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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

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 Influence of Infrastructure Management and Teacher Performance on School Quality Wiwin Fitriani; Rohana Rohana; Neta Dian Lestari
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.v7i2.1457

This study aims to analyze the influence of infrastructure management and teacher performance on school 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 134 teachers and analyzed using SPSS. The results confirm that both infrastructure management and teacher performance individually have a significant positive influence on school quality. Critically, their combined effect demonstrates a statistically stronger, synergistic impact. The novelty of this research lies in its integrated investigation of tangible resource management and human resource effectiveness within a specific district context, highlighting their interdependence as pillars of institutional quality. A key practical implication is that school administrators and district policymakers must adopt holistic improvement strategies that concurrently optimize facility utilization and support teacher development initiatives. This study contributes to educational management theory by providing empirical evidence that sustainable school quality is best achieved through a dual-focused approach, effectively bridging operational management with pedagogical excellence.

The Influence of Principal’s Managerial Competencies and Teachers’ Performance on the Quality of the Graduates Putri Ajri Asadera; Rohana Rohana; Sri Wahyu Indrawati
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.v7i1.1489

This study aimed to determine and analyze the partial and simultaneous influence of principal managerial competence and teacher performance on graduate quality in public junior high schools within Tebing Tinggi District. Employing a quantitative ex post facto approach, data were collected via questionnaires and documentation from a sample of 135 teachers. Analysis was conducted using the SPSS program. The analysis concluded that: (1) principal managerial competence significantly influences graduate quality; (2) teacher performance significantly influences graduate quality; and (3) both factors together have a significant simultaneous influence on graduate quality. This study provides empirical validation of a combined leadership-instructional framework, simultaneously testing the direct and collective impact of both administrative and pedagogical variables on educational outcomes in a specific regional context. Findings suggest that school improvement initiatives should integrate targeted leadership development for principals with continuous teacher performance enhancement programs to effectively elevate graduate standards. The research offers a validated model for stakeholders, emphasizing that synergistic improvement in school management and classroom instruction is critical for advancing educational quality.

Visionary Leadership Strategy in Implementing Vision and Mission Based on Education Reports at State Elementary School 14 Kayuagung Efriyanti Efriyanti; Bukman Lian; Rohana Rohana
PPSDP International Journal of Education Vol. 5 No. 1 (2026): PPSDP International Journal of Education
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v5i1.870

This study aims to evaluate the impact of a principal’s visionary leadership strategy on school performance, specifically by examining the implementation of the school’s vision and mission through the lens of the Indonesian Education Report Card at SD Negeri 14 Kayuagung. A qualitative case study was conducted, employing document analysis of the 2024 Education Report Card data and strategic school planning documents to assess outcomes linked to leadership actions. The analysis focused on key performance indicators including literacy, numeracy, character, learning quality, and school safety climate. The implementation of visionary leadership, characterized by strategic planning, resource organization, and school-based management, correlated with a significant improvement of 6.66% in both literacy and numeracy indicators. Positive trends were also observed in character and learning quality. However, a slight decrease of 0.46% in the school safety climate indicator was identified, revealing a critical area of concern despite overall academic progress. The findings underscore the necessity for school principals to adopt integrated leadership strategies that not only drive academic and character development through a clear vision and collaborative management but also proactively monitor and strengthen the school’s safety and emotional climate to ensure holistic improvement. This study provides an empirical, data-driven examination of how visionary leadership operationalizes institutional vision into measurable outcomes within the specific framework of Indonesia's national Education Report Card. It contributes a nuanced understanding by highlighting that even within a successful leadership model, advancements in academic indicators can coincide with overlooked declines in school safety, offering a critical perspective for comprehensive school evaluation.

The Effect of Principal's Transformational Leadership and Job Satisfaction on the Performance of State Elementary School Teachers Dwi Sartika Sari; Rohana Rohana; Yasir Arafat
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.v7i3.1574

This study analyzes the influence of principal's transformational leadership and job satisfaction on teacher performance at public elementary schools in Sematang Borang District, Indonesia. Employing a quantitative approach, the research targeted a population of 101 teachers, all of whom were selected as samples using saturated sampling technique. Data were collected through Likert-scale questionnaires and documentation, then analyzed using regression tests, t-tests, and F-tests. The results reveal three key findings: first, principal's transformational leadership has a positive and significant influence on teacher performance; second, job satisfaction also demonstrates a positive and significant influence on teacher performance; and third, both variables simultaneously exert a positive and significant influence on teacher performance. The study concludes that improving teacher performance requires strengthening both transformational leadership practices and job satisfaction levels concurrently. The novelty lies in examining the combined effects of these two variables within the underexplored context of elementary schools in Sematang Borang District, providing localized empirical evidence. Practically, school principals should adopt transformational behaviors such as intellectual stimulation and individualized consideration while also systematically addressing teacher job satisfaction through recognition, supportive working conditions, and professional growth opportunities. This study contributes to educational leadership literature by confirming that transformational leadership and job satisfaction are not mutually exclusive but rather complementary drivers of teacher performance, suggesting that holistic interventions targeting both leadership style and teacher welfare yield optimal results in elementary school settings.

The Impact of Academic Supervision and Principal Leadership Style on Teacher Professionalism: A Study of State Vocational Schools in Ogan Ilir District Melati Utami; Rohana Rohana; Nur Ahyani
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.v7i3.1580

This study aims to determine and analyze the influence of academic supervision and principal’s leadership style on teacher professionalism in state vocational high schools throughout Ogan Ilir Regency, Indonesia, both partially and simultaneously. Employing a quantitative approach with a correlational design, the sample consisted of 101 teachers selected from the target population. Data were collected through questionnaires and documentation, then analyzed using the SPSS program. The results conclude three main findings: first, academic supervision has a significant influence on teacher professionalism; second, principal’s leadership style also significantly influences teacher professionalism; and third, academic supervision and principal’s leadership style together exert a significant combined influence on teacher professionalism. The study concludes that enhancing teacher professionalism in vocational high schools requires strengthening both academic supervision practices and principal leadership styles concurrently. The novelty lies in examining the combined effects of these two variables specifically within the context of state vocational high schools in Ogan Ilir Regency, an under-researched setting in Indonesian vocational education literature. Practically, the findings suggest that school principals should balance structured academic supervision with adaptive leadership styles tailored to vocational education demands, while policymakers should integrate both elements into principal training programs and teacher professional development initiatives. This study contributes to educational management literature by providing empirical evidence that academic supervision and leadership style function as complementary rather than competing factors in fostering teacher professionalism, particularly within vocational secondary education contexts.

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

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.

Principal Leadership Strategies in Building Teachers’ Organizational Commitment Delyani Delyani; Yasir Arafat; Rohana Rohana
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.v8i1.1685

This study examines the principal’s leadership strategies in building teachers’ organizational commitment at SDN 148 Palembang. It focuses on the strategies implemented, the supporting and inhibiting conditions surrounding their implementation, and the solutions used to address persistent obstacles. A descriptive qualitative design was employed to understand leadership practices within the natural setting of the school. Six purposively selected informants participated: the principal, three teachers, one administrative staff member, and one school committee representative. Data were collected through semistructured interviews, moderate participant observation, and analysis of school documents. The data were reduced, organized, compared, and interpreted, while source and technique triangulation were used to strengthen credibility. The results show that the principal developed teacher commitment by continuously communicating the school vision, demonstrating discipline and responsibility, providing personal motivation and recognition, conducting developmental academic supervision, involving teachers in planning and decision making, and strengthening collaboration. These strategies increased teachers’ loyalty, discipline, responsibility, active participation, and sense of ownership. Supporting factors included an open communication climate, harmonious relationships, teacher competence, clear task distribution, administrative support, and cooperation from the committee and parents. The main barriers were uneven motivation, heavy administrative workloads, limited learning facilities, inefficient data systems, time pressure, and inconsistent parental participation. The principal addressed these issues through persuasive coaching, regular coordination, administrative digitalization, professional development, recognition, workload clarification, and stronger partnerships. The study highlights the importance of combining managerial direction with human-centered leadership to sustain teacher commitment in public elementary schools.

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