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Journal of Educational Management Research
Published by Al-Qalam Institute
ISSN : 29629195     EISSN : 29638992     DOI : -
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences
Journal of Educational Management Research is an international peer-reviewed journal which publishes original and significant contributions to educational management, administration, and leadership, in its broadest sense, from all over the world. This includes primary research projects in schools and further vocational and higher education institutions. This journal encourages contributions that respond to important issues in management education. Contributions may be either conceptual or empirical and are welcomed from any topic area and country so long as they primarily focus on management or organization in education. Although our core areas of interest are organizational behaviour and management in education, we are also interested in leadership, public relation, human resource management, social issues in management, financial management, organizational development, critical management studies, etc. Authors are strongly encouraged to have their work reviewed and evaluated by their colleagues prior to submission for formal editorial review.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 421 Documents
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Transforming School Behavior Management: Integrating Positive Discipline within Educational Leadership Frameworks Dian Evy Nofitasari; Akmal Mundiri
Journal of Educational Management Research Vol. 5 No. 2 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i2.1845

Abstract

This study aims to examine the forms of student behavior management in schools and to explore how educational institutions transition from reactive disciplinary practices to positive, supportive approaches. Using a qualitative case study design, data were collected through interviews, classroom observations, and document analysis. The findings indicate five main strategies employed by teachers: stern reprimands, standing punishments, cleaning tasks, verbal appreciation, and praise. The first three represent traditional, reactive disciplinary methods that effectively manage immediate classroom disruptions but have limited impact on fostering long-term behavioral awareness. In contrast, verbal appreciation and praise reflect the initial implementation of positive reinforcement, promoting students’ confidence, responsiveness, and cooperation. The imbalance between punishment and reward practices highlights the lack of structured behavior management policies and the need for systematic educational management. The study concludes that schools are gradually shifting toward a more humanistic and proactive approach to behavior management. The implications emphasize the importance of clear written guidelines, teacher training to enhance competence in positive disciplinary strategies, and the development of a supportive school culture that integrates social-emotional learning and leadership principles to strengthen overall classroom management.
Work Culture and Bureaucratic Ethics in Public Administration: An Educational Management Perspective on Human Resource Development Novita , Andi; Sipatu, Lindanur; Adam , Rosida; Ibrahim, Andi Indriani; Wisra
Journal of Educational Management Research Vol. 5 No. 2 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i2.1846

Abstract

This study aims to examine work culture and bureaucratic ethics in public sector organizations from an educational management perspective. A qualitative approach was employed using a case study design to gain an in-depth understanding of ethical practices, organizational values, and professional behavior among civil servants. Data were collected through interviews, observations, and document analysis, and analyzed using thematic analysis. The findings indicate that work culture and bureaucratic ethics have been generally implemented effectively, reflected in employees’ awareness of moral values such as professionalism, integrity, responsibility, public courtesy, and neutrality. Nevertheless, several challenges persist, particularly the limited internal supervision and insufficient socialization of the bureaucratic code of ethics. As a result, the implementation of ethical work culture remains inconsistent across organizational units and has not been fully internalized as individual professional behavior, instead relying heavily on hierarchical supervision. The study implies that strengthening educational management practices—such as ethical leadership, continuous professional development, and organizational learning—is essential to internalize work culture and bureaucratic ethics sustainably. These findings contribute to discussions on human resource development and ethical governance in public administration.
The Influence of Monetary Incentives, Teacher Competence, and Principal Leadership Style on Teacher Performance Rabi'ah Nurrochmah, Nova; Ronald Suryaputra; Asriana Kibtiyah
Journal of Educational Management Research Vol. 5 No. 2 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i2.1847

Abstract

Teacher performance is a critical determinant of educational quality, particularly in private schools that emphasize institutional effectiveness and accountability. This study aims to examine the effect of monetary incentives, teacher competence, and principal leadership style on teacher performance. A quantitative approach was employed using a causal research design to test the hypothesized relationships among variables. The study involved 60 teachers selected through a saturated sampling technique. Data were collected using structured questionnaires and analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM) with SmartPLS version 4. The results indicate that monetary incentives have a positive but not significant effect on teacher performance, while teacher competence and principal leadership style have positive and significant effects on teacher performance. Furthermore, the three variables simultaneously exert a significant influence on teacher performance. These findings imply that improving teacher performance should prioritize the enhancement of teacher competence and effective leadership practices rather than relying solely on financial incentives, thereby providing important insights for educational management and policy development in private educational institutions
Organizational Restructuring and Work Engagement Effects on Employee Performance: The Mediating Role of Job Satisfaction Darmo, Eko; Nurul Hermina
Journal of Educational Management Research Vol. 5 No. 2 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i2.1857

Abstract

This study aims to analyze the effects of organizational restructuring and work engagement on employee performance, with job satisfaction as a mediating variable. This research uses a quantitative approach, employing descriptive and verificatory methods through a survey. The population consists of all employees in the Sales Division affected by organizational restructuring, and a saturated sampling technique was applied. Data were collected using a structured questionnaire with a five-point Likert scale and analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS). The results show that organizational restructuring, work engagement, job satisfaction, and employee performance are generally in the very high category. Hypothesis testing reveals that organizational restructuring does not have a direct significant effect on employee performance. In contrast, work engagement has a positive and significant effect on employee performance. Furthermore, organizational restructuring and work engagement have a positive and significant effect on job satisfaction, and job satisfaction significantly influences employee performance. Mediation analysis confirms that job satisfaction mediates the relationship between organizational restructuring and employee performance, as well as between work engagement and employee performance. These findings indicate that improving employee performance requires not only structural changes but also efforts to enhance work engagement and job satisfaction to achieve sustainable performance outcomes.
Strategies of Ma'had Leaders in Enhancing Teacher Motivation and Performance in Integrated Tahfiz-Vocational Education Rachmadi, Ilham Nur; Faridah, Ida
Journal of Educational Management Research Vol. 5 No. 2 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i2.1859

Abstract

The integration of Tahfiz and Technical and Vocational Education and Training (TVET) curricula necessitates dual competencies for teachers, frequently precipitating excessive workloads and professional burnout, and potentially jeopardizing the objectives of the National Tahfiz Education Policy (DPTN) 2.0. This research aims to analyze the leadership strategies at Ma'had Tahfiz Vokasional Aman Bistari (MTVAB), Malaysia, in mitigating these challenges. Utilizing an exploratory single case study design, data were collected through methodological triangulation involving in-depth interviews, participant observation, and document review, and were subsequently analyzed using the Miles, Huberman, and Saldana model. The results reveal the implementation of a "Value-Based Hybrid Leadership" model that synergizes three key strategies: (1) Visionary-Spiritual Leadership by the founder who performs "Meaning Reframing" of workloads as "Educational Jihad"; (2) Structured Instructional Leadership by the Principal who standardizes mentoring methods to reduce teachers' "Extraneous Cognitive Load"; and (3) Strategic Partnerships as resource buffers. This study concludes that the synergy between transcendental motivation and structured operational support successfully transforms the "dual burden" into "dual competence," thereby enriching the Job Demands-Resources (JD-R) model within the Islamic education ecosystem.
Utilization of the Metaverse World in Islamic Religious Education Learning for Ease of Islamic Mosaic Exploration Ilah, Muhammad Abdul
Journal of Educational Management Research Vol. 5 No. 2 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i2.1868

Abstract

This study aims to examine the potential of metaverse-based learning in facilitating the exploration of the Islamic mosaic and enhancing students’ understanding within Islamic Religious Education (Pendidikan Agama Islam, PAI). Employing a qualitative case study approach, the research involved purposively selected students participating in PAI courses. Data were collected through classroom observations, in-depth interviews, and document analysis, and were analyzed using coding, thematic analysis, and interpretative techniques. The findings reveal that the integration of the metaverse creates an interactive and immersive learning environment that supports students’ engagement with the diverse and complex dimensions of Islamic teachings. From an educational management perspective, effective instructional planning, learning organization, and the facilitative role of PAI teachers were found to be crucial in optimizing metaverse utilization. Furthermore, the metaverse encourages reflective learning and collaborative interaction, contributing to deeper religious understanding. The study implies that the strategic management of digital learning environments is essential to ensure that metaverse-based PAI learning remains pedagogically effective and value-oriented. These findings offer practical insights for educators and institutions in developing innovative and well-managed Islamic Religious Education models in the digital era.
Managing Deep Learning Implementation in Elementary Schools: Its Influence on Students’ Learning Outcomes Khoridatul, Desi; Chaidir, Rahmayanti; Mardalena
Journal of Educational Management Research Vol. 5 No. 2 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i2.1872

Abstract

This study aims to analyze the effect of deep learning implementation on elementary students’ learning outcomes from a learning management perspective. Deep learning is understood as a pedagogical approach that promotes meaningful learning through active student engagement, critical and reflective thinking, collaboration, and strengthened conceptual understanding, aligning with the demands of 21st-century education. The study employed a quantitative approach using a quasi-experimental one-group pretest–posttest design. The research participants were fifth-grade students who experienced a structured deep learning process before progressing to the next grade level. Data were collected using a standardized cognitive achievement test with adequate content validity and high reliability (Cronbach’s Alpha > 0.80). Statistical analyses included descriptive statistics, the Shapiro–Wilk normality test, and a paired sample t-test. The results revealed a significant improvement in students’ learning outcomes after the implementation of deep learning, as indicated by a statistically significant difference between pretest and posttest scores (p < 0.05). These findings imply that deep learning can serve as an effective instructional strategy that strengthens learning management practices, particularly in planning, implementing, and evaluating instruction to improve learning quality in elementary education.
Village Owned Enterprises as a Financial Support Mechanism for Educational Management and Village Development Marzuki, Sulhan S.; Karim , Siti Aminah Hamzah
Journal of Educational Management Research Vol. 5 No. 2 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i2.1874

Abstract

This study aims to analyze the role of Village-Owned Enterprises (BUMDes) in enhancing Village Original Revenue (PADes) through the application of good governance principles, namely cooperativeness, emancipatory values, participation, transparency, and accountability. The research employed a qualitative descriptive approach to capture an in-depth understanding of governance practices and their implications for village economic performance. Data were collected through in-depth interviews, direct observation, and document analysis involving village government officials, BUMDes managers, and community members. The results indicate that BUMDes contributes significantly to increasing village revenue through the management of rental-based business units, such as equipment and service facilities, which are responsive to community needs. The implementation of cooperative principles is reflected in strong collaboration among stakeholders, while emancipatory practices ensure equal access and non-discriminatory services for all community members. Participatory governance is evident in community involvement throughout the planning, implementation, and evaluation processes. Transparency and accountability are demonstrated through open financial reporting and periodic performance accountability reports. Beyond financial contributions, BUMDes also generates broader socio-economic impacts, including community empowerment, employment opportunities, and the stimulation of local economic activities. These findings imply that strengthening governance-oriented management within Village-Owned Enterprises is crucial for ensuring sustainable village development and maximizing the contribution of local economic institutions to village financial independence.
Integrating Islamic Boarding School Ecosystems and Islamic Religious Education in Shaping the Religious Character of Generation Z: A Systematic Literature Review Hanafi; Saimun
Journal of Educational Management Research Vol. 5 No. 2 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i2.1876

Abstract

The rapid development of Generation Z in the digital era poses significant challenges to the internalisation of religious values, thereby necessitating a holistic and adaptive model of Islamic education. This study aims to examine the role and contribution of the religious ecosystem of Islamic boarding schools (pesantren) and Islamic Religious Education (PAI) in shaping the religious character of Generation Z. Employing a Systematic Literature Review (SLR) approach, this study analyses 40 peer-reviewed articles published between 2017 and 2025 and retrieved from Google Scholar, Scopus, Web of Science, ERIC, and DOAJ. Data were analysed through a structured process of article selection, thematic categorisation, and comparative synthesis. The findings reveal that the religious ecosystem of Islamic boarding schools, when integrated with PAI, plays a strategic role in internalising values of faith, piety, and moral conduct through role modelling, religious habituation, and the cultivation of a sustainable religious culture. These findings highlight the capacity of pesantren to foster holistic religious character formation that addresses both spiritual and psychological dimensions of Generation Z. The study implies that Islamic boarding schools remain a relevant and effective model of religious character education capable of responding to the moral and psychological challenges faced by contemporary youth in the digital era.
Sixth-Grade Students’ Behavior Toward School Discipline: A Case Study from an Educational Management Perspective Salim, Nur Agus; Qomariah, Annisa; Prihatiningsih, Cindy Dyah
Journal of Educational Management Research Vol. 5 No. 2 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i2.1881

Abstract

This study aims to describe sixth-grade students’ behavior toward school discipline and to identify factors influencing disciplinary behavior from an educational management perspective. A qualitative approach with a case study design was employed. Data were collected through classroom observations, semi-structured interviews, and document analysis involving sixth-grade students, classroom teachers, and the school principal. The findings reveal that students’ disciplinary behavior can be classified into three levels: high, moderate, and low. While some students demonstrate consistent discipline, such as punctual attendance and compliance with school regulations, others exhibit indiscipline, including tardiness and neglect of cleanliness rules. Factors influencing disciplinary behavior include self-awareness, motivation, mindset, peer influence, family environment, and the effectiveness of school management practices, particularly leadership, rule enforcement, and school culture. The study implies that fostering student discipline cannot rely solely on punitive sanctions but requires systematic educational management strategies, including positive habituation, role modeling by teachers and school leaders, and collaborative partnerships between schools and parents. Strengthening managerial planning and supervision is essential to support sustainable disciplinary development in elementary education.

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