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Managere: Indonesian Journal of Educational Management
Published by Perkumpulan Manajer Pendidikan Islam
ISSN : 27211053     EISSN : 27211045     DOI : -
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media
Managere: Indonesian Journal of Educational Management is published by Perkumpulan Manajer Pendidikan Islam (PERMAPENDIS). This journal publishes research articles results and conceptual studies in field of Islamic educational management and educational administration. 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 educational management in any fields including: Â 1) Leadership, 2) Public Relation Management, 3) Organizational Behavior, 4) Organizational Culture, 5) Human Resource Management, 6) Financial Management, 7) Learning Management, 8) Supervision, 9) Evaluation, 10) class management, etc.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 232 Documents
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Gendered Barriers to Female Academics’ Managerial Advancement in TVET Colleges Berington Zanoxolo Gobingca
Managere: Indonesian Journal of Educational Management Vol. 8 No. 2 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v8i2.2161

Abstract

This study aimed to examine factors influencing female academics’ access to managerial positions in TVET colleges. Women remain underrepresented in college leadership despite constitutional and policy commitments to gender equality. Existing studies offer limited insight into how stereotypes, institutional practices, professional relationships, and policy implementation interact within TVET institutions. The study used a qualitative multiple-case design within an interpretivist paradigm. Data were collected through semi-structured interviews with five purposively selected lecturers and analyzed thematically alongside observations. First, participants associated leadership competence and authority more strongly with men than women. Male leadership was therefore treated as the institutional norm. Second, masculine leadership expectations contributed to self-doubt, fear of failure, and some women's reluctance to pursue promotion. These responses reflected socially produced barriers rather than incapacity. Third, limited solidarity among women and preferences for male leaders weakened peer endorsement, mentoring, sponsorship, and legitimacy for female leadership. Together, these mechanisms formed a self-reinforcing cycle sustaining male managerial dominance. The study implies that confidence-building alone is insufficient. TVET colleges should strengthen transparent promotion processes, mentoring, sponsorship, selection panels, and equity accountability.
From Promotion to Strategic Branding: Educational Service Marketing Management in Building Madrasah Brand Image Merrina Ulfa; Irawati Irawati; Rini Setyaningsih; Umar Faruq; Edi Iskandar
Managere: Indonesian Journal of Educational Management Vol. 8 No. 2 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v8i2.2191

Abstract

This study aims to examine how educational service marketing management builds the brand image of Madrasah. Increasing competition among educational institutions requires madrasahs to communicate institutional values, service quality, and religious identity more strategically. However, many schools still conduct promotion incidentally, without integrated branding and continuous evaluation. This study used a qualitative descriptive approach with purposive site and informant selection. Data were collected through interviews, observation, and documentation, then analyzed through data reduction, data display, and conclusion drawing. The findings reveal that the madrasah applies structured marketing through planning, implementation, and supervision. Marketing activities involve principals, teachers, staff, and students through brochures, school visits, banners, community interaction, and social media. Nevertheless, digital media is still used mainly for documentation rather than strategic brand storytelling. The study also found that affordable tuition, competent teachers, strategic location, and a clean religious environment strengthen public trust and positive perception. Meanwhile, limited facilities, increasing competition, and weak digital branding constrain marketing effectiveness. This study contributes to educational marketing literature by showing that madrasah brand image emerges from integrated communication, service quality, and Islamic institutional culture.
Greening Islamic Education: A Conceptual Framework for Integrating Ecotheology into Organizational Dynamics Trian Hermawan; Samsul Hadi; Subandi Subandi; Asma’ Adniyyah Binti Che Ismail
Managere: Indonesian Journal of Educational Management Vol. 8 No. 3 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v8i3.1599

Abstract

This study develops an ecotheology-based transformation framework explaining how Islamic educational institutions translate ecological values into sustainable organizational systems. Environmental challenges require these institutions to move beyond fragmented programs toward systemic organizational transformation. Although Islamic ecotheology provides strong foundations for ecological responsibility, limited research explains how religious values operate as mechanisms for sustainability transformation. A Systematic Literature Review (SLR) following PRISMA 2020 examined literature on Islamic education, sustainability, ecotheology, and organizational transformation. Thematic synthesis examined 32 studies to identify transformation mechanisms, enabling factors, and barriers. The findings show that Islamic ecotheology serves as a foundational value that shapes ecological identity and institutional commitment. Prophetic-transformational leadership translates these values into strategic action and collective commitment. Organizational structures, governance systems, and sustainability policies institutionalize ecological values in practices. Sustainability-oriented organizational culture strengthens ecological responsibility and continuity. Participation and collective learning reinforce sustainability initiatives through distributed responsibility. However, limited resources, fragmented governance, and insufficient institutional capacity constrain ecological transformation. The findings imply that transformation requires alignment among values, leadership, governance, culture, and participation rather than isolated programs. Theoretical implications include integrating religious value systems into sustainability transformation theory. Practical implications include embedding ecotheological principles in strategic planning, leadership development, governance, organizational culture, and practices.
From Leadership Practices to Literacy Culture: Understanding Multidimensional Principal Leadership in an Indonesian Secondary School Lisa Willianti; Muhammad Akmansyah Akmansyah; Sela Kholidiani; Amin Mujahid
Managere: Indonesian Journal of Educational Management Vol. 8 No. 3 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v8i3.2044

Abstract

This study examines how school principals mobilize, guide, motivate, and model literacy practices to build a sustainable literacy culture in secondary schools. A qualitative single-case study was conducted at a senior high school in Lampung, Indonesia. Researchers collected data through semi-structured interviews, observations, and document analysis involving ten purposively selected participants, and analyzed them using thematic interpretation to identify patterns in leadership practices and their interactions. The findings reveal that literacy implementation depends not only on policy availability but also on leadership processes that integrate routines, resources, motivation, and contextual adaptation. Mobilizing practices linked literacy policies to stakeholder coordination and school routines, while guiding practices built teacher capacity through ongoing learning and collaboration. Motivational practices strengthened participation through rewards, facilities, and literacy activities, although engagement varied in depth. Principal modeling increased credibility by demonstrating commitment to literacy through visible involvement and daily practices. Together, these four leadership dimensions operated synergistically to institutionalize literacy culture, including through Islamic literacy activities embedded in school routines and values. The study contributes to literacy leadership theory by conceptualizing leadership as an interconnected process. It highlights the practical need to align policy, capacity development, resources, motivation, and exemplary practices in strengthening school literacy ecosystems.
From Ethical Values to Organizational Transformation: The Emergence of Ethical-Transformational Leadership Resonance in an Islamic Educational Context Moh Nadhif; Anas Tania Januari; Qisthi Efridita
Managere: Indonesian Journal of Educational Management Vol. 8 No. 3 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v8i3.2092

Abstract

This study explores how ethical and transformational leadership, through micro-level practices, shapes teachers’ moral agency, organizational meaning-making, and sustainable development. Employing a qualitative single-case study design, this research collected data through interviews, participant observation, and document analysis. The study analyzed data using reflexive thematic analysis, supported by triangulation and member checking to ensure credibility and validity. The findings indicate that leadership functions as relational praxis that connects ethical legitimacy, transformational influence, dialogue, participation, and trust. Islamic values, including amanah, adl, integrity, responsibility, and ihsan, were embedded into everyday leadership practices and transformed into meaningful actions. These practices generated Ethical-Transformational Leadership Resonance through shared interpretation, collective commitment, and relational engagement. This resonance enhanced teacher participation, professional involvement, and moral agency while strengthening shared organizational meaning and sustainable cultures grounded in trust and responsibility. The study contributes a process-based theoretical framework integrating ethical, transformational, relational, and sensemaking perspectives. Practically, the findings suggest that leadership development should emphasize ethical reflection, relational competence, participatory decision-making, and cultural responsiveness to support sustainable educational transformation.
Beyond the Classroom: A Kirkpatrick Evaluation of Pedagogical Competencies in Catholic Religious Education Anggi Manik; Johannes Sohirimon Lumbanbatu; Musammil Lateh
Managere: Indonesian Journal of Educational Management Vol. 8 No. 3 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v8i3.2279

Abstract

This study aims to evaluate Catholic Religious Education (CRE) teachers’ pedagogical and professional competencies in supporting meaningful, inclusive, and student-centered learning through the Kirkpatrick Model. The study employed a qualitative evaluation research design to examine four evaluation levels: reaction, learning, behavior, and results. Data were collected through observations, interviews, and documentation, then analyzed using data reduction, data display, and conclusion drawing. Data credibility was ensured through triangulation of techniques and sources. The findings show that students responded positively to interactive and contextual CRE learning at the reaction level. At the learning level, teachers showed competence in designing instructional activities based on students’ needs through diagnostic assessment. At the behavior level, teachers consistently implemented adaptive, inclusive, and student-centered teaching strategies that reflected effective pedagogical and professional practices. At the results level, students showed improved engagement, participation, and understanding during learning. The study concludes that CRE teachers effectively applied their competencies to enhance the quality of learning. The implications highlight the importance of continuous professional development, instructional innovation, and process-based assessment to strengthen responsive religious education and sustain student engagement.
Leadership-Driven ESG Integration in Islamic Education: Developing a Sustainability Management Model for Islamic Secondary Schools Kelik Wardiyono; Baidi Baidi; Heldy Ramadhan Putra; Siti Fathonah Wijayanti
Managere: Indonesian Journal of Educational Management Vol. 8 No. 3 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v8i3.2596

Abstract

This study aims to examine how Environmental, Social, and Governance (ESG) principles are interpreted, integrated, and managed within Islamic secondary education and to develop a Leadership-Driven ESG Integration Management model. This study conducted a qualitative case study at an Islamic secondary school from April to June 2026. The study collected data through semi-structured interviews, observations, and document analysis with relevant school stakeholders. The data were analyzed through data condensation, data display, and conclusion verification, supported by triangulation to strengthen the credibility of findings. The results indicate that ESG integration was constructed by aligning sustainability practices with Islamic values and ecotheological principles, including Khalifah, Amanah, mas’uliyyah, and ihsan. Leadership played a central role by combining spiritual, transformational, and instructional functions to coordinate environmental, social, and governance initiatives, such as BeRAANI, waste management programs, Ketep Pass Project-Based Learning, community service, Adiwiyata, and quality assurance systems. The study concludes that leadership bridges Islamic values and sustainability governance. The proposed model contributes theoretically by extending sustainable leadership perspectives and practically by offering an applicable framework for managing sustainability in Islamic schools. Future studies should examine its transferability through comparative and longitudinal research designs.
Curriculum Management and Pedagogical Content Knowledge Development: Mentor Teachers’ Perspectives on Accounting Work-Integrated Learning Radhakrishnan Nair
Managere: Indonesian Journal of Educational Management Vol. 8 No. 3 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v8i3.2620

Abstract

This study explored mentor teachers' perceptions of the teacher education curriculum's role in developing Accounting student-teachers' Pedagogical Content Knowledge (PCK) during Work-Integrated Learning (WIL). The study used an interpretivist qualitative case study design in seven secondary schools in the OR Tambo Inland Education District, South Africa. The study collected data from seven purposively selected Accounting mentor teachers through semi-structured written responses and analyzed them using data condensation, data display, conclusion drawing, and verification. The findings show that micro-teaching, guided lesson planning, school-based practice, feedback, reflection, and authentic classroom engagement consistently supported curriculum-mediated PCK development. However, gaps in Accounting content knowledge, limited practical exposure, inadequate resources, classroom-management challenges, and contextual constraints hindered PCK development. The study concludes that Accounting PCK develops through integrating disciplinary knowledge, subject-specific pedagogy, WIL, mentoring, reflection, and contextual adaptation across contexts. The study implies that teacher education programs should strengthen Accounting content preparation, extend structured teaching practice, enhance mentor lecturer collaboration, provide contextualized learning experiences, and better prepare student-teachers for rural and resource-constrained classrooms.
Decoding Consumer Choices: How Marketing Mix and Online Reviews Shape E-Commerce Purchasing Behavior Tusiana Dewi; Syamsuddinnor Syamsuddinnor; Alfiannor Alfiannor; Syamilah Muslimah Awaluddin
Managere: Indonesian Journal of Educational Management Vol. 8 No. 3 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v8i3.2636

Abstract

This study examines the effects of the Marketing Mix and Online Consumer Reviews on purchasing decisions among consumers on e-commerce platforms, both individually and simultaneously. This study employed a quantitative explanatory research design to analyze the relationship between these variables. Data were collected through questionnaires using a five-point Likert scale from 77 students with prior experience purchasing products on Shopee. The collected data were analyzed using multiple linear regression, supported by validity, reliability, normality, multicollinearity, and heteroscedasticity tests, followed by partial t-tests, a simultaneous F-test, and coefficient of determination analysis. The findings indicate that the Marketing Mix has a positive and significant effect on purchasing decisions, demonstrating the importance of product quality, pricing strategies, promotions, and accessibility. Online Consumer Reviews also show a positive and significant influence, indicating that consumer-generated information plays an important role in reducing uncertainty and supporting purchase evaluation. Furthermore, both variables simultaneously contribute significantly to purchasing decisions. The study suggests that e-commerce sellers should strengthen marketing strategies and encourage credible consumer reviews to improve customer trust, decision-making, and competitive performance in online marketplaces.
Determinants of Civil Servant Performance: Empirical Evidenceon Transformational Leadership and Organizational Climate from Indonesia Naina Zahra Maulida; Akil Akil; Achmad Taufik Ismail; Amir Karimi
Managere: Indonesian Journal of Educational Management Vol. 8 No. 3 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v8i3.2152

Abstract

This study examines the associations between transformational leadership, organizational climate, and employee performance at the Purwakarta Regency Archives and Library Office. A quantitative cross-sectional survey was conducted involving all 85 employees using saturated sampling. Data were collected through questionnaires and analyzed using descriptive statistics, regression diagnostics, and multiple linear regression. The results indicate that transformational leadership was rated moderate, with individualized consideration receiving the lowest dimension score. Organizational climate was rated good, with commitment recording the highest score and standards the lowest. Employee performance was also rated good, although effectiveness received the lowest dimension score. Transformational leadership was positively associated with employee performance (β = 0.258, p = 0.013), while organizational climate demonstrated a stronger positive association (β = 0.533, p < 0.001). Both predictors simultaneously produced a significant regression model (F(2, 82) = 47.479, p < 0.001). The findings suggest that, in this institutional context, organizational climate is a stronger predictor of employee performance than transformational leadership. The findings imply the importance of establishing clear performance standards, strengthening supportive organizational climates, providing individualized mentoring, and developing transformational leadership practices to enhance teachers’ and education personnel’s performance. However, the single-institution cross-sectional design limits causal interpretation and generalizability.

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