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p-Index From 2021 - 2026
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All Journal Journal of Social Work and Science Education
Azizatul Khairi
Universitas Bengkulu, Bengkulu, Indonesia
Religion Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media

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The Influence of Participative Leadership and Organizational Culture on Teacher Performance in Primary Schools Heti Suryati; Sudarwan Danim; Azizatul Khairi
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.v7i1.1449

Abstract

This study examines the influence of principals' participative leadership and school organizational culture on teacher performance in rural primary schools in Kinal District, Kaur Regency, Indonesia. Employing a quantitative survey design, data were collected from 44 teachers across four public primary schools using a census technique. Structured questionnaires measuring participative leadership, organizational culture, and teacher performance were analyzed using multiple linear regression with SPSS version 20. The results reveal that participative leadership has a significant positive effect on teacher performance (t = 3.482, p = 0.001), and organizational culture similarly demonstrates a significant positive effect (t = 2.967, p = 0.005). Simultaneously, both variables explain 47.9% of the variance in teacher performance (F = 18.742, p < 0.001, R² = 0.479). The study concludes that when principals actively involve teachers in decision-making and foster a collaborative, disciplined school culture, teacher performance improves substantially. The novelty lies in the integrated examination of both variables within the underexplored context of rural Indonesian primary schools, addressing a gap in national educational management literature. Practically, the findings recommend that principals adopt participative practices through formal and informal forums, strengthen organizational culture via shared values and teamwork, and prioritize these strategies particularly in resource-constrained rural settings. This study contributes to educational leadership and organizational behavior literature by empirically confirming the combined influence of participative leadership and organizational culture on teacher performance, providing evidence-based insights for school management policies, leadership training, and professional development initiatives in rural primary education.
Integrating Local Wisdom into Science Instruction to Strengthen Scientific Literacy: A Qualitative Study of a Rural Indonesian Junior High School Merty Sari; Manap Somantri; Azizatul Khairi
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.v7i3.1588

Abstract

This qualitative descriptive study examined the integration of local wisdom into science instruction to strengthen students’ scientific literacy at SMP Negeri 1 Muara Rupit, a rural junior high school in South Sumatra, Indonesia. Participants included the principal, four science teachers, and ten students, selected purposively. Data were collected through classroom observations, semi-structured interviews, and documentation analysis (lesson plans, student worksheets, photographs) over four months. The interactive model of Miles, Huberman, and Saldaña guided data analysis. Findings revealed that local wisdom-based science instruction was implemented through planning, implementation, and evaluation stages. Teachers integrated local environmental contexts river ecosystems, agricultural activities, and local vegetation into learning objectives, instructional activities, and classroom discussions. This contextual approach enhanced students’ conceptual understanding, science process skills (observation, questioning, discussion), environmental awareness, and classroom engagement. However, the integration of comprehensive scientific literacy dimensions (evidence-based reasoning, systematic inquiry, analytical explanation) remained limited and unsystematic within instructional planning and assessment. Supporting factors included school leadership support, rich environmental resources, and student enthusiasm. Inhibiting factors comprised limited facilities, insufficient instructional time, and varying teacher readiness. The study concludes that local wisdom-based science instruction has significant potential to strengthen scientific literacy through contextual and meaningful learning experiences, but requires more systematic planning, scientific literacy-oriented assessment, and teacher professional development. Implications recommend designing structured local wisdom-based instructional frameworks and assessment instruments targeting higher-order scientific reasoning.
Fostering a Positive Learning Climate through Classroom Management: A Case Study from Rural Indonesian Elementary Education Suci Anggraini; Manap Somantri; Azizatul Khairi
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.v7i3.1589

Abstract

This qualitative case study explored the implementation of positive learning climate-based classroom management at SD Negeri 4 Muara Rupit, a public elementary school in rural Indonesia. Participants included three classroom teachers, the school principal, two vice principals, and twelve students, selected purposively. Data were collected over three months through classroom observations, semi-structured interviews, and documentation analysis involving lesson plans, classroom rules, teaching modules, reflective notes, and photographs. Data analysis was conducted iteratively through coding, categorization, thematic display, and verification across data sources. Findings revealed that classroom management was implemented through four interconnected processes: systematic planning, interactive implementation, continuous evaluation, and adaptive strategies for addressing classroom challenges. Planning involved participatory classroom rules, flexible seating arrangements, supportive physical environments, and active learning strategies. Implementation was characterized by communicative teacher-student interaction, positive reinforcement, educative discipline, emotional support, and collaborative learning. Evaluation occurred continuously through teacher reflection and observation of student participation, interaction quality, and classroom atmosphere. Supporting factors included school leadership support, teacher collaboration, and cooperative student behavior, whereas inhibiting factors comprised diverse student characteristics and limited educational facilities. Despite these challenges, teachers demonstrated reflective and flexible practices that supported students’ academic and socio-emotional development. The study concludes that positive learning climate-based classroom management contributes to safe, participatory, and supportive elementary classrooms. Limitations include the single-site design and limited student voice. The findings imply a need for professional development in reflective practice, positive discipline, and adaptive classroom management.
The Role of Transformational Leadership in Enhancing Teacher Performance: A Qualitative Case Study in Indonesian Secondary Education Nazaruddin Nazaruddin; Manap Somantri; Azizatul Khairi
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.v7i3.1591

Abstract

This study explores how transformational leadership supports teacher performance at SMP Negeri 2 Muara Rupit, a public junior high school in South Sumatra, Indonesia. A qualitative case study design was used to examine leadership practices within their organizational and instructional context. Data were obtained from 16 purposively selected participants, comprising the principal, three vice principals, and twelve teachers, through semi-structured interviews, direct observations, and document analysis. The data were analyzed interactively through condensation, coding, thematic categorization, data display, and continuous verification. The findings show that the principal enacted four interconnected dimensions of transformational leadership. Idealized influence strengthened punctuality, responsibility, and instructional preparedness through consistent role modeling. Inspirational motivation increased teachers’ enthusiasm and commitment through vision communication, encouragement, and recognition. Intellectual stimulation supported pedagogical experimentation, technology integration, and collaborative professional learning through supervision and development activities. Individualized consideration increased teachers’ confidence and reflective practice through mentoring and constructive feedback. These practices were associated with a more disciplined, collaborative, and innovation-oriented work culture, although the pace of change varied among teachers. The study contributes a process-based explanation of how transformational leadership operates in a regional Indonesian school and highlights practical priorities for principal development, teacher mentoring, and school-based professional learning.
Co-Authors Heti Suryati Manap Somantri Merty Sari Nazaruddin Nazaruddin Suci Anggraini Sudarwan Danim