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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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Bridging Service Quality and Patient Satisfaction in Specialized Healthcare: The Mediating Role of Patient Trust Indrasto Kurniadi; Rizky Aptadhana Fachrizal; Fedianty Augustinah
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.v5i5.3226

Abstract

Service quality is a critical determinant of patient satisfaction in healthcare services. However, the role of patient trust in mediating the relationship between service quality and satisfaction remains inconclusive, particularly in specialized healthcare settings. Understanding this relationship is essential for developing effective strategies to improve patient experiences and service delivery. This study aims to examine the effect of service quality on patient satisfaction and to investigate the mediating role of patient trust in this relationship. This study employed a quantitative research approach involving 109 patients or visitors selected through purposive sampling. Data were analyzed using Structural Equation Modeling (SEM) with AMOS. Service quality was measured using the SERVQUAL dimensions: tangibles, reliability, responsiveness, assurance, and empathy. Patient trust was assessed through benevolence, competence, and integrity, while patient satisfaction was evaluated based on expectation fulfillment, ease of access, and prior experience. The results indicate that service quality significantly affects patient satisfaction (T = 2.124; p = 0.034), but does not significantly affect patient trust (T = 0.327; p = 0.744). Patient trust neither significantly affects satisfaction (T = 1.150; p = 0.251) nor mediates the relationship between service quality and satisfaction (T = 0.224; p = 0.823). Healthcare providers should prioritize improving service quality to enhance patient satisfaction directly, rather than relying solely on patient trust as an intermediary mechanism.
Management of Special Guidance and Counseling Services in Improving Students’ Academic Achievement Rahma Linda; Septuri; Prima Aji Putra
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.v5i5.3230

Abstract

Managing special guidance and counseling services within Islamic boarding school-integrated madrasahs requires a structured organizational approach to support students' educational progress. This study aims to analyze the management of guidance and counseling services—encompassing planning, organizing, executing, and supervising functions—in enhancing student academic achievement. A qualitative descriptive approach was employed to gather data from school leaders, counselors, and students through semi-structured interviews, observations, and document analysis. Data validity was ensured through source and technique triangulation, followed by data reduction, display, and drawing conclusions. The findings reveal that service planning begins with problem-identification instruments, while organizing involves cross-functional collaboration among school staff and parents. Implementation includes orientation, classical guidance, and individual or group counseling, monitored through continuous evaluation and follow-up. This research implies that systematic guidance and counseling management serves as a crucial strategic framework to strengthen learning motivation, cultivate study discipline, and resolve learning obstacles, thereby fostering higher academic performance in integrated religious educational settings.
Beyond Borrowed Theories: Reconstructing Islamic Educational Leadership Through the Khalīfah Rā‘in Paradigm Sirajuddin; Mursalim; Muhammadiyah Amin
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.v5i5.3241

Abstract

Leadership in Islamic educational institutions requires a paradigmatic foundation that integrates religious principles, ethical responsibility, and organizational governance. However, existing approaches frequently adopt modern leadership theories without sufficiently establishing their foundations in Qur'anic interpretation and hadith analysis. This study aims to reconstruct khalīfah and rā‘in as an integrated paradigm of Islamic educational leadership and develop a conceptual model grounded in Islamic sources. Using qualitative library research and critical-comparative analysis, the study examines Qur'anic verses, classical and contemporary exegesis, Nusantara interpretations, authentic hadith, and relevant leadership and governance theories. The findings reveal that khilāfah encompasses human potential, an ethically conditioned office, and a collective test, while ri‘āyah represents accountable care for those entrusted to a leader. These concepts converge in tawḥīd and establish a triadic relationship among God, the leader, and the led. The resulting model comprises six dimensions: istikhlāf, ‘ilm, ḥukm bi al-ḥaqq, ri‘āyah, ibtilā' and mas'ūliyyah, and falāḥ. The study contributes methodological criteria for deriving managerial principles from Islamic texts and offers theoretical and practical implications for leadership accountability, institutional governance, and ethical decision-making. Future empirical research is needed to validate the model and develop reliable measurement instruments.
Integrating Total Quality Management and Islamic Values: A Values System Culture Framework for Sustainable Educational Quality Melyna Wijaya Putri; Sofia Nisa Ulyantika; Reyhana Nur Azizah; Oki Dermawan; Heru Juabdin Sada
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.v5i5.3244

Abstract

Quality management has become increasingly important for Islamic educational institutions seeking to strengthen accountability, educational standards, and public trust. However, the implementation of Total Quality Management (TQM) may remain largely administrative when quality assurance procedures are not supported by shared ethical commitments. This study aims to examine the relationship between TQM, Islamic values, and organizational quality culture and to develop a conceptual framework for integrating these dimensions. The study employed a qualitative narrative literature review, synthesizing relevant scholarly literature on quality management and Islamic educational institutions. The findings indicate that ihsan, itqan, and amanah offer complementary ethical foundations for excellence, professional discipline, and accountability. These values can be connected to organizational quality practices through leadership, continuous improvement, human resource development, stakeholder participation, evaluation, and responsible governance. The study proposes a Values System Culture framework in which Islamic values serve as normative foundations, quality management systems provide organizational mechanisms, and quality culture represents the potential expression of shared commitments in institutional practices. The framework contributes conceptually to discussions of values-based quality management, although its proposed relationships require empirical validation. The findings imply that institutional leaders should embed Islamic ethical principles into quality policies, professional development, decision-making, and evaluation to promote meaningful and sustainable educational improvement.
Negotiated Autonomy in Madrasah Governance: Regulatory Constraints, Institutional Accountability, and Local Adaptation Hasniah; Ahmad Fauzi; Much. Eka Mahmud
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.v5i5.3250

Abstract

Madrasah governance operates within a complex regulatory environment in which national education standards intersect with ministerial regulations governing religious education. Although madrasahs have some institutional discretion, their autonomy remains constrained by administrative requirements, limited supervisory support, and overlapping accountability structures. This study aims to examine how regulatory arrangements, institutional constraints, and local governance practices shape madrasah autonomy and to develop a conceptual understanding of how institutional actors respond to competing policy demands. This study employed a systematic literature review guided by the PRISMA 2020 framework. The review examined 24 journal articles published between 2022 and 2026, comprising 18 Scopus-indexed articles and six articles published in SINTA 2 journals. Five interconnected themes emerged: dual regulatory architecture, bounded institutional autonomy, limited developmental supervision, dual accountability in foundation-managed madrasahs, and local adaptive strategies. The findings inform the concept of negotiated autonomy, whereby institutional actors respond through formal compliance, selective adaptation, and protective decoupling. Improving madrasah governance requires streamlined administrative reporting, stronger developmental supervision, targeted financial and managerial support, and clearer arrangements for regional government assistance. These measures may help transform procedural compliance into substantive institutional autonomy.
Navigating Centralised Regulation and Local Autonomy in Madrasah Governance: A Systematic Literature Review Hasniah; Ahmad Fauzi; Much. Eka Mahmud
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.v5i5.3251

Abstract

This study aims to explain how madrasah actors interpret and enact centralised regulations, which constraints they face, and how they balance compliance with local autonomy. Madrasahs are governed through a vertical ministerial hierarchy, yet recent reforms require each institution to plan, budget, and design its curriculum autonomously; little research has examined this tension systematically. The study used a systematic literature review following the PRISMA 2020 guideline. Peer-reviewed articles published between 2021 and 2026 in Scopus-indexed and SINTA 1–2 accredited journals were identified, screened against explicit criteria, and 24 studies were synthesised thematically using implementation and institutional theory. Five themes emerged: a dual regulatory architecture that grants equivalence but retains central control; bounded autonomy, in which curriculum latitude coexists with tightly templated planning and budgeting; thin supervision that drifts from development toward inspection; dual accountability to the state and private foundations; and adaptive strategies of compliance, adaptation, and decoupling. The study proposes a model of negotiated autonomy, in which actors combine formal compliance, selective adaptation, and protective decoupling. The findings imply that policymakers should consolidate reporting platforms, rebuild developmental supervision, and differentiate support according to foundation capacity so that autonomy can be exercised rather than merely granted.
From Programs to Ecosystem: Integrating Inclusive, Moderate, and Multicultural Islamic Education Policy in Indonesia Sirajuddin; 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.v5i5.3259

Abstract

Religious moderation, multicultural education, and inclusive education share a commitment to justice, equality, and human dignity. However, educational policies often treat these agendas as separate programs, limiting their potential for integration. This fragmentation highlights the need for a comprehensive framework that connects their normative foundations, cultural relationships, and institutional practices. This article aims to develop an integrative framework for aligning religious moderation, multicultural education, and inclusive education within Islamic education policy. This conceptual study combines an integrative review of 30 scholarly articles with a document analysis of six regulations. The analysis draws on policy instruments, policy networks, and institutional theory to examine the conceptual relationships, policy configurations, and institutional conditions shaping the three agendas. The findings establish four propositions. First, the three agendas represent complementary epistemic-religious, relational-cultural, and structural-institutional dimensions of a unified normative orientation. Second, integration is constrained by fragmented policy regimes rather than insufficient instruments. Third, institutional effectiveness depends on organizational culture and educator agency, not merely formal regulations. Fourth, scholarly attention to religious moderation exceeds its relative policy emphasis, while access inclusion receives stronger regulatory support. The article proposes an ecosystem model connecting existing policy regimes through cross-agenda instruments at the macro, meso, and micro levels.
Beyond Monitoring: The Principal’s Role in Teacher Performance Improvement Kartika Dwi Pramudya; Riyuzen; Oki Dermawan
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.v5i5.3261

Abstract

Academic supervision plays an important role in improving teacher performance by providing systematic monitoring, evaluation, and professional support. However, its effectiveness depends on how these functions are implemented and integrated into continuous professional development. This study aims to describe and analyze the principal’s roles as an observer, evaluator, and successor in improving teacher performance. A qualitative descriptive design with a phenomenological approach was employed to explore the experiences and perspectives of the principal, vice principal, and teachers. Data were collected through semi-structured interviews, direct observations, and documentation, and analyzed through data condensation, data display, and conclusion drawing and verification. Source and methodological triangulation were used to strengthen the credibility of the findings. The results indicate that the observer role involves monitoring instructional activities, identifying teaching difficulties, and maintaining communication with educational stakeholders. The evaluator role encompasses assessing teaching practices, reviewing learning outcomes, providing constructive feedback, and encouraging teacher reflection. The successor role involves follow-up supervision through professional guidance, mentoring, competency development, and continued performance monitoring. These findings suggest that academic supervision should be implemented as an integrated and continuous developmental process rather than merely an administrative assessment. The study implies that school principals should align supervision findings with teachers’ professional needs, ensure systematic follow-up, and evaluate progress regularly to support sustainable improvements in instructional quality.
The Impact of Ethical Leadership and Compensation on Turnover Intention: The Mediating Role of Job Satisfaction Yohana Gloria; Juniwati; Pramana Saputra; Ilzar Daud; Hasanudin
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.v5i5.3263

Abstract

The palm oil industry plays a significant role in the national economy. However, human resource management in this sector continues to face challenges, particularly employee turnover intention, which can affect organizational stability and performance. Ethical leadership, compensation, and job satisfaction are important factors that may influence employees’ intentions to leave an organization. This study aims to examine the effects of ethical leadership and compensation on turnover intention, with job satisfaction serving as a mediating variable. This study employed a quantitative research design involving 235 respondents selected through simple random sampling. Data were collected using a five-point Likert scale questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS software. The findings indicate that ethical leadership and compensation have significant positive effects on job satisfaction. Ethical leadership does not significantly affect turnover intention, whereas compensation and job satisfaction significantly reduce turnover intention. Furthermore, job satisfaction mediates the relationships between ethical leadership and turnover intention, as well as between compensation and turnover intention. These findings suggest that organizations should strengthen ethical leadership practices, establish fair and competitive compensation systems, and improve job satisfaction to reduce employees’ intentions to leave and support workforce retention.
Beyond Strategic Planning: An Integrated Framework for Quality Improvement in Islamic Education Siti Musfiroh; Syifa Hanifah Syandra; Rezki Oktoberi; Oki Dermawan; Heru Juabdin Sada
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.v5i5.3272

Abstract

Educational quality in Islamic education encompasses academic achievement, moral development, institutional effectiveness, and the internalization of Islamic values. Achieving these objectives requires strategic management processes that connect institutional priorities with educational practices and continuous improvement. This study aims to examine the contributions of strategic planning, strategy implementation, and strategic evaluation to quality improvement and develop an integrated conceptual framework grounded in Islamic educational values. A qualitative approach was employed using a narrative literature review. Relevant scholarly publications were identified through academic databases and journal websites, with particular attention to literature published between 2021 and 2025. The literature was analyzed thematically through data condensation, data display, and conclusion verification. The findings identify four interrelated components of strategic management: value orientation and quality objectives, needs-based strategic planning, coordinated strategy implementation, and strategic evaluation with feedback. These components operate as a continuous improvement cycle in which institutional objectives guide implementation and evaluation findings inform subsequent planning. The study's implications are both theoretical and practical. The proposed framework connects managerial processes with Islamic educational values and provides institutional leaders with a conceptual basis for aligning educational objectives, organizational resources, implementation practices, and quality assessment. However, empirical research is needed to validate its applicability across diverse Islamic educational institutions.

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