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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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Beyond Standardized Leadership: An Adaptive-Contextual Model of School Principal Leadership in a Remote Highland School in Papua, Indonesia Tori Wakerkwa; Jeffry S.J. Lengkong; Zoya F. Sumampow; Romi J. Mongdong
International Journal of Information Technology and Education Vol. 5 No. 3 (2026): June 2026
Publisher : JR Education

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Abstract

Effective school leadership remains decisive for educational quality, yet principals serving in Indonesia’s frontier, outermost, and disadvantaged (3T) regions, particularly in the highlands of Papua, must lead under extreme geographic isolation, severe resource scarcity, and culturally distinct community structures that single-style leadership theories rarely capture as an integrated whole. This study aimed to identify the leadership style applied by the principal of SMA Negeri 1 Pirime, Lanny Jaya Regency, Papua Highlands Province, and to explore the internal and external factors that support and hinder its implementation. A qualitative descriptive design was employed; data were collected through in-depth interviews with the principal, teachers, administrative staff, and a school committee representative, complemented by participatory observation and document analysis, and analyzed using the interactive model of Miles, Huberman, and Saldaña. Results show that the principal did not rely on a single leadership style but integrated four complementary approaches, transformational, participative/democratic, culturally responsive, and situational leadership, into one cohesive practice. Transformational leadership substituted for the absence of physical facilities by mobilizing teachers’ motivation and moral commitment; participative and culturally responsive approaches secured social legitimacy by embedding customary and religious values into school governance; and situational leadership enabled differentiated guidance according to teachers’ varying competence. Supporting factors were dominated by social capital, the principal’s personal integrity, teachers’ sense of vocational calling, and strong community-religious respect for educators, while inhibiting factors centered on geographic isolation, the absence of connectivity, uneven teacher competence, early-marriage practices, and uniform national policy standards poorly suited to remote contexts. The study concludes that this practice constitutes an emergent Adaptive-Contextual Leadership model in which social and cultural capital substitute for missing physical and technological resources to sustain meaningful education delivery under extreme constraints. These findings imply that principal preparation programs and education policy for Indonesia’s 3T regions should shift from uniform, facility-based standards toward context-sensitive frameworks that formally recognize local social and cultural capital as legitimate educational resources.
The Impact of Teachers’ Competence in Managing Instructional Models and Learning Media on Students’ Learning Outcomes: Evidence from Indonesian Senior High Schools Imelda Wokas; Romi J. Mongdong; Viktory N. J. Rotty
International Journal of Information Technology and Education Vol. 5 No. 2 (2026): March 2026
Publisher : JR Education

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This study investigates the impact of teachers’ competence in managing instructional models and learning media on students’ learning outcomes in a senior high school context. Employing a quantitative ex post facto design, the study involved 83 students selected through simple random sampling from a population of 483 students. Data on teachers’ competence in managing instructional models and learning media were collected using Likert-scale questionnaires, while students’ learning outcomes were obtained from academic report scores. Data were analyzed using multiple linear regression, preceded by classical assumption tests including normality, multicollinearity, and heteroscedasticity tests. The findings reveal that: (1) teachers’ competence in managing instructional models has a positive and significant effect on students’ learning outcomes (t = 6.179, p < 0.05); (2) competence in managing learning media also shows a positive and significant effect (t = 8.147, p < 0.05); and (3) both variables simultaneously influence learning outcomes significantly (F = 33.032, p < 0.05). The coefficient of determination (R² = 0.452) indicates that 45.2% of the variance in students’ learning outcomes is explained by these two variables. The study highlights the critical role of teachers’ pedagogical competence, particularly in instructional design and media integration, in improving student achievement. These findings suggest the need for continuous professional development programs focusing on innovative teaching models and effective use of learning media to enhance educational quality.
Examining the Role of Educational Background and Organizational Work Culture in Enhancing School Laboratory Management Performance: A Quantitative Study in Indonesian Junior High Schools Ade Fira Pratiwi Mokodompit; Harol R. Lumapow; Romi J. Mongdong
International Journal of Information Technology and Education Vol. 5 No. 2 (2026): March 2026
Publisher : JR Education

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Abstract

This study investigates the influence of laboratory head educational background and organizational work culture on laboratory management performance in junior secondary schools. Effective laboratory management plays a critical role in supporting science-based learning; however, many schools face challenges related to inadequate human resource competencies and weak organizational culture. This research employs a quantitative explanatory approach to examine both the individual and simultaneous effects of these variables. The population consisted of laboratory heads from 30 junior secondary schools in East Bolaang Mongondow Regency, Indonesia, using a total sampling technique. Data were collected through structured questionnaires and analyzed using multiple linear regression. The findings reveal that the educational background of laboratory heads has a significant positive effect on laboratory management performance, particularly in areas of technical competence, planning, and administrative management. Additionally, work culture—characterized by discipline, collaboration, responsibility, and professional commitment—also shows a significant positive influence on management effectiveness. Simultaneously, both variables contribute substantially to improving laboratory performance, indicating that the integration of individual competence and organizational culture is essential for optimal management. The study highlights that schools with well-qualified laboratory heads and strong work culture tend to demonstrate more systematic laboratory administration, better equipment maintenance, and more effective implementation of practical activities. This research contributes to the literature on educational management by providing empirical evidence on the combined effects of human capital and organizational culture in school laboratory settings. The findings offer practical implications for policymakers and school leaders to strengthen professional qualifications and foster a positive work culture to enhance the quality of science education.
Co-Authors Ade Fira Pratiwi Mokodompit Aldjon Nixon Dapa Armando Vikri Kalalo Deitje A. Katuuk Elni J. Usoh Elni Jeini Usoh Harol R. Lumapow Hendro S. Lumunon Henny Nikolin Tambingon Imelda Wokas Jeffry S.J. Lengkong Jeffry Sony Junus Lengkong Julisa Riviny Sambur Lestari Paat Marcela M. Tamatompol Marlon Novis Languju Marsumi Mozes M. Wullur Roos M.S Tuera Sulastri Darise Suldin Munir Tori Wakerkwa Viktory N. J. Rotty Zoya F. Sumampow ⁠Patrisia Lembong