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HAMKA INSIGHT
Published by Universitas Muhammadiyah Prof. Dr. Hamka
ISSN : 29858445     EISSN : 29628334     DOI : https://doi.org/10.51574/hamka
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
HAMKA Insight E-ISSN: 2962-8334, ISSN: 2985-8445, DOI Prefix 10.22236/HAMKA Insight is a peer-reviewed open-access international journal that aims to the sharing, dissemination, and discussion of current trends research results, experience, and perspectives across a wide range of education, teaching, development in instruction, innovations in learning, and current trends issue in education research. This journal will be published two-issue per year in June and December published by the Lemlitbang UHAMKA Press. Given that the journal prioritizes research reports in education, viewpoint articles in the same field will be considered for publication. HAMKA Insight welcomes research articles, literature reviews, and book reviews from various countries in the world that have high-quality on all topics related to current trends and issues in education research to publish in this journal. Submitted papers must be written in English dan Bahasa Indonesia for the initial review stage by editors and further review process by an international reviewer. Publication language of HAMKA Insight Journal is English and Indonesia. Manuscripts should be submitted in English and Bahasa Indonesia. The submitted manuscript should comply with the grammar rules and the related scientific literature. After the acceptance of the manuscript, the final copy should be submitted in English. Submitted final copies are checked by the language editors of HAMKA Insight Journal. Language editors may request a proofreading in case of insufficiency. Proofreading should be made by one of the accredited language institutions proposed below. The author(s) are responsible for the submission of the muniment.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 3 Documents
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Search results for , issue "vol. 4 no. 2 (2024)" : 3 Documents clear
Strengthening high school performance: how supportive leadership and organisational loyalty drive quality Brian Shambare; Sekitla Daniel Makhasane
HAMKA INSIGHT Vol. 4 No. 2 (2024)
Publisher : UHAMKA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/hamka.v4i2.102

Abstract

Purpose: This study evaluates the direct and indirect structural contributions of principal leadership practices and teacher organizational commitment toward the work performance of secondary school principals and teachers. Method: Employing a quantitative ex-post facto path analysis design, data were collected from three hundred twenty certified teachers and thirty-two principals across public and private high schools in Medan, Indonesia. Structured Likert-based survey instruments measured administrative leadership behaviors, workplace loyalty, and multidimensional performance outputs using maximum likelihood estimation. Findings: Path modeling revealed exceptional goodness-of-fit. Principal leadership exerted a strong direct positive effect on teacher commitment, while teacher commitment demonstrated the highest direct impact on teacher performance. Bootstrap analysis confirmed a statistically significant indirect pathway connecting leadership to teacher performance through organizational commitment, collectively explaining nearly half of total performance variance. Practical implications: Educational authorities should reform principal preparation initiatives to emphasize transformational supervisory behaviors, authority delegation, and trust-building practices that reduce teacher attrition and enhance classroom instructional execution. Originality/value: This research provides an empirically validated structural path model contextualizing leadership, organizational loyalty, and performance synergy within an emerging secondary education framework.
Strategies for building psychological safety to accelerate school team performance Moh. Suryadi Syarif; Subhan Kamaluddin
HAMKA INSIGHT Vol. 4 No. 2 (2024)
Publisher : UHAMKA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/hamka.v4i2.123

Abstract

Purpose: To investigate the impact of empathetic leadership on psychological safety and its subsequent effect on school team performance and pedagogical innovation adoption during the first academic quarter (Q1). Design/methodology/approach: An explanatory sequential mixed-methods design was employed. Quantitative survey data from 245 educational practitioners across five urban secondary schools were analyzed using multiple regression. This was followed by a qualitative thematic analysis of 18 purposive semi-structured interviews. Findings: Empathetic leadership strongly correlated with psychological safety (), accounting for 62% of the variance in overall team performance. Psychologically safe departments demonstrated a 40% higher adoption rate of pedagogical tools, including generative AI and LMS repositories. Thematic analysis identified "active vulnerability" and "relational discernment" as the most effective leadership strategies. Practical implications: Educational districts must systematically integrate emotional intelligence metrics into principal evaluation frameworks. Cultivating psychological safety is a non-negotiable prerequisite for rolling out complex educational technologies and mitigating teacher burnout amidst heavy administrative workloads. Originality/value: This research empirically links relational leadership behaviors directly to systemic technological agility, offering a novel, human-centric framework for managing disruptive pedagogical changes within modern educational ecosystems.
Teachers with higher PCK levels demonstrate greater adaptability in addressing diverse student needs Lyz Avendan˜o; Dilia Vela´zquez; Maria Emilia Guevara Estacio
HAMKA INSIGHT Vol. 4 No. 2 (2024)
Publisher : UHAMKA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/hamka.v4i2.127

Abstract

Purpose: This study investigates how variations in teachers’ Pedagogical Content Knowledge (PCK) levels directly influence real-time instructional adaptability when addressing diverse student learning needs in heterogeneous secondary STEM classrooms. Method: A convergent parallel mixed-methods design was implemented with 24 urban secondary science teachers stratified into high, moderate, and low PCK profiles. Data were gathered through baseline PCK rubric assessments, 72 observed 50-minute teaching sessions across a 12-week academic term, and post-lesson video-stimulated recall interviews, analyzed via one-way ANOVA and qualitative PCK mapping in NVivo. Findings: Quantitative results revealed statistically significant differences in real-time adaptive behaviors across profile groups (), with high-PCK teachers demonstrating markedly higher adaptive frequency () compared to their low-PCK peers (). Qualitative mapping showed high-PCK teachers dynamically integrated diagnostic student knowledge with spontaneous scaffolding, whereas low-PCK teachers defaulted to rigid lesson scripts. Practical implications: The findings demonstrate that teacher preparation and professional development must transition from generic instructional strategies to topic-specific PCK mapping, enabling educators to reduce real-time cognitive load and implement effective differentiated instruction. Originality/value: This study provides novel empirical evidence illustrating the exact mechanisms through which enacted PCK map networks drive real-time pedagogical flexibility, offering an operational framework for adaptive teacher expertise in diverse learning environments.

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