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Journal of Education and Teaching Learning
Published by PT Media Jurnal dan Pendidikan
ISSN : 29863791     EISSN : 29863015     DOI : https://doi.org/10.59211/mjpjetl.v1i1
Core Subject : Education,
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Journal of Education and Teaching Learning: is an open-access, double-blind peer-reviewed journal published by PT Media Jurnal dan Pendidikan. (MJPJETL) aims to promote excellence through dissemination of high-quality research findings, specialist knowledge, and discussion of professional issues that reflect the diversity of this field. The journal publishes a broad range of papers from all branches of education and individual or group learning relating to education, including but not limited to curriculum, elementary and secondary education, higher and adult education, teacher education, the education of special groups, gender and education, applied linguistics or language education, educational and information technology, educational theory, research and methodologies. This journal is published Biannually in online versions. All articles and issues are available for free download online.
Arjuna Subject : Umum - Umum
Articles 20 Documents
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Search results for , issue "vol.4 no.2 october (2026)" : 20 Documents clear
Typology of Tourist Villages in Batu City Based on Cluster Analysis: Strategic Implications for Tourism Management Adya Hermawati; Armanu Thoyib; Triana Dewi Salma; Aviv Yuniar Rahman; Rizki Dwi Ariyanto; Rizki Dwi Farotul Khasanah
Journal of Education and Teaching Learning Vol.4 No.2 October (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i2.308

Abstract

Tourist villages play a strategic role in boosting local government revenue and ensuring equitable economic distribution among communities; however, uniform management approaches are often ineffective due to variations in potential and performance across villages. This study aims to identify the typology of tourist villages in Batu City based on eight tourism management variables: tourism facilities, infrastructure and accessibility, service quality, creative economy innovation, visitor satisfaction, entrepreneurial orientation, tourist visits, and competitive advantage. Primary data were collected through a questionnaire survey involving 1,152 respondents representing 384 Neighborhood Associations (RT) across 24 villages/sub-districts in three districts of Batu City, namely Batu District, Bumiaji District, and Junrejo District. Sample selection employed a proportional stratified sampling technique. The analytical methods used were a Systematic Literature Review to identify the research variables, followed by Cluster Analysis to group the villages/sub-districts based on similarities in their characteristics. The results indicate that the 24 tourist villages/sub-districts in Batu City can be classified into three clusters: Cluster 2 as the high-performing group (mean = 4.389), Cluster 1 as the moderate group (mean = 3.969), and Cluster 3 as the low-performing group (mean = 3.758). Each cluster exhibits significant differences in characteristics across all measured variables. These findings imply that development strategies for tourist villages must be differentiated and typology-based rather than uniform, ensuring that tourism management policies are more targeted and have a tangible impact on enhancing the competitive advantage of tourist villages in Batu City.  
Psychosocial Experiences of Buddhist Students in a Muslim-Majority Student Environment Maritza; Syahidah; Purnomo
Journal of Education and Teaching Learning Vol.4 No.2 October (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i2.343

Abstract

This study explored the psychosocial experiences of Buddhist students as a religious minority within a Muslim-majority school environment at SMP Negeri 4 Salatiga. Using an interpretive phenomenological approach informed by Freudian psychoanalytic theory, particularly the concept of ego defense mechanisms, the research examined two participants (S1 and S2) through in-depth semi-structured interviews and supporting observation. Data were analyzed following the Colaizzi method, involving repeated reading of transcripts, extraction of significant statements, formulation of meanings, thematic clustering, and construction of an exhaustive description of the participants’ lived experience. Six interrelated themes emerged: acceptance of religious identity, peer social relations, school support and cultural sensitivity, structural barriers to religious practice, ego defense mechanisms, and the meanings constructed from being a minority student. Findings showed that although both participants generally adapted well and experienced supportive peer relationships, they also encountered subtle challenges such as microaggressions from teachers and limited facilities for worship. Participants employed mechanisms such as rationalization, suppression, sublimation, and identification to maintain psychological stability. The study concludes that psychosocial wellbeing among minority students depends not only on formal inclusive policies but also on the consistency of everyday interactions, underscoring the need for stronger multicultural competence among teachers and school counselors.
Artificial Intelligence-Based Science Literacy Assessment Integrated with Papuan Ethnochemistry: Content Validity and Readability on Stoichiometry Cartika Candra Ledoh
Journal of Education and Teaching Learning Vol.4 No.2 October (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i2.378

Abstract

  Penelitian ini mengembangkan serta menguji validitas isi dan keterbacaan instrumen Scientific Literacy Assessment (SLA) terintegrasi etnokimia berbasis sistem Artificial Intelligence (AI) pada materi stoikiometri kelas XI. Penelitian menggunakan metode Research and Development yang diadaptasi dari model ADDIE, dibatasi sampai tahap Development (Analysis, Design, Development), dan dilaksanakan di SMA YPPK Taruna Dharma, Jayapura. Analisis kebutuhan yang melibatkan guru kimia menunjukkan bahwa asesmen selama ini masih berorientasi pada penguasaan konsep dan perhitungan rutin, belum mengukur literasi sains, dan belum mengintegrasikan budaya lokal. Sebanyak 15 butir soal uraian dikembangkan dengan menyisipkan konteks etnokimia Papua, seperti pengolahan sagu, pembakaran kayu tradisional, pengasapan ikan, dan pemanfaatan kapur sirih, yang masing-masing dilengkapi rubrik penskoran dan struktur umpan balik berbasis AI. Validitas isi yang dinilai oleh 10 validator (tujuh dosen pendidikan kimia dan tiga guru kimia) menggunakan indeks Aiken's V menunjukkan seluruh butir valid, dengan nilai berkisar 0,85 hingga 0,97 (rerata 0,91). Uji coba terbatas terhadap 15 siswa kelas XI menunjukkan keterbacaan yang baik serta respons positif terhadap penskoran dan umpan balik langsung dari sistem AI, meskipun sebagian siswa masih kesulitan mengubah informasi naratif menjadi langkah kuantitatif. Instrumen ini berpotensi menjadi alternatif asesmen yang valid dan kontekstual, namun memerlukan pengujian empiris skala luas  
The Influence of Principal's Authentic Leadership and Organizational Communication on Teacher Performance Through Job Satisfaction Among Vocational High School Teachers in Serang Regency Ramdan
Journal of Education and Teaching Learning Vol.4 No.2 October (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i2.381

Abstract

Tujuan penelitian ini adalah menganalisis pengaruh kepemimpinan autentik kepala sekolah dan komunikasi organisasi terhadap kinerja guru melalui kepuasan kerja sebagai variabel mediasi di SMK Negeri Kabupaten Serang. Metode penelitian menggunakan pendekatan kuantitatif dengan desain survey kepada 172 guru dari enam sekolah menengah kejuruan negeri. Pengumpulan data dilakukan melalui kuesioner elektronik dengan skala Likert dan Gutman. Analisis data menggunakan Partial Least Square Structural Equation Modeling (PLS-SEM) melalui software SmartPLS versi 4.0. Hasil penelitian menunjukkan bahwa komunikasi organisasi berpengaruh signifikan terhadap kepuasan kerja dengan koefisien jalur 0,660 (p<0,001) dan terhadap kinerja guru dengan koefisien jalur 0,378 (p<0,05). Kepuasan kerja berpengaruh signifikan terhadap kinerja guru dengan koefisien jalur 0,384 (p<0,001). Secara tidak langsung, komunikasi organisasi berpengaruh terhadap kinerja guru melalui kepuasan kerja dengan koefisien jalur 0,253 (p<0,001). Namun kepemimpinan autentik tidak menunjukkan pengaruh signifikan terhadap kedua variabel tersebut. Model penelitian mampu menjelaskan 66,5 persen variasi kinerja guru. Temuan ini mengindikasikan bahwa dalam konteks SMK Negeri Kabupaten Serang, komunikasi organisasi dan kepuasan kerja merupakan faktor penentu utama peningkatan kinerja guru.    
The Influence of Managerial Support and ICT Facility Availability on Learning Effectiveness Through Teachers' Digital Competence in Public Senior High Schools in Pandeglang Regency Nono Suhada
Journal of Education and Teaching Learning Vol.4 No.2 October (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i2.382

Abstract

Purpose: This study aims to examine the effect of managerial support and the availability of information and communication technology (ICT) facilities on learning effectiveness, both directly and through teacher digital competence as a mediating variable, among teachers at State Senior High Schools (SMA Negeri) in Pandeglang Regency, Banten Province. Research Methodology: This research used a quantitative correlational design. Data were collected from 161 permanent teachers across five State Senior High Schools in Pandeglang Regency, selected through proportionate stratified random sampling from a population of 269 teachers. A structured questionnaire using a five point Likert scale was distributed to measure managerial support, ICT facility availability, teacher digital competence, and learning effectiveness. Data were analyzed using Structural Equation Modeling with Partial Least Squares (SEM-PLS) through bootstrap resampling of 5,000 iterations. Results: The findings show that managerial support and ICT facility availability each have a positive and significant effect on learning effectiveness and on teacher digital competence. Teacher digital competence also has a positive and significant effect on learning effectiveness and partially mediates the relationship between the two exogenous variables and learning effectiveness. The structural model explains 69.1 percent of the variance in teacher digital competence and 73.4 percent of the variance in learning effectiveness, with a good model fit (SRMR = 0.036). Conclusions: Managerial support and ICT facilities jointly strengthen learning effectiveness, and this influence is reinforced when it passes through improvements in teacher digital competence, which functions as the central bridge connecting institutional support and technological resources with classroom quality. Limitations: This study used a cross-sectional design with self-reported data from a sample limited to five public schools in one regency, so the findings cannot yet be generalized broadly to other regions or school types. Contribution: This study offers practical input for school principals and education policy makers in Pandeglang Regency and similar regions in designing managerial support strategies and ICT facility investments that are directed at strengthening teacher digital competence as a key lever for improving learning effectiveness..  
The Influence of Servant Leadership and Teachers' Pedagogical Competence on Primary School Quality Mediated by Work Motivation Vina Sudistiana
Journal of Education and Teaching Learning Vol.4 No.2 October (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i2.383

Abstract

Tujuan: Studi ini disusun untuk menguji secara empiris bagaimana gaya kepemimpinan kepala sekolah yang berorientasi pada pelayanan (servant leadership) serta kompetensi pedagogik yang dimiliki guru berkontribusi terhadap pencapaian mutu sekolah dasar, dengan motivasi kerja guru diposisikan sebagai variabel yang memediasi hubungan antar-konstruk tersebut. Metodologi Penelitian: Penelitian menggunakan desain survei eksplanatori kuantitatif dengan melibatkan 157 guru sebagai unit analisis, yang tersebar pada 21 sekolah dasar negeri di wilayah Kota Serang, Provinsi Banten. Data primer dikumpulkan melalui kuesioner terstruktur berskala Likert lima poin, kemudian diolah menggunakan pendekatan Structural Equation Modeling berbasis Partial Least Square (SEM-PLS) dengan bantuan perangkat lunak SmartPLS versi 4. Hasil: Keseluruhan hipotesis yang diajukan terbukti signifikan secara statistik. Servant leadership memberikan pengaruh langsung terhadap motivasi kerja guru (β = 0,515; p = 0,000) maupun terhadap mutu sekolah (β = 0,286; p = 0,000). Kompetensi pedagogik turut memengaruhi motivasi kerja (β = 0,429; p = 0,000) dan mutu sekolah (β = 0,180; p = 0,008). Di antara ketiga prediktor, motivasi kerja guru tampil sebagai penentu paling kuat terhadap mutu sekolah (β = 0,482; p = 0,000). Secara keseluruhan, model yang diajukan mampu menerangkan 73,6% variasi pada mutu sekolah. Simpulan: Upaya meningkatkan mutu sekolah dasar tidak dapat dilakukan secara parsial, melainkan memerlukan sinergi antara penguatan kepemimpinan yang melayani, pengembangan kompetensi mengajar guru, dan penguatan motivasi kerja sebagai satu kesatuan strategi. Keterbatasan: Cakupan penelitian ini masih terbatas pada satu kecamatan di Kota Serang, menggunakan rancangan cross-sectional, serta mengandalkan persepsi guru sebagai satu-satunya sumber penilaian mutu sekolah. Kontribusi: Riset ini menyumbangkan bukti empiris bahwa motivasi kerja guru berfungsi sebagai jalur penting yang menjembatani kualitas kepemimpinan dan kompetensi pedagogik dengan capaian mutu sekolah, sekaligus memberikan bahan pertimbangan bagi pemangku kebijakan pendidikan dalam merancang program pembinaan sekolah  
The Influence of Principal Leadership Style and Teacher Work Motivation on Teacher Performance Through Job Satisfaction: A Study in Public Junior High Schools of Serang Regency Atikah
Journal of Education and Teaching Learning Vol.4 No.2 October (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i2.384

Abstract

Objective: This study aims to examine the effect of principal leadership style and teacher work motivation on teacher performance, with job satisfaction as a mediating variable, in public junior high schools in Serang Regency. Methodology: A quantitative approach with a cross-sectional survey design was employed. Data were collected via a 1-to-5 Likert scale questionnaire distributed to 122 teachers across six public junior high schools in Baros and Petir Sub-districts, selected using a proportionate stratified random sampling technique. The questionnaire was administered online through Google Forms and completed voluntarily by the participants. Data analysis was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM) via SmartPLS software version 4.0, which included evaluations of both the measurement and structural models using a 5,000-iteration bootstrapping procedure. Results: Principal leadership style and teacher work motivation both had a significant positive effect on teacher job satisfaction, with path coefficients of 0.715 and 0.450 (), respectively. Job satisfaction was proven to be a significant mediator, showing indirect effects of 0.402 for leadership style and 0.254 for work motivation on teacher performance. Among the three predictors, job satisfaction exerted the largest direct effect on teacher performance, with a path coefficient of 0.563. The structural model accounted for 81.6% of the variance in job satisfaction and 90.2% of the variance in teacher performance. Conclusion: Teacher performance increases when principals lead adaptively, teacher work motivation is sustained, and the work environment fosters high job satisfaction. Job satisfaction serves as a vital bridge connecting leadership and motivation to daily teaching performance, highlighting the need to manage all three factors synchronously rather than in isolation. Limitations: Data were collected through self-reported measures at a single point in time, presenting potential common method bias. Additionally, discriminant validity tests indicated a high correlation between job satisfaction and teacher performance, suggesting that findings involving these two variables should be interpreted with caution. Finally, the geographic scope—limited to two sub-districts—restricts the generalizability of the findings to broader regions. Contribution: This study provides empirical evidence on the mediating role of job satisfaction in the relationship between leadership, motivation, and teacher performance in junior high schools. The findings offer practical insights for school principals, the Serang Regency Education Department, and educational researchers seeking to design targeted policies for school leadership development and teacher well-being programs.Objective: This study aims to examine the effect of principal leadership style and teacher work motivation on teacher performance, with job satisfaction as a mediating variable, in public junior high schools in Serang Regency. Methodology: A quantitative approach with a cross-sectional survey design was employed. Data were collected via a 1-to-5 Likert scale questionnaire distributed to 122 teachers across six public junior high schools in Baros and Petir Sub-districts, selected using a proportionate stratified random sampling technique. The questionnaire was administered online through Google Forms and completed voluntarily by the participants. Data analysis was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM) via SmartPLS software version 4.0, which included evaluations of both the measurement and structural models using a 5,000-iteration bootstrapping procedure. Results: Principal leadership style and teacher work motivation both had a significant positive effect on teacher job satisfaction, with path coefficients of 0.715 and 0.450 (), respectively. Job satisfaction was proven to be a significant mediator, showing indirect effects of 0.402 for leadership style and 0.254 for work motivation on teacher performance. Among the three predictors, job satisfaction exerted the largest direct effect on teacher performance, with a path coefficient of 0.563. The structural model accounted for 81.6% of the variance in job satisfaction and 90.2% of the variance in teacher performance. Conclusion: Teacher performance increases when principals lead adaptively, teacher work motivation is sustained, and the work environment fosters high job satisfaction. Job satisfaction serves as a vital bridge connecting leadership and motivation to daily teaching performance, highlighting the need to manage all three factors synchronously rather than in isolation. Limitations: Data were collected through self-reported measures at a single point in time, presenting potential common method bias. Additionally, discriminant validity tests indicated a high correlation between job satisfaction and teacher performance, suggesting that findings involving these two variables should be interpreted with caution. Finally, the geographic scope—limited to two sub-districts—restricts the generalizability of the findings to broader regions. Contribution: This study provides empirical evidence on the mediating role of job satisfaction in the relationship between leadership, motivation, and teacher performance in junior high schools. The findings offer practical insights for school principals, the Serang Regency Education Department, and educational researchers seeking to design targeted policies for school leadership development and teacher well-being programs.
Learning Satisfaction as a Mediator of the Influence of Teachers' Digital Competence and Blended Learning on Student Academic Achievement in Junior High Schools in Rangkasbitung District, Banten Province Siti Muzdalifah
Journal of Education and Teaching Learning Vol.4 No.2 October (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i2.385

Abstract

This study aims to examine the direct and indirect effects of teachers' digital competence and blended learning on student academic achievement, mediated by learning satisfaction, in junior high schools within regions experiencing technological infrastructure disparities. Methodology: A quantitative associative approach with a cross-sectional design was employed. Participants comprised 143 teachers and 143 eighth-grade students from six public junior high schools in Rangkasbitung Sub-district, Lebak Regency, Banten Province, selected using proportionate stratified random sampling based on Slovin's formula. Data were gathered through a Likert-scale questionnaire triangulated with academic report card records, and subsequently analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) via SmartPLS software version 3. Results: All eighty indicators were declared valid and reliable. Teachers' digital competence and blended learning both exerted significant positive effects on student learning satisfaction and academic achievement. Furthermore, learning satisfaction was proven to act as a partial mediator in both causal pathways. The structural model accounted for 66.8% of the variance in learning satisfaction and 71.2% of the variance in student academic achievement. Conclusion: Student academic achievement is determined more through the indirect enhancement of learning satisfaction than by the direct influence of teachers' digital competence or blended learning alone. Thus, learning satisfaction serves as a vital linking mechanism within the hybrid learning ecosystem at the junior high school level. Limitations: This study utilized a cross-sectional design, relied partially on self-reported data, and was restricted to six schools within a single sub-district; hence, generalizability to other contexts should be made with caution. Contribution: These findings provide valuable insights for local educational policymakers, school principals, and teachers in designing professional development and blended learning programs aimed at reinforcing student learning satisfaction. Additionally, it enriches the literature on digital education within the context of developing regions facing infrastructure constraints.  
The Influence of Management Information Systems and Organizational Support on Principal Competence Through Transparency as a Mediating Variable in Public Junior High Schools of Sub-District 6, Pandeglang Regency Marpuah; B.Herawan Hayadi
Journal of Education and Teaching Learning Vol.4 No.2 October (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i2.386

Abstract

The competence of school principals is a key determinant of the quality of school management, yet performance appraisal data from several public junior secondary schools in Pandeglang Regency still shows unsatisfactory results. This study aims to examine the effect of management information systems and organizational support on principal competence, both directly and through transparency as a mediating variable. A quantitative explanatory survey design was applied to 144 civil servant teachers from 24 public junior secondary schools in Sub Region 6 of Pandeglang Regency, selected through proportionate stratified random sampling. Data were collected using a Likert scale questionnaire and analyzed with Partial Least Square Structural Equation Modeling. The results show that management information systems and organizational support have a positive and significant effect on both transparency and principal competence. Transparency also has a positive and significant effect on principal competence and acts as a partial mediator on both tested paths. The research model explains 71.4 percent of the variance in principal competence. These findings confirm that strengthening school leadership competence becomes more optimal when the use of information systems and institutional support is accompanied by an open and accountable school management culture.  
The Effect of Principal Competence and Educational Facilities on Education Quality Mediated by Teacher Job Satisfaction in State Elementary Schools in Pandeglang Regency Minarti Agustina; Bambang Herawan Hayadi; Minhatul Ma’arif
Journal of Education and Teaching Learning Vol.4 No.2 October (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i2.387

Abstract

This study aims to analyze the direct and indirect effects of principal managerial competence and educational facilities on the quality of education in public elementary schools (SDN) in Pandeglang Regency, with teacher job satisfaction serving as a mediating variable. Research Method: A quantitative approach with an explanatory survey design was employed in this research. Data were gathered from 125 teachers at A-accredited public elementary schools in Pandeglang Regency, Banten Province, using a closed-ended questionnaire with a 1–5 Likert scale that passed validity and reliability tests. Data analysis was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM) via SmartPLS software version 4, alongside Microsoft Excel for initial data processing. Results: All seven hypothesized paths were proven significant at . Principal managerial competence and educational facilities each had a strong effect on teacher job satisfaction ( and , respectively), while their direct effects on education quality were more moderate ( and ). Teacher job satisfaction positively affected education quality () and was proven to partially mediate the effects of both exogenous variables ( and ). Overall, the model explained 90.1% of the variance in teacher job satisfaction and 88.3% of the variance in education quality. Conclusion: The quality of education in public elementary schools in Pandeglang Regency is influenced more indirectly through the enhancement of teacher job satisfaction than purely through structural-administrative measures. Therefore, quality improvement policies should be holistic, taking into account the psychological well-being of teachers. Limitations: This study is limited to teachers in A-accredited schools within a single regency using a cross-sectional design; thus, generalizations to other education levels or different regional contexts should be made with caution. Contribution: These findings enrich the literature on elementary education management by emphasizing teacher job satisfaction as a crucial bridge between managerial leadership, facility availability, and education quality. This study serves as a valuable reference for local education departments, school principals, and educational researchers.This study aims to analyze the direct and indirect effects of principal managerial competence and educational facilities on the quality of education in public elementary schools (SDN) in Pandeglang Regency, with teacher job satisfaction serving as a mediating variable. Research Method: A quantitative approach with an explanatory survey design was employed in this research. Data were gathered from 125 teachers at A-accredited public elementary schools in Pandeglang Regency, Banten Province, using a closed-ended questionnaire with a 1–5 Likert scale that passed validity and reliability tests. Data analysis was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM) via SmartPLS software version 4, alongside Microsoft Excel for initial data processing. Results: All seven hypothesized paths were proven significant at . Principal managerial competence and educational facilities each had a strong effect on teacher job satisfaction ( and , respectively), while their direct effects on education quality were more moderate ( and ). Teacher job satisfaction positively affected education quality () and was proven to partially mediate the effects of both exogenous variables ( and ). Overall, the model explained 90.1% of the variance in teacher job satisfaction and 88.3% of the variance in education quality. Conclusion: The quality of education in public elementary schools in Pandeglang Regency is influenced more indirectly through the enhancement of teacher job satisfaction than purely through structural-administrative measures. Therefore, quality improvement policies should be holistic, taking into account the psychological well-being of teachers. Limitations: This study is limited to teachers in A-accredited schools within a single regency using a cross-sectional design; thus, generalizations to other education levels or different regional contexts should be made with caution. Contribution: These findings enrich the literature on elementary education management by emphasizing teacher job satisfaction as a crucial bridge between managerial leadership, facility availability, and education quality. This study serves as a valuable reference for local education departments, school principals, and educational researchers.

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