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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 796 Documents
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The Effect of Compensation and Work-family conflict (WFC on Employee Retention: Job Satisfaction as a Mediating Variable for Female Employees Chen Wisan; Mazayatul Mufrihah; Harry Setiawan; Nurul Komari; Sulistiowati
Journal of Educational Management Research Vol. 5 No. 5 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i5.3168

Abstract

Employee retention is a critical concern in human resource management because organizations need to retain employees who possess valuable knowledge, experience, and competencies. For female employees, retention may be influenced by compensation, work-family conflict, and job satisfaction, which shape their willingness to remain in an organization. This study aims to analyze the effects of compensation and work-family conflict on employee retention and examine the mediating role of job satisfaction in these relationships. A quantitative approach with a causal research design was employed. Data were collected through Likert-scale questionnaires from 180 female employees selected using purposive sampling. The data were analyzed using Structural Equation Modeling-Partial Least Squares (SEM-PLS) with SmartPLS 4.0. The findings indicate that compensation positively affects job satisfaction and employee retention, whereas work-family conflict negatively affects both outcomes. Job satisfaction positively affects employee retention and mediates the effects of compensation and work-family conflict on employee retention. These findings imply that organizations can strengthen employee retention by providing appropriate compensation, reducing work-family conflict, and fostering job satisfaction among female employees.
From Environmental Awareness to Action: Understanding BYOB Intention and Actual Behavior through the Theory of Planned Behavior Justin; Ilzar Daud; Ahmadi; Wenny Pebrianti; Harry Setiawan
Journal of Educational Management Research Vol. 5 No. 5 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i5.3169

Abstract

The increasing use of single-use plastic bags requires behavioral interventions that encourage individuals to adopt reusable alternatives through the Bring Your Own Bag (BYOB) practice. Understanding the psychological factors that shape BYOB intention and actual behavior is therefore important for strengthening environmentally oriented public policies. This study examines the effects of Environmental Awareness, Attitude Toward Behavior, Subjective Norms, and Perceived Behavioral Control on BYOB Actual Behavior, with BYOB Intention serving as a mediating variable. A quantitative explanatory design was employed involving 285 respondents aged 17 years and above. Data were collected through structured questionnaires using a five-point Likert scale and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4. The results show that Environmental Awareness, Attitude Toward Behavior, Subjective Norms, and Perceived Behavioral Control significantly influence BYOB Intention, while BYOB Intention and Perceived Behavioral Control significantly influence BYOB Actual Behavior. Environmental Awareness, Attitude Toward Behavior, and Perceived Behavioral Control also significantly affect BYOB Actual Behavior through BYOB Intention, whereas the indirect effect of Subjective Norms is not significant. These findings highlight the importance of strengthening environmental awareness, positive attitudes, perceived behavioral control, and behavioral intention through practical and community-oriented interventions to encourage sustained BYOB practices.
The Impact of Performance Management Systems on Employee Performance: The Mediating Role of Employee Competence Karina Octaviandi; Ilham Mubaraq Ritonga
Journal of Educational Management Research Vol. 5 No. 5 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i5.3170

Abstract

Effective performance management is important for improving employee performance, while employee competence may enhance the extent to which performance management practices contribute to better work outcomes. However, empirical evidence regarding the mediating role of employee competence in this relationship remains limited. This study examines the effect of performance management systems on employee performance and employee competence and investigates the mediating role of employee competence in the relationship between performance management systems and employee performance. A quantitative associative approach was employed involving 154 employees selected through saturated sampling. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to assess direct and indirect relationships among the variables. The results indicate that performance management systems positively and significantly affect employee performance (β = 0.578; t = 6.350; p < 0.001) and employee competence (β = 0.818; t = 17.686; p < 0.001). Employee competence also positively and significantly affects employee performance (β = 0.255; t = 2.857; p = 0.004). Furthermore, employee competence significantly mediates the relationship between performance management systems and employee performance (β = 0.208; t = 2.787; p = 0.006). These findings imply that organizations should integrate effective performance management with continuous competence development to achieve sustainable improvements in employee performance.
Turning Environmental Concern into Sustainable Fashion Purchase Intention: The Role of Attitude Ferris Febrio; Barkah; Bintoro Bagus Purmono; Heriyadi; Wenny Pebrianti
Journal of Educational Management Research Vol. 5 No. 5 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i5.3175

Abstract

The rapid growth of fast fashion has intensified environmental problems and increased the need for sustainable consumption. However, high environmental concern does not necessarily translate into consumers’ intention to purchase sustainable fashion products. This study aims to examine the effects of environmental concern on attitude and purchase intention, the effects of subjective norm, perceived behavioral control, and attitude on purchase intention, and the mediating role of attitude in the relationship between environmental concern and purchase intention. A quantitative causal design was employed using purposive sampling involving 220 respondents. Data were collected through a five-point Likert-scale questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4. The results show that environmental concern significantly affects attitude but does not directly affect purchase intention. Subjective norm, perceived behavioral control, and attitude significantly affect purchase intention. Attitude also significantly mediates the relationship between environmental concern and purchase intention. These findings imply that sustainable fashion businesses should combine environmental communication with positive product evaluations, social influence, and purchasing accessibility to strengthen consumers’ purchase intentions.
Beyond AI Adoption: Understanding Student Satisfaction and Continuance Intention in ChatGPT Use for Higher Education Kevin Pangestu; Siti Rahayu; Juliani Dyah Trisnawati
Journal of Educational Management Research Vol. 5 No. 5 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i5.3183

Abstract

The growing adoption of generative artificial intelligence (AI) in higher education highlights the need to understand factors influencing students’ satisfaction and continued use of ChatGPT. This study aims to examine the effects of information quality, service quality, perceived enjoyment, perceived usefulness, and perceived ease of use on satisfaction and continuance intention, while testing the direct and moderating role of need for interaction with a service employee (NFI-SE). A quantitative causal design was employed using data from 211 respondents aged 18–25 who had used ChatGPT for academic purposes. Data were collected through an online questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4. The results show that information quality, service quality, perceived enjoyment, perceived usefulness, and perceived ease of use positively and significantly affect satisfaction. Satisfaction significantly predicts continuance intention, while enjoyment, usefulness, and ease of use also directly influence continuance intention. NFI-SE positively affects satisfaction and strengthens several relationships. The study concludes that human interaction complements AI adoption, implying that institutions should integrate ChatGPT with sustained human academic guidance.
Navigating Work-Life Balance: Job Demands, Social Support, and Personal Boundaries Among Generation Z Employees Dhita Fadhillah Azza; Arumwardhani Nusandari; Rusmalia Dewi
Journal of Educational Management Research Vol. 5 No. 5 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i5.3186

Abstract

Work-life balance is increasingly important as employees must manage demanding work responsibilities while maintaining meaningful participation in personal life. This study aimed to explore how Generation Z employees experience job demands, work-related pressure, social support, and boundaries between work and nonwork activities. A qualitative descriptive approach was employed through semi-structured interviews with eight employees occupying different positions within the same organization. Data were analyzed through data condensation, data display, and verification to identify patterns and variations across participants’ experiences. The findings revealed five interconnected themes: demands for speed and accuracy, pressure associated with mistakes and uncertainty, work extending into personal life, social support and its limitations, and task clarity and work-life boundaries. Some employees experienced continued work-related thoughts, fatigue, and reduced participation in family or personal activities, while others reported more manageable experiences when tasks were clear, teamwork was supportive, and work boundaries were maintained. The study implies that work-life balance should be addressed through context-sensitive workplace practices, including appropriate workload allocation, clearer task procedures, accessible task-specific assistance, and reasonable boundaries for work-related communication outside working hours.
From Digital Compliance to Relational Trust: How Integrated Financial Systems Reshape School Governance Laura Paramita; Much. Eka Mahmud; Ahmad Fauzi
Journal of Educational Management Research Vol. 5 No. 5 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i5.3194

Abstract

The digitalisation of school finance through integrated digital platforms aims to strengthen financial governance in public education, yet empirical evidence regarding how these systems shape stakeholder trust remains limited. This study investigates how digital financial management is implemented in public elementary schools and how it influences institutional transparency, accountability, and stakeholder trust. A qualitative case study design was employed, gathering data through semi-structured interviews with key educational stakeholders, direct observation, and documentation analysis, followed by thematic analysis. The findings demonstrate that digital adoption accelerates financial recording, minimises human error, and simplifies supervisory verification, while structured financial disclosure significantly enhances the trust of school committees and parents despite technical disruptions and regulatory shifts. This study implies that digital administrative systems foster sustainable institutional trust only when standardised technical reporting is seamlessly combined with active, transparent communication, highlighting the need for policies that support both technical infrastructure and digital competency in school governance.
Beyond Compliance: Integrating International Quality Standards and Islamic Values for Sustainable Educational Excellence Nurkholis Majid; Faizatul Widat; M. Kamil Kamil; Nabilul Fikri; Rima Ulfiatul Ulfa
Journal of Educational Management Research Vol. 5 No. 5 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i5.3200

Abstract

Globalization has increased the demand for Islamic educational institutions to meet international quality standards while preserving their religious identity and educational values. Quality Assurance (QA) is therefore essential for strengthening institutional accountability, improving teaching quality, and developing students’ global competencies alongside Islamic character. This study aims to analyze the implementation of QA in improving the quality of internationally oriented Islamic education, focusing on quality standards, implementation practices, teacher competence, monitoring and evaluation, and continuous improvement. A qualitative descriptive-analytical approach was employed. Data were collected through in-depth interviews, observations, and document analysis, involving institutional leaders, quality assurance coordinators, teachers, and educational staff. Data were analyzed through data condensation, data display, and conclusion verification, with credibility supported by triangulation and member checking. The findings indicate that QA implementation involves establishing standards, implementing programs, monitoring performance, evaluating outcomes, and conducting follow-up improvements. However, challenges remain in administrative-oriented practices, uneven teacher competencies, limited data utilization, and inconsistent integration of international standards with Islamic values. The study implies that educational institutions should strengthen participatory leadership, continuous teacher development, evidence-based evaluation, and measurable quality indicators to establish a sustainable quality culture that promotes international competitiveness while maintaining Islamic character and identity.
Institutional Transformation Beyond Nomenclature: Policy Implementation, Governance, and Academic Integration in Islamic Higher Education Hendry Putra; Muchammad Eka Mahmud; Ahmad Fauzi; Ishmatul Maula
Journal of Educational Management Research Vol. 5 No. 5 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i5.3204

Abstract

The conversion of Islamic institutes into universities has become a major pathway for expanding institutional mandates and public legitimacy in Indonesian Islamic higher education. However, limited attention has been given to how this transformation unfolds in newly established universities beyond Java, particularly regarding institutional autonomy and the integration of religious and general sciences. This study examines institutional transformation through the lens of institutional isomorphism, focusing on regulatory pressures, organizational development, and substantive change. A qualitative single-case study design was employed, using institutional regulations, statutes, strategic plans, and quality-assurance documents, complemented by semi-structured interviews with university leaders, lecturers, and administrative staff. The data were analysed thematically to identify patterns of institutional change. The findings indicate that status transitions were shaped by national regulations and accompanied by organizational expansion to four faculties, a postgraduate school, and 33 study programmes. Nevertheless, financial autonomy and the integration of religious and general sciences remain ongoing challenges. These findings suggest that formal status changes do not automatically produce substantive institutional transformation. Policymakers should align status conversion with phased autonomy and adequate resource allocation, while university leaders should embed knowledge integration in curricula, research priorities, and academic culture to improve educational quality.
Work Motivation and School Culture as Predictors of Teacher Performance: Unpacking Their Unique and Shared Contributions Hendry Putra Hendry; Zamroni; Ishmatul Maula; Nur Muhabibudin; Nurfitriani; Dita Yovieta Dewi
Journal of Educational Management Research Vol. 5 No. 5 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i5.3203

Abstract

Teacher performance is essential to educational quality, yet differences in professional performance indicate that formal qualifications and financial incentives may not fully explain teachers’ effectiveness. Work motivation and school culture are important individual and organisational factors, but their relative and shared contributions to teacher performance require further examination. This study aimed to analyse the individual and joint relationships of work motivation and school culture with teacher performance. A quantitative approach with a cross-sectional correlational survey design was employed, involving 88 teachers selected through proportionate allocation and simple random sampling. Data were collected using questionnaires and analysed through simple and multiple linear regression. The findings revealed that work motivation was positively associated with teacher performance, explaining 35.05% of its variance, while school culture explained 28.30%. Jointly, the two predictors explained 37.95% of the variance, with a multiple correlation coefficient of .616. Work motivation was the stronger predictor in the joint model, while approximately two-thirds of the explained variance was shared between the predictors. These findings suggest that teacher motivation and school culture should be addressed through integrated management strategies. School leaders should strengthen professional motivation, collaborative practices, and supportive working environments to improve teacher performance.

Page 77 of 80 | Total Record : 796

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