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Paul Arjanto
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CV. TOTUS TUUS Jl. Mangga Dua, Desa Waenono, Kec. Namrole, Kab. Buru Selatan, Maluku 97544
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EDUCATIONE: Journal of Education Research and Review
Published by CV Totus Tuus
ISSN : -     EISSN : 29862183     DOI : https://doi.org/10.59397/edu.v2i1
Core Subject : Education, Social,
Education Social Sciences
EDUCATIONE: Journal of Education Research and Review publishes critical, integrative reviews of research literature bearing on education. Such reviews should include conceptualizations, interpretations, and syntheses of literature and scholarly work in a field broadly relevant to education and educational research. EDUCATIONE: Journal of Education Research and Review encourages the submission of research relevant to education from any discipline, such as reviews of research in psychology, sociology, history, philosophy, political science, economics, computer science, statistics, anthropology, and biology, provided that the review bears on educational issues. EDUCATIONE: Journal of Education Research and Review does not publish original empirical research unless it is incorporated in a broader integrative review. EDUCATIONE: Journal of Education Research and Review will occasionally publish solicited, but carefully refereed, analytic reviews of special topics, particularly from disciplines infrequently represented.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 2 Documents
 1 
Search results for , issue "volume 5, issue 1, january 2027" : 2 Documents clear
FROM PUBLIC-SCHOOL TEACHING TO DIVISION-OFFICE EDUCATIONAL ADMINISTRATION: A LONGITUDINAL AUTOETHNOGRAPHY Cyrus Pontawe Casingal
EDUCATIONE Volume 5, Issue 1, January 2027
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v5i1.171

Abstract

Moving from classroom teaching to system-level educational administration requires both technical role learning and reconstruction of professional identity. This longitudinal analytic autoethnography examined my transition from nine years of public-school teaching to a division-office education specialist role during the first 16 months of appointment, from August 2024 to November 2025. The study asked how I experienced and interpreted changes in role expectations, professional identity, and engagement with system-level educational constraints. Data were generated through contemporaneous experiential journals, bi-weekly artifact-based reflections, and monthly retrospective entries linking the new role with prior teaching experience. A six-phase reflexive thematic analysis was conducted, followed by interpretation through role identity theory and complexity leadership theory. Three interrelated themes were developed: navigating ambiguous and expanding role expectations, negotiating continuity between pedagogical and administrative identities, and translating classroom experience into context-sensitive responses to system-level constraints. The analysis shows that the transition involved neither abandonment of the teacher identity nor a simple acquisition of administrative procedures. Instead, pedagogical commitments became resources for interpreting policy, coordination, and organizational responsibility. The study contributes a role-specific account of division-office administration and proposes that induction and mentoring should address identity negotiation alongside technical competence. The findings are analytically transferable but remain bounded to one participant and one organizational setting.
ADAPTIVE PRINCIPAL LEADERSHIP FOR DEVELOPING TEACHERS' DIGITAL COMPETENCE IN RESOURCE-CONSTRAINED SCHOOLS Ridha Amalia; Gita Lestari; Silpa Edowai; Yeremias Rahanra; Deby Siska Bogar; Rivaldo Paul Telussa
EDUCATIONE Volume 5, Issue 1, January 2027
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v5i1.256

Abstract

This study examines how principal leadership supports the development of teachers' digital competence in a resource-constrained faith-based junior high school in Nabire, Papua. A descriptive qualitative case-study design was used to investigate the leadership process within one school. The principal served as the primary participant, while teacher informants provided supporting perspectives. Data were generated through semi-structured interviews and direct school-based observations and analyzed through data condensation, data display, and conclusion drawing and verification. The findings identify six interrelated practices: role modelling and motivation, participatory digital-program planning, annual training and peer mentoring, technology-focused supervision, incremental resource mobilization, and adaptive responses to internet and device constraints. Participant accounts and observations indicated increased use of presentations and instructional videos and greater student engagement during some technology-supported lessons. The study did not directly measure achievement gains or establish causal effects. The case suggests that digital leadership in resource-constrained schools operates as an adaptive support cycle combining professional learning, distributed peer expertise, supervision, and infrastructure improvisation. The findings are transferable primarily to schools with comparable organizational and infrastructural conditions.

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