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Robi Hendra
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INDONESIA
Indonesian Educational Administration and Leadership Journal (IDEAL)
Published by Universitas Jambi
ISSN : -     EISSN : 26863596     DOI : https://doi.org/10.22437/ideal.v5i2
Core Subject : Education, Social,
Education Social Sciences Other
IDEAL publishes empirical and conceptual articles that focused on critical leadership and policy of educational administration. As an editorial team, we embrace traditional and emergent theoretical frameworks, research methods, and topics. IDEAL particularly promotes the publication of rigorous and relevant scholarly work with utility for educational policy, practice, and research. The journal’s primary focus is on research of 1. leadership development, 2. organizational behaviours, 3. educational policy 4. Learning and Management Education 5. Supervision 6. Organizational Behaviour
Arjuna Subject : Umum - Umum
Articles 92 Documents
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Transformational Leadership and Distributed Governance in Advancing University Internationalization: A Comparative Study of PTNBH Institutions in Indonesia Novel, Nurillah Jamil Achmawati; Dewi, Anggia Utami; Barkah, Cecep Safa'atul; Adikancana, Qinthara
Indonesian Educational Administration and Leadership Journal (IDEAL) Vol. 8 No. 2 (2026): On Progress
Publisher : Program Studi Adminsitrasi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ideal.v8i2.56304

Abstract

This study explores how transformational leadership interacts with decentralised governance to promote the internationalisation of higher education in Indonesia's autonomous higher education institutions (State-Owned Legal Entity Higher Education Institutions, PTNBH). Using a qualitative comparative case study of three leading PTNBH universitiesa A-Institute, B-Institute, and C-Institute data was collected through in-depth interviews with nine senior leaders to analyse how governance transformation, leadership styles, and institutional culture shape internationalisation outcomes. Findings indicate that transformational leadership characterised by vision setting, motivation, and innovation drives the transition from centralised systems to autonomous governance. Each institution exhibits a distinct expression of distributed leadership: A-Institute emphasises decentralised, faculty-driven autonomy; B-Institute demonstrates innovation-driven, performance-oriented leadership underpinned by financial independence; while C-Institute combines centralised strategic coordination with collaborative, socio-entrepreneurial engagement in the Global South. In all cases, a collaborative ethos and participatory decision-making form the basis for institutional collaboration. This study proposes a Transformational-Distributed Leadership Framework for developing universities, suggesting that sustainable internationalisation depends not only on structural reform but also on leadership practices that integrate autonomy, accountability, shared vision, and organisational learning. The findings should be interpreted in light of the study's purposive sampling of three institutions, the anonymisation of participating institutions, and its reliance on senior-leader perspectives, which together constrain the generalisability of the proposed framework.
Integrating UTAUT3 and UGT to Predict Artificial Intelligence Adoption in Elementary Schools Alirmansyah, Alirmansyah; Asrial, Asrial; Muhammad Sofwan; Destrinelli, Destrinelli; Akhmad Habibi
Indonesian Educational Administration and Leadership Journal (IDEAL) Vol. 8 No. 2 (2026): On Progress
Publisher : Program Studi Adminsitrasi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/dv8kmy78

Abstract

This study tests an integrated UTAUT3 and Uses and Gratifications Theory (UGT) model to predict Artificial Intelligence (AI) use among 1,050 elementary school teachers in Jambi Province, Indonesia. Using a quantitative survey design, the study analyzed the data with Partial Least Squares Structural Equation Modeling (PLS-SEM). Habit was the strongest predictor of AI use (β = 0.408, p < .001), followed by Social Needs (β = 0.172, p < .001), Hedonic Motivation (β = 0.112, p = 0.003), Cognitive Needs (β = 0.089, p = 0.016), Social Influence (β = 0.069, p = 0.018), and Personal Innovativeness (β = 0.065, p = 0.013). Affective Needs (β = 0.066, p = 0.116), Performance Expectancy (β = 0.048, p = 0.095), Effort Expectancy (β = -0.020, p = 0.514), and Facilitating Conditions (β = 0.030, p = 0.308) were not statistically significant. These results indicate that AI use in this setting is more strongly associated with habitual and psychosocial motivations than with conventional utility expectations. The findings suggest that educational policy should complement infrastructure and technical training with professional collaboration, AI literacy, and supportive school ecosystems. The integrated UTAUT3–UGT framework provides a useful basis for examining AI use among elementary school teachers in a developing-region context.

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