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AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM
Published by Universitas Nurul Jadid
ISSN : 25493663     EISSN : 25495720     DOI : -
Core Subject : Education,
Education
Al-Tanzim : Jurnal Manajemen Pendidikan Islam is published by Islamic Faculty of Nurul Jadid University. The journal publishes articles of interest to education practitioners, teachers, education policy makers, and researchers. This journal encompasses research articles, original research report, reviews in Islamic education in any fields including: 1) Leadership, 2) Public Relation Management, 3) Organizational Behavior, 4) Organizational Culture, 5) Human Resource Management, 6) Financial Management, 7) Decision Making, etc.
Arjuna Subject : -
Articles 632 Documents
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Fostering Teacher Work-Life Balance in Public Schools: Principal Insights and the Roles of Digital Literacy and Adversity Quotient Hidayat, Dahlan; Sarimanah, Eri; Suhendra, Suhendra
JURNAL AL-TANZIM Vol 11, No 1 (2027): IN PRESS
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v11i1.15772

Abstract

This study examines the relationship between digital li Principal teracy, adversity quotient, and work-life balance among teachers. It explores how technological competence and responsiveness to workplace challenges may relate to teachers' ability to balance professional and personal responsibilities. The study used secondary data from a dissertation dataset collected through a sequential exploratory design. The study obtained qualitative data through interviews with ten school principals, while quantitative data came from 147 civil servant teachers selected through proportional random sampling. Qualitative findings indicated that six school principals mentioned digital literacy and adversity quotient, while seven principals mentioned work-life balance. The original structural model reported positive, statistically significant relationships between digital literacy and work-life balance (β = 0.373, p < 0.001) and between adversity quotient and work-life balance (β = 0.445, p < 0.001). These findings suggest that both capacities are relevant individual resources. However, these coefficients are derived from a broader model. Practically, schools must strengthen digital competencies, manage workloads, set communication boundaries, and provide organizational support. Further research is needed to reevaluate the proposed model.
Sustaining Teacher Performance in Islamic Education: An Integrative Analysis through the IMPACT Framework Hadinata, Febryan; Nasor, M.; Handoko, Cipto
JURNAL AL-TANZIM Vol 11, No 1 (2027): IN PRESS
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v11i1.15853

Abstract

This study examines how transformational leadership, a supportive work environment, and professional capacity development contribute to Islamic Religious Education teachers’ performance within the IMPACT framework. The study employed a qualitative multiple-case study design across four educational institutions, using interviews, observations, and documentation to examine leadership practices, workplace conditions, and professional development activities. The findings reveal three interconnected dimensions supporting teacher performance. First, transformational leadership promotes shared educational vision, professional motivation, intellectual encouragement, teacher participation, and individualized guidance. Second, a supportive work environment provides enabling conditions through adequate facilities, collegial relationships, psychological comfort, digital resources, and institutional collaboration. Third, professional capacity development gives teachers opportunities to strengthen their instructional competencies and professional practices. However, the available evidence documents professional development activities without establishing measurable improvements in teacher competence or performance. These findings suggest that teacher performance is an organizationally supported process involving leadership, workplace conditions, and sustained professional learning. The study contributes an integrative perspective through the IMPACT framework, connecting institutional support with teachers’ instructional responsibilities and character development in Islamic education. Practically, educational institutions should strengthen participatory leadership, foster collaborative and supportive workplaces, and evaluate professional development through classroom observations, instructional documentation, and systematic follow-up assessments.

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