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The Influence of Principal Supervision and Organizational Culture Towards the Performance of Vocational Teachers Linda Sukma; Yasir Arafat; Pahlawan Pahlawan
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.v7i2.1443

This study aims to analyze the influence of principal supervision and organizational culture on teacher performance within State Vocational Schools in Ogan Ilir Regency. Employing a quantitative descriptive method, data were collected via questionnaires from a sample of 67 teachers across five vocational schools. Statistical analysis included normality, linearity, and multicollinearity tests, followed by correlation, regression, t-tests, and an F-test. The results confirm that both principal supervision and organizational culture have a significant positive effect on teacher performance, with their combined influence explaining a substantial portion of the variance in performance outcomes. The novelty of this research lies in its focused examination of these two managerial factors within the specific context of Indonesian public vocational education, a sector critical to workforce development. A key practical implication is the need for district-level policies that train school principals in constructive supervision techniques while consciously fostering a collaborative and achievement-oriented school culture. This study contributes to the field of educational management by providing empirical evidence that strategic leadership and intentional cultural development are synergistic levers for enhancing teacher effectiveness in vocational settings.

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

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.

Principal Leadership and Merdeka Curriculum Implementation as Predictors of Elementary School Teacher Performance Fatra Astaman; Bukman Lian; Pahlawan Pahlawan
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.v8i1.1618

This study examines the effects of principal leadership and the Merdeka Curriculum on teacher performance in elementary education, recognizing teacher performance as a central indicator of educational quality. A quantitative causal-correlational design was employed, involving 48 teachers from SD Negeri 4 Menanga, Semendawai Barat District, Ogan Komering Ulu Timur Regency, Indonesia. Data were collected through Likert-scale questionnaires, observation, and documentation. Instrument validity was tested using Pearson product-moment correlation, and reliability via Cronbach’s alpha. Analyses included descriptive statistics, normality, homogeneity, linearity, correlation, simple regression, and multiple regression. Principal leadership significantly and positively affected teacher performance (B = 1.205; t = 15.142; p < 0.001; R² = 0.649), as did the Merdeka Curriculum (B = 1.282; t = 20.159; p < 0.001; R² = 0.766). Simultaneously, both variables explained 81.2% of the variance in teacher performance (F = 265.744; p < 0.001). This study uniquely integrates leadership and curriculum reform as joint predictors of teacher performance within a rural elementary school context, an underexplored combination in existing literature. Findings emphasize the necessity for school administrators to combine instructional leadership with targeted curriculum assistance to optimize teacher effectiveness. This research provides empirical evidence that strategic leadership and responsive curriculum implementation are mutually reinforcing drivers of teacher performance, offering actionable insights for policymakers and school leaders in similar rural settings.

Implementation of Deep Learning as Learning Activities in Elementary Education Rita Buana Sari; Tri Widayatsih; Pahlawan Pahlawan
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.v8i1.1641

This article examines the implementation of deep learning as learning activities at SD Negeri 15 Banyuasin I. The study was developed from a qualitative case study that explored how deep learning was understood, planned, implemented, evaluated, and followed up by teachers in daily classroom practice. Data were obtained through interviews, observation, and documentation involving the principal, teachers, and students. The findings indicate that the school has begun to implement deep learning through student-centered planning, contextual learning activities, collaborative discussion, problem-based tasks, reflection, formative assessment, and follow-up activities in the form of remedial support and enrichment. Teachers have attempted to design meaningful learning by considering students’ needs, interests, and abilities, although the quality of planning still varies among teachers. Classroom implementation has also moved toward active and contextual learning, yet several challenges remain, including uneven student readiness, limited learning resources, inconsistent documentation, and variations in teachers’ pedagogical competence. Evaluation practices have begun to include reflection, feedback, and analysis of learning outcomes, but a more systematic documentation system is still needed to strengthen data-based decisions. The article concludes that deep learning at SD Negeri 15 Banyuasin I has been implemented as a developing learning culture rather than as a fully established model. Strengthening teacher capacity, collaborative planning, authentic assessment, and continuous follow-up is necessary to make deep learning more consistent, meaningful, and sustainable in elementary education.

Principal Leadership Strategies for Improving Teacher Performance Ika Kania Putri; Bukman Lian; Pahlawan Pahlawan
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.v8i1.1646

This article describes the principal leadership strategies used to improve teacher performance at SD Negeri 01 Kangkung, Semendawai Barat, Ogan Komering Ulu Timur, South Sumatra. The study was adapted from a descriptive qualitative thesis that focused on four strategic stages: planning, implementation, evaluation, and follow-up. Data were collected through in-depth interviews with the principal and teachers, direct observation of school leadership and teacher performance, and documentation review of school planning, supervision, evaluation, and professional development records. The findings show that leadership planning was conducted through needs analysis, teacher discussion, school meetings, and the preparation of structured programs such as academic supervision, internal training, workshops, and teacher working group activities. The implementation stage reflected a democratic, open, and persuasive leadership style, supported by academic supervision, motivation, appreciation, role modeling, and a harmonious working climate. The evaluation stage was carried out through periodic monitoring, classroom supervision, administrative checks, and feedback, although the depth of feedback and follow-up recommendations still requires strengthening. The follow-up stage included coaching, additional training, support for professional development, digitalization of learning administration, and the use of platforms and artificial intelligence tools to help teachers prepare learning modules. Overall, the leadership strategy created a supportive school climate and contributed to teacher discipline, commitment, instructional preparation, and professional growth. The study recommends strengthening documentation of innovation, expanding teacher participation, intensifying feedback, and increasing the continuity of professional development programs.

Principal Leadership Management in Improving Teacher’s Performance Tini Yaparaduna; Bukman Lian; Pahlawan Pahlawan
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.v8i1.1654

This study aims to describe and analyze the leadership management of school principals in improving teacher performance at SD Negeri 01 Tanjung Kukuh through four management stages: planning, implementation, evaluation, and follow-up. A descriptive qualitative approach was employed. Data were collected through in-depth interviews with principals and teachers, participatory observation of leadership behavior and teaching performance, and documentation studies of learning tools and supervision reports. Analysis followed Miles and Huberman's interactive model, encompassing data reduction, data display, and conclusion drawing. Findings reveal that: (1) planning is conducted collaboratively, involving teachers in vision formulation and supervision scheduling; (2) implementation occurs through technical guidance, motivational awards, and exemplary principal discipline; (3) evaluation is carried out via periodic clinical supervision to monitor alignment between lesson plans and classroom practice; and (4) follow-up is realized by facilitating teachers' sustainable professional development through workshops and teacher working groups (KKG) to address identified obstacles. This study provides a holistic, stage-by-stage model of integrated leadership management in a rural elementary context, an approach rarely documented in Indonesian school leadership literature. Findings offer a replicable framework for principals seeking to systematically enhance teacher professionalism through structured, participatory, and reflective management practices. This research contributes empirical evidence that integrated leadership management across all four stages effectively improves teacher performance, demonstrating that collaborative planning, supportive implementation, clinical evaluation, and targeted follow-up are mutually reinforcing strategies for sustainable educational quality improvement.

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