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International Journal of Information Techonology and Education (IJITE)
Published by JR Education
ISSN : -     EISSN : 28098463     DOI : -
Core Subject : Science, Education,
Computer Science & IT Other
Focus And Scope The International Journal of Information Technology and Education (IJITE) provides a distinctive perspective on the theory and best practices of information technology and education for a global audience. We encourage first-rate articles that provide a critical view on information technology and education– its effects, development, implementation, strategy, management, and policy. The scope of IJITE is following, but not limited to IT Governance Enterprise Architecture IT Service Management IT Project Management IT Audit User Experience Design IT Security System Analysis and Design Data and Information Management Multimedia System Augmented Reality and Virtual Reality Accelerators and 3D System Integration Distance Learning e-Learning m-Learning Games in Education Learning Media on Information Technology
Arjuna Subject : Ilmu Komputer (semua kategori) - Sistem Informasi
Articles 325 Documents
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Implementation of the Principal's Managerial Function in Managing Work Programs at SMP Negeri 1 Masama, Banggai Regency Venny Yece Roring; Jeffry S.J. Lengkong; Viktory N. J. Rotty
International Journal of Information Technology and Education Vol. 5 No. 3 (2026): June 2026
Publisher : JR Education

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Abstract

Effective school work programme management depends substantially on the principal's managerial competence in planning, organising, implementing, and controlling educational activities. This study aimed to analyse the implementation of the principal's managerial functions in managing school work programmes at SMP Negeri 1 Masama, Banggai Regency, Indonesia. A qualitative descriptive approach was employed to obtain an in-depth understanding of managerial practices within the natural school setting. Data were collected through semi-structured interviews, participant observation, and document analysis involving the principal, teachers, and administrative staff as key informants. Data were analysed using the Miles and Huberman interactive model, comprising data reduction, data display, and conclusion drawing, while trustworthiness was ensured through triangulation and credibility procedures. The findings indicate that the principal has implemented the four core managerial functions; however, their effectiveness remains uneven. Planning has been conducted through the preparation of the School Work Plan and School Activity and Budget Plan, although these documents are not yet consistently supported by comprehensive needs assessment and evidence-based decision making. Organising has established formal organisational structures and delegated responsibilities, but task allocation has not always aligned with staff competencies, and collaborative teams require stronger institutional support. Programme implementation has generally proceeded according to plan, yet coordination, stakeholder participation, and systematic monitoring remain insufficient. Furthermore, supervisory practices have been undertaken through classroom visits, administrative reviews, and programme monitoring; nevertheless, they lack structured scheduling, comprehensive documentation, and sustainable follow-up actions. These findings demonstrate that strengthening evidence-based planning, competency-oriented task delegation, participatory leadership, continuous monitoring, and systematic evaluation is essential for improving school governance and organisational effectiveness. The study contributes to the growing body of knowledge on educational management by providing an integrated managerial framework for enhancing school leadership effectiveness and supporting continuous school improvement in developing educational contexts.
Transformational Leadership and Work Stress as Determinants of Educational Staff Performance in Higher Education: Evidence from Universitas Negeri Manado Ailen Maria Liando; Harol R. Lumapow; Meisie L. Mangantes
International Journal of Information Technology and Education Vol. 5 No. 2 (2026): March 2026
Publisher : JR Education

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Abstract

Employee performance is a key factor that determines the effectiveness of organizational management, particularly in higher education institutions where administrative and academic services require high levels of efficiency and professionalism. Educational staff play an important role in supporting the implementation of academic activities and institutional governance. Therefore, understanding the factors that influence their performance is essential. This study aims to analyze the influence of transformational leadership and work stress on the performance of educational staff at Universitas Negeri Manado. This research employed a quantitative approach using a causal associative design. The population consisted of 235 educational staff members, from which a sample of 70 respondents was selected using the Slovin formula and simple random sampling technique. Data were collected through questionnaires using a Likert scale and analyzed using multiple linear regression with the assistance of SPSS software. The results indicate that transformational leadership has a significant influence on employee performance. Meanwhile, work stress also shows a significant relationship with performance, indicating that the level of stress experienced by employees can influence their work outcomes. Furthermore, the simultaneous analysis reveals that transformational leadership and work stress jointly affect the performance of educational staff. The findings suggest that leadership practices and stress management are important factors in improving employee performance within higher education institutions. Therefore, universities are encouraged to strengthen transformational leadership practices and implement effective stress management strategies to enhance organizational performance.
Bridging the Gap Between Certification and Performance: The Role of Work Motivation Fransisco Taghulihi; Joulanda A M Rawis; Harol R. Lumapow
International Journal of Information Technology and Education Vol. 5 No. 2 (2026): March 2026
Publisher : JR Education

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Abstract

This study aims to examine the influence of teacher certification and work motivation on teacher performance in vocational secondary education. Teacher performance is a crucial determinant of educational quality, particularly in vocational schools where practical competence and instructional effectiveness are essential. While teacher certification has been widely implemented as a policy to improve professionalism, its actual impact on performance remains debated. Therefore, this study integrates certification and work motivation into a single analytical model to provide a more comprehensive understanding. A quantitative approach with a causal associative design was employed. The study involved 48 certified teachers at a public vocational school in Indonesia, selected using a saturated sampling technique. Data were collected through structured questionnaires using a Likert scale and analyzed using multiple linear regression, including partial (t-test), simultaneous (F-test), and coefficient of determination (R²) analyses. The findings reveal that teacher certification has a positive and significant effect on teacher performance. Similarly, work motivation significantly influences teacher performance, although with varying directional patterns that require deeper interpretation. Simultaneously, certification and motivation significantly predict teacher performance, with a high coefficient of determination (R² = 0.754), indicating that 75.4% of performance variance is explained by the model. The study highlights that certification alone is insufficient without strong intrinsic and extrinsic motivation. Therefore, educational policymakers and school leaders should not only emphasize certification programs but also foster motivational strategies to enhance teacher effectiveness. This research contributes to the literature by providing empirical evidence from the post-pandemic educational context in vocational schools.
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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Abstract

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.
Revisiting Project-Based Learning and Digital Technology Integration: Paradoxical Effects on Students’ Learning Motivation in Secondary Education Virgini Koilam; Romi Mongdong; Zoya F. Sumampow
International Journal of Information Technology and Education Vol. 5 No. 2 (2026): March 2026
Publisher : JR Education

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Abstract

This study examines the effects of Project-Based Learning (PjBL) management and digital technology utilization on students’ learning motivation in a secondary education context. Despite the widespread adoption of innovative pedagogical approaches and digital tools, student motivation remains a persistent challenge, particularly in developing educational settings. This research aims to investigate both the partial and simultaneous influences of these variables on student motivation. A quantitative correlational design was employed, involving students from a public junior high school in Indonesia. Data were collected using a structured questionnaire based on validated theoretical frameworks, including constructivist learning theory, Self-Determination Theory, and Technological Pedagogical Content Knowledge (TPACK). The data were analyzed using descriptive statistics and multiple linear regression techniques. The findings reveal that both PjBL management and digital technology utilization have statistically significant but negative effects on students’ learning motivation, both individually and simultaneously. These results suggest that the current implementation of these educational innovations may not effectively support student engagement. Factors such as inadequate planning, limited teacher facilitation, unstructured use of technology, and cognitive overload are identified as potential contributors to the decline in motivation. This study highlights the importance of effective educational management in ensuring the success of instructional innovations. It emphasizes that the integration of PjBL and digital technology must be carefully designed, systematically implemented, and continuously evaluated to achieve positive learning outcomes. The findings contribute to the existing literature by providing a critical perspective on the potential drawbacks of educational innovation and offer practical implications for educators, school leaders, and policymakers.

Page 33 of 33 | Total Record : 325

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