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All Journal International Journal of Information Techonology and Education (IJITE)
Romi J. Mongdong
Master Program in Educational Management, Graduate School, Universitas Negeri Manado, Indonesia
Computer Science & IT Other

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The Influence of Principal Managerial Competence and Teacher Welfare on Teacher Work Motivation in Elementary Schools of Belang District Marlon Novis Languju; Mozes M. Wullur; Elni Jeini Usoh; Romi J. Mongdong
International Journal of Information Technology and Education Vol. 5 No. 2S (2026): Special Issue, April 2026
Publisher : JR Education

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Teacher work motivation is a critical determinant of instructional quality in elementary schools, yet it remains susceptible to organizational and socioeconomic pressures, particularly in rural educational settings in Indonesia. Preliminary observations in the Belang District revealed persistent motivational challenges, including suboptimal punctuality, limited pedagogical innovation, and teachers’ economic necessity to seek supplementary employment. This study aims to examine the influence of principal managerial competence and teacher welfare, both independently and simultaneously, on teacher work motivation in the elementary schools of Belang District. A quantitative ex-post facto survey design was employed, involving 106 active teachers as the main sample and 27 try-out respondents selected via Proportional Random Sampling from a population of 106 teachers across 12 elementary schools; data were collected using a validated Likert-scale questionnaire and analyzed through multiple linear regression with classical assumption testing. Principal managerial competence significantly and positively predicted teacher work motivation (t = 4.683; p = 0.000), and teacher welfare likewise demonstrated a significant positive partial effect (t = 3.892; p = 0.001). Simultaneously, both variables jointly explained a substantial proportion of variance in teacher work motivation (F = 33.599; p = 0.000; R2 = 0.985), yielding the regression equation Y = 52.792 + 0.085X1 + 0.025X2. Managerial competence exhibited a relatively stronger predictive coefficient, indicating a dominant role in driving motivational outcomes compared to welfare. These findings confirm that effective principal managerial leadership and adequate teacher welfare are complementary and statistically robust predictors of teacher work motivation in rural Indonesian elementary schools. The practical implication is that district education authorities should prioritize concurrent investment in principals’ managerial capacity development and structural welfare equity for teachers, particularly those with honorary employment status, as integrated policy interventions.
The Relationship Between Classroom Management and Learning Motivation with Student Learning Outcomes in Junior High Schools Hendro S. Lumunon; Jeffry Sony Junus Lengkong; Viktory N. J. Rotty; Romi J. Mongdong
International Journal of Information Technology and Education Vol. 5 No. 2S (2026): Special Issue, April 2026
Publisher : JR Education

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This study aims to analyze the relationship between classroom management and learning motivation, both partially and simultaneously, on student learning outcomes at SMP Negeri 1 Modoinding, South Minahasa Regency. The research method used is a quantitative correlational approach. The population in this study was all 91 ninth-grade students at SMP Negeri 1 Modoinding. Considering the limited population, this study used the Total Sampling technique, where all members of the population were used as research respondents. Data collection instruments were in the form of questionnaires for the variables of Class Management (X1) and Learning Motivation (X2), as well as report card documentation for the Learning Outcome variable (Y). The data were analyzed using correlation and multiple linear regression techniques. The results of the study showed that: (1) there is a positive and significant relationship between Class Management and Learning Outcomes; (1) there is a positive and significant relationship between Learning Motivation and Learning Outcomes; and (3) simultaneously, Class Management and Learning Motivation are significantly related to student Learning Outcomes at SMP Negeri 1 Modoinding. These findings indicate that optimizing student learning outcomes is highly dependent on teachers' ability to create a conducive classroom climate and their ability to spark students' intrinsic and extrinsic motivation. The implications of this research emphasize the importance of developing teacher managerial competencies in rural schools to ensure that the quality of learning outcomes is comparable to those in urban areas.
The Influence of Principal Leadership Style and Professional Competence on Teachers' Teaching Skills in Tomohon City ⁠Patrisia Lembong; Viktory N. J. Rotty; Elni J. Usoh; Romi J. Mongdong
International Journal of Information Technology and Education Vol. 5 No. 2S (2026): Special Issue, April 2026
Publisher : JR Education

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Teacher quality is a cornerstone of educational excellence, and teaching skill, the practical ability to plan, implement, manage, and evaluate learning effectively, remains a critical yet underexplored outcome variable in Indonesian school management research. Empirical evidence consistently highlights that both school leadership and teacher professional competence are key determinants of instructional quality, yet their combined influence on teaching skills has received limited quantitative investigation, particularly in the North Sulawesi regional context. This study aimed to examine the influence of principal leadership style and professional competence, both individually and simultaneously, on teachers' teaching skills in senior high schools in Tomohon City. This research used A quantitative research design, with simple and multiple regression analysis was employed. A proportionate stratified random sample of 106 teachers was drawn from a population of 145 teachers across five senior high schools in Tomohon City. Data were collected using validated Likert-scale questionnaires (Cronbach's α: 0.942, 0.812, and 0.885 for teaching skill, leadership style, and professional competence, respectively) and analyzed using SPSS version 25. The results of this research are that principal leadership style significantly influenced teaching skills (r = 0.597; R² = 0.356; F = 57.458; p < 0.001), explaining 35.6% of the variance. Professional competence demonstrated a stronger individual effect (r = 0.660; R² = 0.435; F = 80.054; p < 0.001), accounting for 43.5% of the variance. When both predictors were included simultaneously in a multiple regression model, they jointly explained 50.8% of the variance in teaching skills (R = 0.713; R² = 0.508; F = 53.211; p < 0.001), with the regression equation Ŷ = 6.468 + 0.293(X₁) + 0.536(X₂). This study concluded that both principal leadership style and teacher professional competence are significant and positive predictors of teaching skills, with the combined model providing the strongest explanatory power. This study implies that school policymakers and principals should adopt a synergistic approach that simultaneously strengthens adaptive leadership practices and invests in continuous professional competence development programs to optimally enhance classroom teaching quality.
The Effect of Self-Management and Digital Readiness on Teacher Professionalism: Evidence from Junior High Schools in Manado, Indonesia Lestari Paat; Harol R. Lumapow; Elni J. Usoh; Romi J. Mongdong
International Journal of Information Technology and Education Vol. 5 No. 2S (2026): Special Issue, April 2026
Publisher : JR Education

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In the era of digital transformation, teacher professionalism has become a critical determinant of educational quality, yet its relationship with self-regulatory capacity and digital preparedness remains underexplored in developing-country contexts. Empirical evidence from Indonesian schools indicates that teachers' levels of self-management and digital readiness remain varied and suboptimal, potentially undermining effective teaching performance in technology-integrated learning environments. This study aimed to examine the partial and simultaneous effects of self-management and digital readiness on teacher professionalism among junior high school teachers in Paal Dua District, Manado City, Indonesia. A quantitative explanatory research design was employed. Data were collected via a validated Likert-scale questionnaire administered to 85 respondents, selected using the Slovin formula (e = 0.05) from a population of 108 teachers across eight schools. Multiple linear regression analysis was conducted using IBM SPSS Statistics. Self-management had a positive and significant effect on teacher professionalism (β = 0.434, t = 4.911, p < 0.001), while digital readiness also exerted a positive and significant influence (β = 0.413, t = 4.681, p < 0.001). Self-management emerged as the more dominant predictor. Simultaneously, both variables significantly predicted teacher professionalism (F = 23.115, p < 0.001), explaining 36.1% of its variance (R² = 0.361). The integration of self-management capabilities and digital readiness constitutes a key determinant of teacher professionalism in digitally transforming educational settings. These findings provide an empirical basis for school administrators and education policymakers to design targeted teacher professional development programs that simultaneously strengthen self-management competencies and digital readiness.
The Effect of Numeracy Literacy-Based Learning Management and Digital Media Utilization on Students' Perceived Mathematics Learning Outcomes in Public Junior High Schools Julisa Riviny Sambur; Mozes M. Wullur; Deitje A. Katuuk; Romi J. Mongdong
International Journal of Information Technology and Education Vol. 5 No. 2S (2026): Special Issue, April 2026
Publisher : JR Education

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Mathematics education in Indonesia continues to face challenges, as evidenced by low national rankings in PISA 2022 and ANBK assessments, reflecting persistent gaps in numeracy competency and contextual problem-solving skills among students. This study aimed to examine the effect of numeracy literacy-based learning management and digital media utilization, both partially and simultaneously, on students' perceived mathematics learning outcomes. A quantitative explanatory approach with a correlational design was employed. Data were collected from 163 eighth-grade students selected through proportional random sampling from a population of 275 students across two public junior high schools in Paal Dua District, Manado City, using validated Likert-scale questionnaires analyzed through multiple linear regression. Numeracy literacy-based learning management exerted a positive and significant effect on perceived learning outcomes (β = 0.548, t = 9.512, p < 0.001), and digital media utilization also had a positive and significant effect (β = 0.333, t = 5.769, p < 0.001). Simultaneously, both independent variables significantly explained 57.2% of the variance in students' perceived mathematics learning outcomes (F = 106.820, p < 0.001). Numeracy literacy-based learning management was identified as the more dominant predictor. Integrating numeracy literacy-oriented learning management with effective digital media utilization constitutes a relevant and essential strategy for improving the quality of mathematics learning in 21st-century education. Educational practitioners and policymakers should prioritize teacher professional development that emphasizes both numeracy literacy integration and purposeful digital media use to enhance student mathematics achievement.
The Influence of Science Laboratory Management and Educational Facilities on Students' Learning Interest at Public Junior High Schools in Paal 2 District, Manado City Marcela M. Tamatompol; Harol R. Lumapow; Henny Nikolin Tambingon; Romi J. Mongdong
International Journal of Information Technology and Education Vol. 5 No. 2S (2026): Special Issue, April 2026
Publisher : JR Education

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Science laboratory management and the availability of educational facilities are critical factors in supporting effective science learning; however, suboptimal laboratory utilization and limited instructional resources remain persistent challenges in many Indonesian schools, particularly at the junior secondary level. This study aims to analyze the influence of science laboratory management and educational facilities on students' learning interest at public junior high schools in Paal 2 District, Manado City. A quantitative ex post facto approach was employed, with data collected through validated structured questionnaires from 163 students selected using proportional random sampling from a population of 275 Grade VIII students. Data were analyzed using multiple linear regression with partial (t-test) and simultaneous (F-test) hypothesis testing. The results demonstrated that: (1) science laboratory management had a positive and significant influence on students' learning interest (β = 0.452, t = 10.986, p < 0.001); (2) educational facilities had a positive and significant influence on students' learning interest (β = 0.356, t = 5.071, p < 0.001); and (3) both variables simultaneously exerted a significant effect on learning interest (F = 78.235, p < 0.001), collectively explaining 49.4% of the variance (R² = 0.494). Laboratory management emerged as the stronger predictor (standardized β = 0.620) compared to educational facilities (standardized β = 0.286). These findings indicate that well-managed laboratories combined with adequate educational facilities are essential to fostering higher levels of student interest in science learning, implying that school administrators and policymakers should prioritize systematic laboratory management alongside facility improvement to enhance the quality of science education.
The Influence of Principal's Transformational Leadership and Organizational Culture on Junior High School Teacher Performance in Paal Dua District, Manado City Armando Vikri Kalalo; Harol R. Lumapow; Elni J. Usoh; Romi J. Mongdong
International Journal of Information Technology and Education Vol. 5 No. 2S (2026): Special Issue, April 2026
Publisher : JR Education

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Teacher performance is a critical determinant of educational quality and plays a central role in achieving national educational goals, yet it remains suboptimal in many school settings due to weak leadership and organizational dynamics. This study aims to empirically analyze the influence of the principal's transformational leadership and organizational culture—both partially and simultaneously—on junior high school teacher performance in Paal Dua District, Manado City. A quantitative approach with an associative ex-post facto method was employed, with data collected from 85 teachers selected via proportionate stratified random sampling from a population of 108 using the Slovin formula; data were gathered through Likert-scale questionnaires tested for validity and reliability. The multiple linear regression analysis yielded the equation Y = −0.317 + 0.495X1 + 0.432X2. Transformational leadership had a significant positive partial effect on teacher performance (t = 8.794, Sig. = 0.001 < 0.05), as did organizational culture (t = 6.853, Sig. < 0.001). Simultaneously, both variables produced a significant combined effect (F = 61.679, Sig. = 0.001 < 0.05), with a coefficient of determination (R²) of 0.601, indicating that 60.1% of variation in teacher performance is explained by the two predictors. It is concluded that the synergy between an inspiring principal and a conducive organizational culture is the primary determinant in optimizing teacher professionalism. These findings imply that educational policymakers should integrate transformational leadership development with organizational culture strengthening as a unified strategy for improving teacher performance in Indonesian junior high schools.
The Role of the Principal's Academic Supervision and Teacher Work Motivation in Improving Teacher Professionalism at SMKN 7 Manado Sulastri Darise; Romi J. Mongdong; Roos M.S Tuera
International Journal of Information Technology and Education Vol. 5 No. 3 (2026): June 2026
Publisher : JR Education

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This study aims to analyze the influence of the principal's academic supervision and teacher work motivation on teacher professionalism, both partially and simultaneously, at SMK Negeri 7 Manado. This study used a quantitative approach with multiple linear regression analysis. The population and sample were all 38 teachers at SMK Negeri 7 Manado, using a census sampling technique. Data were collected through questionnaires and analyzed using the classical assumption test, t-test, F-test, and coefficient of determination (R²) using SPSS. The results showed that: (1) the principal's academic supervision had a significant effect on teacher professionalism with a significance value of 0.039 < 0.05, but with a negative direction of the effect, indicating that the implementation of supervision has not fully shifted from an evaluative paradigm to a continuous professional development approach; (2) teacher work motivation had a significant effect on teacher professionalism with a significance value of 0.026 < 0.05, with a negative direction of the effect reflecting the dominance of extrinsic motivation over intrinsic motivation in developing teacher professional competence; (3) The principal's academic supervision and teacher work motivation simultaneously have a significant effect on teacher professionalism, with a calculated F-value of 4.737 and a significance level of 0.015 < 0.05. The Adjusted R² value of 0.168 indicates that these two variables contribute 16.8% to the variation in teacher professionalism, while 83.2% is influenced by factors outside this research model. This study recommends transforming the academic supervision approach from an inspection model to a dialogic and reflective coaching model, as well as strengthening teacher intrinsic motivation by providing professional autonomy and creating a collaborative culture in the school environment.
Co-Authors Armando Vikri Kalalo Deitje A. Katuuk Elni J. Usoh Elni Jeini Usoh Harol R. Lumapow Hendro S. Lumunon Henny Nikolin Tambingon Jeffry Sony Junus Lengkong Julisa Riviny Sambur Lestari Paat Marcela M. Tamatompol Marlon Novis Languju Mozes M. Wullur Roos M.S Tuera Sulastri Darise Viktory N. J. Rotty ⁠Patrisia Lembong