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Dany Moenindyah Handarini
Institut Teknologi dan Bisnis Asia Malang
Humanities Education Social Sciences

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Teacher Competence and Attitudes as Determinants of National Plus Curriculum Implementation Effectiveness Bunga Mega; Ronald Suryaputra; Dany Moenindyah Handarini
Journal of Educational Management Research Vol. 5 No. 2 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i2.1901

Abstract

This study aims to analyze the influence of pedagogical competence, professional competence, and teacher attitudes on the effectiveness of National Plus Curriculum implementation. A quantitative explanatory approach was employed, with data collected through a census survey involving teachers. The data were analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM) to examine both partial and simultaneous relationships among variables. The results show that pedagogical competence, professional competence, and teacher attitudes each have a positive and statistically significant effect on the effectiveness of curriculum implementation. Simultaneously, these variables demonstrate a strong combined influence on implementation effectiveness. Among the three factors, teacher attitude exhibits the largest effect size, indicating that motivation, commitment, and openness to curriculum change play a dominant role in supporting effective implementation. These findings imply that successful implementation of the National Plus Curriculum depends not only on teachers’ instructional skills and professional expertise but also on the development of positive attitudes toward curriculum change. Therefore, professional development programs should integrate competence enhancement with strategies aimed at strengthening teachers’ motivation and readiness for curricular innovation.
Modeling Educational Service Quality and Parental Word of Mouth Intention in Early Childhood Education Regina Melvin; Ronald Suryaputra; Dany Moenindyah Handarini
Journal of Educational Management Research Vol. 5 No. 2 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i2.1931

Abstract

This study aims to examine the influence of Educational Service Quality on Parents’ Word of Mouth (WOM) Intention through Parental Satisfaction in Early Childhood Education. Educational service quality is conceptualized as a second-order construct formed by the five SERVQUAL dimensions: Tangibles, Reliability, Responsiveness, Assurance, and Empathy. A quantitative explanatory design was employed using a survey method involving parents of children enrolled in a private early childhood education institution in Surabaya, Indonesia. Data were collected through structured questionnaires and analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS). The results reveal that Educational Service Quality has a strong positive effect on Parental Satisfaction, which in turn significantly influences Parents’ WOM Intention. Mediation analysis confirms that Parental Satisfaction serves as a significant intervening variable in transmitting the effect of service quality on WOM intention. At the dimensional level, Reliability and Responsiveness emerge as the strongest contributors to perceived service quality. These findings imply that early childhood education institutions should prioritize satisfaction-oriented service management by strengthening reliable administrative systems and responsive communication practices to enhance parental advocacy, institutional legitimacy, and sustainable competitiveness.
Co-Authors Bunga Mega Regina Melvin Ronald Suryaputra