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

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The Effect of the Availability of Infrastructure and Teachers’ Work Motivation on Teacher Professionalism Asmawati Asmawati; Syaiful Eddy; Reva Maria Valianti
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.v7i2.1454

Abstract

This study aims to analyze the influence of infrastructure facility availability and teacher work motivation on the professionalism of State Elementary School teachers in the Ikrar Cluster, Banyuasin III District, examining both partial and simultaneous effects. Employing a quantitative ex post facto method, data were collected via questionnaires and documentation from a sample of 138 teachers. Analysis was conducted using SPSS. The results confirm three key findings: (1) infrastructure availability has a significant positive influence on teacher professionalism; (2) teacher work motivation has a significant positive influence on professionalism; and (3) both factors together exert a statistically stronger combined influence. The novelty of this research lies in its empirical examination of the synergistic relationship between tangible resource allocation (infrastructure) and intangible human resource factors (motivation) within a specific Indonesian school cluster context. A central practical implication is that school district administrators must adopt integrated improvement policies that concurrently invest in physical facilities and foster motivational strategies to optimize teacher professionalism. The study contributes actionable empirical evidence to the field of educational management, demonstrating that teacher development is most effectively enhanced through a dual-focused strategy addressing both environmental and psychological supports.
The Influence of Academic Supervision and Principal’s Leadership Style on Learning Quality Rizka Septalia; Rohana Rohana; Reva Maria Valianti
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.v7i2.1456

Abstract

This study aims to analyze the influence of academic supervision and the principal’s leadership style on learning quality in State Junior High Schools within Tebing Tinggi District, examining both partial and simultaneous effects. Employing a quantitative ex post facto method, data were collected via questionnaires and documentation from a sample of 101 teachers and analyzed using SPSS. The results confirm that both academic supervision and leadership style individually have a significant positive influence on learning quality. Furthermore, their combined effect is substantially greater, demonstrating a synergistic relationship. The novelty of this research lies in its integrated examination of these two managerial functions within a specific Indonesian district context, highlighting their interdependence in driving instructional improvement. A key practical implication is the necessity for district-level professional development programs that train principals to integrate formative academic supervision with supportive, transformational leadership practices. This study contributes to the field of educational leadership by providing empirical evidence that learning quality is best enhanced through a dual-strategy approach, simultaneously strengthening pedagogical oversight and fostering a positive, directive school climate.
The Implementation of the Merdeka Curriculum and Academic Supervision on the Quality of Learning in Elementary Schools Juni Astuti; Reva Maria Valianti; Aswadi Jaya
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.v8i1.1628

Abstract

Muara Telang District, characterized by its unique water-surrounded geographical features, faces numerous educational challenges such as limited infrastructure, uneven teacher competency development, and suboptimal academic supervision. These issues highlight the need for a comprehensive study examining the influence of Merdeka Curriculum implementation and academic supervision on the quality of learning in elementary schools. The purpose of this study is to comprehensively analyze and describe the influence of the implementation of the Merdeka Curriculum and academic supervision on the quality of learning in Elementary Schools in Muara Telang District. This quantitative survey research involved 84 teachers selected through proportional random sampling. Data were collected using questionnaires and analyzed with SPSS version 26. The statistical tests included validity and reliability assessments, descriptive statistics, simple and multiple regression analyses, t-tests, F-tests, and coefficient of determination. The findings revealed that all three variables, implementation of the Merdeka Curriculum, academic supervision, and learning quality, were categorized as “good,” with mean scores of 120.04, 121.57, and 120.71, respectively. Hypothesis testing demonstrated significant partial and simultaneous effects of both independent variables on learning quality. The coefficient of determination (R²) of 0.68 indicated that 68% of the variance in learning quality could be explained by the two variables, while the remaining 32% was influenced by other external factors. This study underscores that sustainable improvement in learning quality can only be realized through consistent implementation of the Merdeka Curriculum supported by systematic and well-structured academic supervision focused on enhancing teachers’ professionalism.
Principal Leadership Practices for Strengthening Teacher Competence in Primary Education Hikmah Hikmah; Reva Maria Valianti; Yessi Fitriani
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.v8i1.1682

Abstract

This study examined principal leadership practices for strengthening teacher competence, the conditions that supported or constrained those practices, and the strategies used to address the constraints. A descriptive qualitative case study was conducted at a public primary school in South Sumatra, Indonesia. Participants were one principal and three classroom teachers selected purposively because of their direct involvement in teacher development activities. Data were generated through semi-structured interviews, non-participant observation, and document analysis, then analyzed through data condensation, data display, thematic comparison, and conclusion verification. Trustworthiness was enhanced through source and technique triangulation. The findings show that teacher development was sustained through an integrated set of seven leadership roles: educator, manager, administrator, supervisor, leader, innovator, and motivator. These roles were enacted through Teacher Working Group participation, internal coaching, scheduled academic supervision, assistance with instructional administration, encouragement of digital learning, collegial problem solving, and recognition of teacher effort. Enabling conditions included the principal’s commitment, collegial cooperation, teacher motivation, professional learning opportunities, and basic infrastructure. Constraints involved limited funding and time, unequal digital competence, and administrative workload. The study contributes a context-sensitive model showing that principal leadership strengthens teacher competence when professional learning, supervision, organizational support, and adaptive problem solving operate as a coherent cycle rather than as separate activities.
Co-Authors Asmawati Asmawati Aswadi Jaya Hikmah Hikmah Juni Astuti Rizka Septalia Rohana Rohana Syaiful Eddy Yessi Fitriani