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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 728 Documents
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Change Management for Enhancing the Quality of Educational Administrative Services in Islamic Secondary Schools lindiana; Abdul Hamid; Arifia Retna Yunita
Journal of Educational Management Research Vol. 5 No. 4 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i4.2630

Abstract

This research is motivated by the importance of improving the quality of educational administration services in Madrasas in response to the demands of technological advances and public expectations for fast, accurate, and transparent services. Private aliyah madrasas strive to implement change management to improve the quality of administrative services, but face various obstacles such as limited infrastructure, digital competency gaps, and resistance to change. This study aims to analyze the application of change management through the functions of planning, organizing, implementing, and supervising in improving the quality of education administration services, as well as identifying supporting and inhibiting factors. The research uses a descriptive qualitative approach with observation, interview, and documentation data collection techniques. The results of the study show that change planning is carried out systematically and participaly, the implementation of change through the regulation of human resources and information technology has a positive impact on service efficiency, but multidimensional obstacles are still found. In conclusion, planned and participatory change management has been proven to be effective in improving the quality of administrative services. This research contribution enriches change management theory by integrating the functions of POAC and Islamic values, as well as providing a practical model for madrasas in the administrative transformation of education administration.
Principal Managerial Competencies for Sustaining School Accreditation: The Roles of School Planning and Program Monitoring in Quality Assurance Lulu Fauziah; Heru Juabdin Sada; Ilhami
Journal of Educational Management Research Vol. 5 No. 4 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i4.2632

Abstract

This study aims to analyze the principal’s managerial competence in school planning and in implementing program monitoring and evaluation to support the sustainability of school accreditation. A qualitative descriptive approach was employed. Data were collected through interviews, observations, and document analysis, and were analyzed using the Miles, Huberman, and Saldaña interactive model, including data reduction, data display, and conclusion drawing. The findings indicate that the principal demonstrates strong managerial competence in preparing school strategic and operational plans based on educational report data, school self-evaluation, and previous program evaluation results. In addition, program monitoring and evaluation are conducted systematically through coordination meetings, academic supervision, program reporting, and follow-up actions based on evaluation findings. These managerial practices contribute to continuous quality improvement by strengthening planning, ensuring effective program implementation, and fostering evidence-based decision-making. The study implies that principals’ managerial competence plays a vital role in sustaining school quality assurance and maintaining accreditation standards through systematic planning, continuous monitoring, and ongoing evaluation.
Cultural Awareness and the Implementation of a Sharia-Based Transactional System in Islamic Early Childhood Education Anggi Sartika Rahman; Alfi Amalia
Journal of Educational Management Research Vol. 5 No. 4 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i4.2642

Abstract

This study aims to examine the implementation of a Sharia-based transactional system, explore the level of cultural awareness supporting its implementation, and identify the factors influencing its effectiveness within an Islamic early childhood educational institution. A qualitative approach with a descriptive analytical design was employed. Four participants, consisting of a school leader, a financial administrator, a teacher, and a parent, were purposively selected. Data were collected through observations, in-depth interviews, and documentation and analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing/verification. The findings reveal that the institution has consistently implemented Sharia economic principles in its financial transactions by emphasizing transparency, accountability, honesty, and amanah. High cultural awareness was evident through the internalization of Islamic values into organizational practices and daily institutional activities. The implementation was supported by strong Islamic educational values, leadership commitment, parental involvement, and a supportive socio-cultural environment, while challenges included limited technical expertise in Sharia financial management and the absence of comprehensive Sharia-based standard operating procedures. These findings imply that integrating Sharia financial governance with organizational culture can strengthen ethical governance, institutional accountability, and sustainable financial management in Islamic educational institutions.
Leadership Strategies for Developing a Student Discipline Culture: A Qualitative Case Study Through George R. Terry's POAC Management Framework Ainun Naim; Ali Rohmat; Dahlia
Journal of Educational Management Research Vol. 5 No. 4 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i4.2646

Abstract

The phenomenon of moral degradation in the contemporary era requires educational institutions to strengthen the value system through systematic leadership management. This study aims to evaluate the leadership strategy of the head of the boarding school in constructing a culture of student discipline at the API ASRI 2 Bandongan Islamic Boarding School using the theory of the management function of POAC (Planning, Organizing, Actuating, Controlling) from George R. Terry. The research method applied is qualitative with an explanatory case study design. Data were collected through in-depth interviews, participatory observations, and documentation, then analyzed using the interactive model Miles, Huberman, and Saldaña using purposive sampling techniques. The findings of the study revealed that the internalization of discipline culture is carried out through four stages: participatory planning based on traditional values, structured division of tasks to avoid overlapping authority, implementation through leadership example (uswah hasanah) and persuasive communication, as well as digital supervision accompanied by educational sanctions. In conclusion, the success of the formation of discipline in Islamic boarding schools does not rely enough on rigid legal-formal rules, but requires synergy between exemplary leadership figures, orderly organization, and communication that humanizes human beings in applying fair and transparent sanctions.
Curriculum Policy and Educational Quality Enhancement: Examining the Role of the Merdeka Curriculum in Achieving Excellence Accreditation Untung Khoiruddin; AB. Musyafa Fathoni
Journal of Educational Management Research Vol. 4 No. 1 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i1.1570

Abstract

The implementation of the Merdeka Curriculum has become a strategic policy for improving educational quality and supporting higher education institutions in achieving Excellence Accreditation. However, empirical evidence explaining how curriculum policy contributes to institutional transformation and quality enhancement remains limited. This study examines the role of the Merdeka Curriculum in enhancing educational quality and supporting Excellence Accreditation in the Islamic Education Management Study Programs at university. A qualitative multiple-case study was employed using semi-structured interviews, participant observations, document analysis, and field notes. Data were analyzed through the interactive model of Miles, Huberman, and Saldaña, comprising data condensation, data display, and conclusion drawing. The findings reveal three major themes: curriculum institutionalization as a strategic governance framework, experiential learning and institutional collaboration as drivers of implementation, and adaptive governance with continuous quality improvement in addressing organizational challenges. The study concludes that effective curriculum implementation requires integrating curriculum reform with governance and quality assurance. It contributes an institutional framework linking curriculum policy, organizational transformation, and excellence accreditation.
Managing 'Wayground' as a Multisensory Learning Medium for Students with Autism Spectrum Disorder (ASD) Betty Margarety; Khairul Anwar; Abdul Rahman; Jumira Warlizasusi
Journal of Educational Management Research Vol. 5 No. 4 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i4.1703

Abstract

This study aims to analyze the management of Wayground implementation as a multisensory learning platform for students with Autism Spectrum Disorder (ASD) at SLB. A qualitative case study design was employed to explore the planning, organization, implementation, and evaluation of Wayground in inclusive learning practices. Data were collected through in-depth interviews, classroom observations, and document analysis involving the principal, classroom teachers, special education teachers, parents, and students selected purposively. The data were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing, while credibility was ensured through source and technique triangulation, prolonged engagement, and member checking. The findings reveal that Wayground was systematically implemented through four management functions, enabling teachers to integrate visual, auditory, and kinesthetic activities that enhanced students' attention, motivation, engagement, and participation during learning. The implementation was supported by teacher competence, school leadership, technological facilities, and parental involvement, although limited digital devices, unstable internet connectivity, and diverse student characteristics remained challenges. The study implies that effective management of gamified multisensory learning platforms can strengthen adaptive, engaging, and learner-centered educational practices for students with ASD.
Fostering Student Character: The Implementation of Tazkiyatun Nafs Philosophy in Elementary Education Zainuddin; Herdiana; Ratna Sari; Iskandar
Journal of Educational Management Research Vol. 5 No. 4 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i4.1761

Abstract

This study aims to examine the implementation of the philosophy of Tazkiyatun Nafs in fostering students' moral character Elementary Education to explore how its principles are translated into educational practices. The research employed a qualitative approach using a case study design. Data were collected through classroom observations, semi-structured interviews with the principal, teachers, and students, as well as document analysis. The data were analyzed using the interactive model of data condensation, data display, and conclusion drawing and verification. The findings reveal that the philosophy of Tazkiyatun Nafs is implemented through the integration of religious habituation, teacher role modeling, reflective learning, and a school culture grounded in Islamic values. These practices encourage students to internalize moral values, strengthen spiritual awareness, and develop positive behaviors such as honesty, discipline, responsibility, empathy, and respect. The study further demonstrates that sustainable moral development is achieved when spiritual purification becomes the foundation of educational activities rather than merely emphasizing behavioral compliance. The findings provide both theoretical and practical implications by positioning Tazkiyatun Nafs as an operational framework for character education and offering valuable insights for educators and policymakers seeking to strengthen morally and spiritually grounded educational practices.
Fostering Educational Excellence: Strategic Total Quality Leadership in Enhancing Institutional Performance within Islamic Secondary Education Machdum Ibrohim Muwaffiqi; Mohamad Ahyar Ma’arif; Nur Fitri Amalia
Journal of Educational Management Research Vol. 5 No. 4 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i4.2432

Abstract

School leadership is a critical factor in improving educational quality by fostering effective management practices and sustainable institutional development. This study aimed to examine the implementation of quality-based leadership by exploring the principal’s strategies, the challenges encountered during implementation, and its contribution to enhancing students’ academic achievement and non-academic potential. A descriptive qualitative approach was employed, involving the principal, teachers, and educational staff as research participants. Data were collected through observations, interviews, and documentation and were analyzed using the Miles, Huberman, and Saldaña interactive model, including data condensation, data display, and conclusion drawing. The findings revealed that quality improvement was achieved through strengthening a quality culture, implementing academic supervision, enhancing teachers’ professional competencies, and optimizing academic and extracurricular programs. The implementation process faced several challenges, including limited facilities and infrastructure, an underdeveloped quality culture, variations in teachers’ competencies, and insufficient institutional funding. Despite these constraints, quality-based leadership contributed to improving instructional quality, strengthening student discipline, increasing learning motivation, and fostering students’ academic and non-academic achievements. These findings imply that sustainable quality-oriented leadership is essential for promoting continuous school improvement and strengthening institutional effectiveness.
Financial Stress, Time Management, and Work Intensity: Predicting Academic Performance Among Part-Time Working Students Aulia Sugma Majiida; Nimas Aulia Pambajeng Miftahunnajah
Journal of Educational Management Research Vol. 5 No. 4 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i4.2464

Abstract

The increasing number of university students engaged in part-time employment has created challenges in balancing academic responsibilities with financial and occupational demands. This study aimed to examine the effects of financial stress, time management, and part-time work intensity on students' academic performance. A quantitative approach with a causal research design was employed. Data were collected through an online questionnaire using a five-point Likert scale from 100 part-time working undergraduate students selected through purposive sampling. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4. The findings revealed that financial stress has a significant negative effect on academic performance, whereas time management and part-time work intensity have significant positive effects, with time management emerging as the strongest predictor. Collectively, the three independent variables explained 37.8% of the variance in academic performance, indicating that both financial and behavioral factors play important roles in shaping students' academic achievement. These findings contribute to the integration of financial, behavioral, and occupational perspectives in explaining academic performance among part-time working students. Practically, the study highlights the importance of developing institutional strategies that strengthen students' financial resilience, time management skills, and self-management competencies to support sustainable academic success while preparing them for future professional responsibilities.
Transforming Graduate Quality: The Strategic Power of Visionary Leadership in Islamic Secondary Education Ilham Martua Hasibuan; Budi
Journal of Educational Management Research Vol. 5 No. 4 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i4.2651

Abstract

This study aims to analyze the role of visionary leadership in improving graduate quality, identify strategies for integrating institutional vision into quality improvement programs, and examine the supporting and inhibiting factors affecting their implementation. A qualitative descriptive approach was employed, with data collected through observations, in-depth interviews, and document analysis. The data were analyzed using the processes of data reduction, data display, and conclusion drawing, while source and technique triangulation were applied to ensure trustworthiness. The findings reveal that visionary leadership is effectively implemented through participatory vision formulation, consistent communication of institutional goals, and the development of academic, character-building, and religious programs aligned with quality improvement objectives. Effective strategies include integrating the institutional vision into educational practices, empowering teachers, fostering collaboration with stakeholders, and implementing continuous monitoring and evaluation. The study also identifies teacher competence, stakeholder support, and adequate facilities as enabling factors, while limited student motivation, insufficient parental involvement, and rapid technological changes remain key challenges. These findings imply that visionary leadership is essential for fostering a sustainable quality culture and strengthening institutional capacity to produce competitive graduates in a dynamic educational environment.

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