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Gestion Educativa
Published by PT Anagata Sembagi Education
ISSN : -     EISSN : 30627524     DOI : 10.62872/hbrrty62
Core Subject : Education,
Education Other
Gestion Educativa Journal is an international open access journal in the field of Education Management published by Nawala education to disseminate research results and innovative thinking in the field of education/school management from the education management academic community, experts, professional associations, bureaucracy, and education/school management practitioners. All submitted manuscripts will be reviewed by the editors and then evaluated by at least two international reviewers through a double-blind review process.
Arjuna Subject : Umum - Umum
Articles 3 Documents
 1 
Search results for , issue "Vol. 2 No. 1 (2025): MAY-GE" : 3 Documents clear
Teacher Professional Development Strategies through Effective Management Yusron, Ali; Nurjanah; Priyantoro, Dian Eka
Gestion Educativa Vol. 2 No. 1 (2025): MAY-GE
Publisher : Pt. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/em6pxy13

Abstract

This study aims to analyze teacher professional development strategies that are integrated in effective school management practices. The background of this research is based on the importance of improving teachers' competence in facing the demands of the Independent Curriculum and the development of education in the era of the Industrial Revolution 4.0 and Society 5.0. Although various development programs have been carried out, there are still limitations in terms of sustainability, relevance, and integration between teacher development and school management systems. This study uses a qualitative approach with a case study design. The informants consist of school principals, teachers, and managerial staff in the primary education unit who are selected purposively. Data collection techniques include in-depth interviews, direct observation, and document analysis related to the planning and implementation of teacher professional development. Data is analyzed by data reduction techniques, data presentation, and conclusion drawn. The results of the study show that teachers' professional development strategies are designed in a participatory and needs-based manner, implemented through various collaborative methods such as internal training, learning communities, lesson studies, and peer coaching, and supervised through academic supervision and continuous program evaluation. Factors supporting the success of this strategy include principals' leadership, collaborative culture, and budget support, while the obstacles include time constraints and resistance to change. From these results, it is concluded that the effectiveness of school management plays an important role in creating a learning ecosystem that supports the professional development of teachers in a sustainable manner. These findings provide conceptual and practical contributions for school principals, policy makers, and related parties in designing more strategic and contextual teacher quality improvement strategies.
Optimizing Decision Making through a Strategic Approach in Educational Institutions Qadafi, Muamar; Nurhasan, Abdul Kodir
Gestion Educativa Vol. 2 No. 1 (2025): MAY-GE
Publisher : Pt. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/ta2dfh77

Abstract

Decision making is one of the managerial functions that determines the direction and success of educational institutions in achieving their vision and mission. However, in practice, there are still many institutions that make decisions reactively, not based on data, and with minimal participation. This research aims to examine how strategic approaches are applied in the decision-making process in the educational environment and its impact on institutional performance. This study uses a qualitative approach with a case study design. Data was collected through in-depth interviews, observations, and documentation studies at one of the educational institutions that applied strategic management principles. The results show that vision-mission-based decision-making, supported by academic and non-academic data, and involving various stakeholders, contributes significantly to improving service quality, program effectiveness, and school community satisfaction. However, the implementation of this approach still faces obstacles, such as data limitations, time pressures, and external interventions. Transformative leadership is a key factor in driving more directed, collaborative, and sustainable decision-making patterns. These findings reinforce the importance of optimizing strategic decision-making in strengthening the managerial effectiveness and competitiveness of educational institutions amid the challenges of the VUCA era.
Effectiveness of School Management in Increasing Teacher Job Satisfaction in the Digitalization Era Rosmiati, Rosmiati; Neviaisyah, Neviaisyah
Gestion Educativa Vol. 2 No. 1 (2025): MAY-GE
Publisher : Pt. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/m33f7619

Abstract

This study aims to describe in depth the effectiveness of school management in improving teacher job satisfaction in the era of digitalization of education. In the face of increasingly massive technological transformation, schools are required to implement responsive and adaptive managerial strategies. The research approach used is descriptive qualitative, with data collection techniques through documentation studies and literature review of various relevant previous research results. The main focus of this study includes the identification of technology-based management strategies, the leadership role of school principals in initiating and directing change, and the analysis of supporting and inhibiting factors that directly or indirectly affect the level of teacher job satisfaction. The data analysis process was conducted using thematic analysis to identify patterns, themes and relationships between managerial elements in the context of digitalisation. The results show that the effectiveness of school management is strongly influenced by the readiness of adequate digital infrastructure, the availability of continuous information and communication technology (ICT) training, the use of an integrated school management information system, and the visionary, collaborative and participatory leadership style of the school principal. However, a number of challenges remain, including limited supporting facilities, increased workload due to digital administrative demands, and an uneven gap in digital skills among teachers. These findings provide an important contribution to formulating the direction of educational managerial policies that not only adapt to technological developments, but are also oriented towards the welfare and work motivation of teachers as the spearhead of the implementation of education in schools.

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