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Educational Researcher Journal
Published by Universitas Ibn Khaldun Bogor
ISSN : -     EISSN : 3064500X     DOI : https://doi.org/10.71288
Core Subject : Religion, Education, Social,
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other
Educational Researcher Journal is a peer-reviewed journal published by EduRJ E-ISSN: 3064-500X (Online), published three times a year in March, July, and November. The journal publishes research and studies on education and culture, especially in the areas of education management, education evaluation, education policy, educational technology, curricula, learning and teaching, learning innovation, and culture related to education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 43 Documents
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Strategies for Improving Teacher Performance: A PRISMA-Based Systematic Literature Review on Transformational Leadership, Professional Competence, and Self-Efficacy Rosna Wati; Soewarto Hardienata; Zahra Khusnul Lathifah
Educational Researcher Journal Vol. 3 No. 1 (2026): Educational Researcher Journal
Publisher : Sekolah Pascasarjana Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71288/educationalresearcherjournal.v3i1.142

Abstract

Teacher performance is a key determinant of educational quality and learning effectiveness across various global educational contexts. Although numerous studies have examined the factors influencing teacher performance, empirical synthesis focused on the integration of transformational leadership, professional competence, and self-efficacy in recent years remains limited. This study aims to synthesize and analyze the latest empirical findings on strategies for improving teacher performance through these three variables. This study employed the Systematic Literature Review (SLR) method with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) approach. Articles were obtained from Scopus, Web of Science, and ERIC databases, published between 2020 and 2025. Based on the identification, screening, and eligibility evaluation processes according to inclusion and exclusion criteria, 30 empirical articles were selected and analyzed in depth. The synthesis results indicate that transformational leadership consistently has a positive effect on teacher performance, both directly and through increased motivation and professional commitment. Professional competence has been shown to be a significant predictor of learning quality, instructional effectiveness, and student learning outcomes. Meanwhile, self-efficacy emerged as a key psychological factor that strengthens teachers' resilience, pedagogical innovation, and adaptability to changes in the educational environment. The integration of findings yielded a multidimensional conceptual model that positions transformational leadership as a structural factor, professional competence as a capability factor, and self-efficacy as a psychological factor that interact to improve teacher performance. This study provides theoretical contributions through the consolidation of current empirical evidence and practical implications for the development of evidence-based school leadership policies and teacher capacity-building programs.
Efforts to Improve Students' Gross Motor Skills Using The Low Impact Outbound Games at Sekolah Alam Bogor Kindergarten Nova Roslinawati; George Wilson
Educational Researcher Journal Vol. 3 No. 1 (2026): Educational Researcher Journal
Publisher : Sekolah Pascasarjana Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71288/educationalresearcherjournal.v3i1.120

Abstract

This study aims to improve gross motor skills through low-impact outbound play activities at the Bogor Nature School Kindergarten, North Bogor. The subjects were 15 children in the playgroup at the Bogor Nature School Kindergarten, consisting of 7 boys and 8 girls. This research is a classroom action research using the Kemmis and McTaggart research design. This research was conducted in two cycles with the theme of Self-Identity. The research period was in the first semester. The data collected were descriptive qualitative and quantitative data. Descriptive qualitative data is a report of research results presented in the form of descriptions or learning processes. Meanwhile, quantitative data is learning outcomes presented in the form of tables or diagrams. The data obtained was then compared with success criteria to determine gross motor skills through low-impact outbound games. Based on the research results, it can be seen that 20% of children were able to carry out low-impact outbound game activities independently, namely from 66.6% in cycle 1 to 86.6% in cycle 2.
Rethinking Early Childhood Education Management: Its Role in Strengthening Administrative Effectiveness Katerina Susanti; Abdul Rasyid; Rivana Usgianti
Educational Researcher Journal Vol. 3 No. 1 (2026): Educational Researcher Journal
Publisher : Sekolah Pascasarjana Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71288/educationalresearcherjournal.v3i1.144

Abstract

This study examines the role of educational management in strengthening administrative effectiveness in early childhood education (ECE) institutions. While previous studies have often treated educational management as a linear predictor of institutional outcomes, this study adopts a governance perspective to better understand how management practices operate within context-specific conditions. Focusing on ECE institutions in Indragiri Hilir Regency, Indonesia, this research also considers the role of community-based actors, particularly Bunda PAUD, as part of localized educational governance. A quantitative approach was employed using a simple linear regression model. Data were collected from 40 respondents, including school principals and teachers selected through purposive sampling. The research instrument was a Likert-scale questionnaire measuring early childhood education management and administrative effectiveness. Data were analyzed using validity and reliability tests, regression analysis, t-test, and coefficient of determination (R²). The findings indicate that early childhood education management has a positive and statistically significant effect on administrative effectiveness (β = 0.672; p < 0.05), with a coefficient of determination of 0.64. This suggests that management practices account for 64% of the variance in administrative effectiveness. However, both variables were found to be at a moderate level, indicating that management practices and administrative systems are not yet fully optimized. The results also highlight that administrative effectiveness is influenced not only by management but also by contextual factors such as infrastructure, institutional capacity, and stakeholder involvement. This study contributes to the literature by rethinking educational management as a dynamic and context-sensitive process while integrating a governance perspective that emphasizes the role of localized community actors. The findings provide practical implications for strengthening managerial capacity, enhancing stakeholder collaboration, and improving administrative systems in early childhood education.

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