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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.

School and Family Environment as Predictors of Students’ Learning Interest in Rural Elementary Education Apriyanti Apriyanti; Bukman Lian; Mahasir Mahasir
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.v8i1.1619

This study examines the influence of school environment and family environment on students’ learning interest in a rural elementary school setting, where external motivational supports are often limited. A quantitative correlational design was employed at SD Negeri 01 Adu Manis, Semendawai Barat District, Ogan Komering Ulu Timur Regency, South Sumatra. The population comprised 97 students, with a sample of 47 students from grades III, IV, and V selected through proportional sampling. Data were collected using questionnaires, observation, and documentation. Instruments measured school environment, family environment, and learning interest, with data analyzed using simple and multiple linear regression via SPSS. Results – The school environment demonstrated a positive and significant influence on learning interest (R² = 0.986), as did the family environment (R² = 0.833). Simultaneously, both variables collectively explained 99.2% of the variance in learning interest (R² = 0.992), indicating an exceptionally strong predictive capacity. This study provides empirical evidence from an underexplored rural Indonesian context, demonstrating the near-total combined explanatory power of school and family environments on student engagement. Findings underscore the critical need for structured school-family partnership programs to sustain and enhance learning interest, particularly in geographically isolated areas. This research contributes actionable insights for educators and policymakers, affirming that synergistic investments in both school climate and parental involvement are indispensable for fostering student motivation and academic persistence in rural elementary education.

School-Based Management and Pedagogical Competence as Predictors of Teacher Performance Ari Yunita; Bukman Lian; Suherman Suherman
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.v8i1.1621

This study examines the influence of school-based management and teachers’ pedagogical competence on teacher performance in a rural public elementary school context, where systemic support and professional development are often constrained. A quantitative correlational design was employed at SD Negeri 2 Tugumulyo, Belitang Madang Raya District, OKU Timur Regency, South Sumatra. The population comprised 86 teachers from two public elementary schools, with a sample of 44 teachers from SD Negeri 2 Tugumulyo selected through purposive sampling. Data were collected using Likert-scale questionnaires, supported by observation and documentation. Instruments measured school-based management, pedagogical competence, and teacher performance. Analyses included validity and reliability tests, assumption tests, simple regression, and multiple regression using SPSS. School-based management positively and significantly influenced teacher performance (R = 0.806; R² = 0.649; t = 15.142; p < 0.001), as did pedagogical competence (R = 0.875; R² = 0.766; t = 20.159; p < 0.001). Simultaneously, both variables explained 81.2% of the variance in teacher performance (R = 0.901; R² = 0.812; F = 265.744; p < 0.001). This study uniquely integrates school-based management and pedagogical competence as joint predictors of teacher performance within a rural Indonesian elementary setting, an underexplored combination in existing literature. Findings emphasize that school autonomy and participatory management must be accompanied by sustained pedagogical capacity-building to optimize teacher effectiveness. This research contributes empirical evidence that teacher performance is substantially strengthened when institutional autonomy and instructional competence are developed synergistically, offering actionable insights for school leaders and policymakers in similar rural contexts.

The Influence of Education Quality Management Strategies and Teachers’ Intrinsic Motivation on Teaching Innovation in Public Elementary Schools in Semendawai Barat Yesi Ulistina; Bukman Lian; Suherman Suherman
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.v8i1.1645

This article examines the influence of education quality management strategies and teachers’ intrinsic motivation on teaching innovation in public elementary schools in Semendawai Barat. The study was developed from a quantitative survey conducted in the context of elementary education, where schools are expected to improve learning quality while responding to curriculum change, technology development, and the need for student-centered pedagogy. The research focused on three variables: education quality management strategy as the first independent variable, teachers’ intrinsic motivation as the second independent variable, and teaching innovation as the dependent variable. Data were collected from teacher respondents through questionnaires supported by observation and documentation. The instrument was organized using Likert-scale statements and tested for validity and reliability before being analyzed. Data analysis used prerequisite tests, simple regression, and multiple linear regression. The findings show that education quality management strategies have a positive and significant influence on teaching innovation. Teachers’ intrinsic motivation also has a positive and significant influence on teaching innovation. Simultaneously, both variables contribute significantly to the development of innovative teaching practices. The multiple regression model indicates that the combined contribution of quality management strategies and teachers’ intrinsic motivation explains 29.6% of the variation in teaching innovation, while the remaining proportion is influenced by other factors outside the research model. These findings indicate that teaching innovation cannot be built only through individual creativity or school policy alone. It requires an integrated relationship between systematic quality management, supportive leadership, continuous evaluation, professional development, and teachers’ internal willingness to improve their teaching. The article concludes that the strengthening of school quality management and intrinsic teacher motivation is essential for building sustainable teaching innovation 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.

A Quantitative Ex Post Facto Study on the Influence of Academic Supervision and Principal Motivation on Teacher Discipline Yushartina Yushartina; Bukman Lian; Mahasir Mahasir
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.v8i1.1650

This article examines the influence of academic supervision and principal motivation on teachers’ work discipline at SMA Negeri 1 Semendawai Barat, Ogan Komering Ulu Timur, South Sumatra. The study was developed from a quantitative ex post facto thesis using saturated sampling involving all 41 teachers at the school. Data were collected through closed questionnaires supported by interview and documentation data. Academic supervision was measured through harmonious relationships, needs analysis, strategy and media development, and evaluation or revision. Principal motivation was measured through achievement, affiliation, and power needs, while teacher work discipline was measured through punctuality, facility use, responsibility, and obedience to school rules. The instruments were valid and reliable, with Cronbach’s Alpha values of 0.980 for academic supervision, 0.978 for principal motivation, and 0.969 for teacher work discipline. The results show that academic supervision has a significant effect on teachers work discipline, with a reported contribution of 26.2%. Principal motivation also has a significant effect, with a reported contribution of 36.9%. Simultaneously, academic supervision and principal motivation have a significant influence on teachers work discipline, with a reported F value of 14.903 and a simultaneous contribution of 29.6%. These findings indicate that teacher discipline improves when principals provide systematic academic guidance and maintain motivational leadership. The study recommends that principals develop supervision programs that are collegial, constructive, and integrated with continuous motivation strategies.

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.

Principal Strategies for Building a Quality-Oriented School Culture Reti Sartika; Bukman Lian; Yasir Arafat
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.v8i1.1683

This study examined the principal’s strategies for building a school culture oriented toward educational quality in an Indonesian public elementary school. A descriptive qualitative design was used to explore strategic planning, implementation, obstacles, and improvement efforts. Data were collected through semi-structured interviews, observation, and documentation. The principal, a school supervisor, a teacher, a school committee representative, and a student were selected purposively as key information sources. Data were analyzed through condensation, thematic display, conclusion drawing, and verification, while trustworthiness was strengthened through source and technique triangulation and member confirmation. The findings show that the principal developed quality culture through participatory planning, routine coordination, fair task distribution, academic supervision, teacher working groups, professional coaching, positive habituation, leadership by example, parental communication, and continuous evaluation. These practices strengthened discipline, collaboration, teacher responsibility, student character, and the learning environment. Implementation was constrained by differences in teacher readiness, limited digital and instructional facilities, inconsistent discipline, restricted time, uneven parental participation, and external influences on student behavior. The principal responded through persuasive guidance, peer support, educational discipline, resource optimization, stakeholder cooperation, and follow-up evaluation. The study offers an integrated view of principal strategy as a cultural improvement cycle and provides practical actions for elementary schools seeking quality development under limited-resource conditions.

Student Character Education Management in Integrated Islamic Elementary Schools Mira Oktarida; Bukman Lian; 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.v8i1.1695

This study aims to analyze the management of planning, organizing, actuating, and controlling (POAC) character education at SDIT Mush’ab Bin Umair Palembang, including its impacts, obstacles, and solutions in shaping religious values, discipline, and responsibility among students. A qualitative descriptive method was employed, with data collected through observation, in-depth interviews, and documentation. Analysis was conducted systematically to capture managerial processes in character formation during the golden age. Character education management is implemented through the POAC framework as a hidden curriculum. Planning is conducted collaboratively; organizing involves all school members as role models; implementation is based on Islamic habituation; and monitoring is performed authentically. This study offers a comprehensive analysis of elementary school character management facing digital disruption challenges through the synergy of an integrated Islamic curriculum, an underexplored focus in Indonesian educational research. This study provides guidance for educators to manage school ecosystems capable of transforming moral values into students’ intrinsic awareness, addressing parenting inconsistencies between school and home. This research contributes to holistic educational management theory by formulating value integration strategies into modern managerial functions, offering solutions for maintaining student moral integrity amidst rapidly changing social dynamics, and providing actionable insights for school leaders seeking structured, sustainable character education systems.

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