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All Journal Journal of Educational Management Research
Dany M. Handarini
Institut Teknologi dan Bisnis Asia Malang
Humanities Education Social Sciences

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Factors Influencing Parents’ Decisions in Choosing Early Childhood and Primary Education Institutions Melva Herlina Sarma Uli Manalu; Ronald Suryaputra; Dany M. 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.v5i2.1927

Abstract

This study aims to analyze the influence of curriculum, facilities, location, and brand image on parents’ decisions to enroll their children at an integrated early childhood and primary education institution. Employing a quantitative approach with a survey design, data were collected from 55 parents of students in the 2025/2026 academic year selected from a population of 77 respondents. The data were obtained using a Likert-scale questionnaire and analyzed through Structural Equation Modeling–Partial Least Squares (SEM-PLS) to examine the relationships among variables. The results reveal that curriculum has a positive and significant effect on parents’ school choice decisions, indicating that curriculum relevance, quality, and future orientation play a crucial role in shaping parental preferences. In contrast, school facilities and location do not show a significant influence, suggesting that these factors are perceived as basic requirements rather than key differentiators in the school selection process. Furthermore, brand image has a positive and significant effect and emerges as the most dominant factor influencing parents’ decisions, as a strong school image fosters trust, reflects perceived educational quality, and enhances parental confidence. These findings imply that for newly established schools, the development of a strong and relevant curriculum supported by effective brand image management is essential to influence parents’ enrollment decisions, while facilities and location function primarily as supporting factors rather than main determinants.
Servant Leadership, Service Management Support, and Digital Literacy as Determinants of Teacher Performance Yohanes Paulus Manubura; Ronald Suryaputra; Dany M. Handarini
Journal of Educational Management Research Vol. 5 No. 3 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i3.2018

Abstract

This study aims to examine the influence of principals’ servant leadership, service management support, and teachers’ digital literacy on teacher performance. A quantitative approach was employed using a survey method. The study involved 40 teachers selected through a saturated sampling technique. Data were collected through a structured questionnaire distributed via an online form, and the data were analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS) with the SmartPLS application. The findings indicate that principals’ servant leadership and service management support have positive but statistically insignificant effects on teacher performance. In contrast, teachers’ digital literacy has a positive and significant effect on teacher performance and emerges as the most dominant variable in the research model. Simultaneously, the three independent variables contribute to teacher performance, with digital literacy playing the most substantial role. These results suggest that teacher performance in contemporary educational environments is more strongly influenced by teachers’ individual competencies in utilizing digital technologies than by leadership and managerial support alone. Therefore, strengthening teachers’ digital literacy should become a strategic priority in efforts to improve teacher performance in schools.
Co-Authors Melva Herlina Sarma Uli Manalu Ronald Suryaputra Yohanes Paulus Manubura