati; Mulyadi Mulyadi
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.v7i3.1584

Abstract

This study examines the principal’s managerial functions planning, implementation, and evaluation in adapting the Operational Curriculum of Educational Units (KOSP) within the Merdeka Curriculum at SDN 3 Karang Agung Ilir, an elementary school located in a tidal-water area of South Sumatra, Indonesia. Using a qualitative single holistic case study design under an interpretive naturalistic paradigm, data were collected through observation, in-depth interviews with nine informants (principal, teachers, committee members, supervisor, parents), and document analysis. The interactive model of Miles, Huberman, and Saldaña guided data analysis. Findings reveal that while the principal fulfilled formal managerial roles in drafting KOSP documents, mobilizing teachers, and conducting supervision, the planning remained generic and insufficiently contextualized to tidal-area challenges. Implementation largely mirrored the 2013 Curriculum, with minimal integration of local environmental and socio-economic realities. Evaluation focused on administrative compliance rather than curriculum effectiveness or data-driven improvement. These findings indicate that the flexibility of the Merdeka Curriculum remains underutilized in extreme geographic contexts. This study contributes an empirical model of “guided imitation” and a procedural-but-immature evaluation system, extending curriculum management theory to tidal-water schools. Implications suggest the need for context-sensitive KOSP indicators, structured in-house training, and participatory evaluation involving fishing communities.
Principal Strategies for Improving Students’ Literacy Skills Mardalena Mardalena; Nila Kesumawati; Nuril Furkan
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.v8i1.1651

Abstract

This article analyzes principal strategies for improving students’ literacy skills in an integrated Islamic junior high school context. The study was developed from qualitative case study conducted at SMP IT Al-Furqon Palembang. The research focused on four main aspects: the planning and implementation of the principal’s literacy strategy, the challenges and solutions in program implementation, the principal’s leadership role in strengthening literacy culture, and the impact of the strategy on students’ literacy development. Data were collected through in-depth interviews, participatory observation, and documentation involving the principal, school supervisor, curriculum vice principal, teachers, students, and parents. The findings show that the principal acted as both an instructional and transformational leader by integrating literacy into school vision, curriculum, classroom learning, Islamic values, and school culture. The main strategy was organized through Penggiat Literasi Al-Furqon (PELITA), including literacy corners, digital literacy, bulletin publication, wall magazines, book writing, and appreciation for active library users. Although the implementation faced challenges related to teacher competence, student reading interest, data-based evaluation, learning time, reading resources, and gadget influence, the school responded through teacher training, peer tutoring, varied literacy methods, strengthened coordination, and parent involvement. The strategy improved students’ literacy achievement, participation, confidence, creativity, and learning culture.
The Effect of Teacher Welfare and Teacher Work Motivation on the Professionalism of High School Teachers Ikram Arrazy; Nila Kesumawati; 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.v8i1.1684

Abstract

This study aims to determine and analyze the influence of teacher welfare and teacher work motivation on the professionalism of high school teachers in Sungai Lilin District. A quantitative approach with a survey method was employed. The population comprised public and private high school teachers in the district, with a sample of 108 teachers. Data were collected through questionnaires and analyzed using inferential statistics, including prerequisite tests, simple and multiple linear regression, t-tests, F-tests, and coefficient of determination. Findings reveal that: (1) teacher welfare significantly influences teacher professionalism (t = 8.544; p < 0.05); (2) teacher work motivation significantly influences teacher professionalism (t = 10.263; p < 0.05); and (3) simultaneously, both variables exert a positive and significant effect (F = 82.785; p < 0.05). The coefficient of determination (R² = 0.612) indicates that teacher welfare and work motivation jointly explain 61.2% of the variance in teacher professionalism, with the remaining 38.8% attributed to other factors. This study provides empirical evidence from a district-level context in Sungai Lilin, demonstrating the combined predictive power of welfare and motivation on teacher professionalism in an under-researched setting. Findings recommend that school principals, government, and stakeholders continuously prioritize teacher welfare, create supportive work environments, and provide awards and coaching to sustain motivation. This research contributes actionable insights affirming that teacher professionalism is substantially enhanced through integrated welfare improvement and motivation strengthening, offering a foundational reference for policy formulation in secondary education.
Co-Authors Andi Rahman Aryo Handhoko Dessy Wardiah Djunaidi Djunaidi Eni Masanti Ikram Arrazy Mardalena Mardalena Mulyadi Mulyadi Nuril Furkan Nursilawati Nursilawati