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Educational Management
Published by Universitas Negeri Semarang
ISSN : -     EISSN : 2502454X     DOI : https://doi.org/10.15294/eduman
Core Subject : Education,
Education
Educational Management is a peer-reviewed journal which publishes original contributions on education administration, management and leadership in the widest sense: on the management of schools of all types, and of further and higher education institutions; on administration and policy at all levels - institutional, local, national and international; and on the study and teaching of educational administration.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 9 Documents
 1 
Search results for , issue "Vol. 14 No. 3 (2025): Educational Management" : 9 Documents clear
The Influence of Transformational Leadership, Organizational Culture, and Achievement Motivation on Teacher Performance through Self-Efficacy among Elementary School Teachers in Temanggung District Esti Dwinarniyati; Suwito Eko Parmono; Sugi
Educational Management Vol. 14 No. 3 (2025): Educational Management
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eduman.v14i3.33359

Abstract

This study aims to analyze the influence of transformational leadership, organizational culture, and achievement motivation on teacher performance through self-efficacy as a mediating variable among public elementary school teachers in Temanggung District. The research background is based on the 2024 Temanggung Education Report, which indicates a decline in numeracy skills and learning quality, with overall learning quality categorized as moderate. A quantitative approach was employed using path analysis with SPSS version 22, involving 185 public elementary school teachers in Temanggung Regency as the research respondents. The results show that transformational leadership, organizational culture, achievement motivation, and self-efficacy have a significant effect on teacher performance. Achievement motivation was found to have the strongest influence on self-efficacy. Furthermore, the mediation analysis indicates that self-efficacy mediates the relationship between achievement motivation and teacher performance, but does not mediate the effects of transformational leadership or organizational culture. These findings emphasize that internal factors such as motivation and self-efficacy, as well as external factors such as leadership and organizational culture, play a crucial role in enhancing the professionalism and performance of public elementary school teachers in Temanggung District.
The Influence of Competence and Cooperation on Principal Performance with School Culture as a Moderator Istichomahwati; Muhammad Khafid
Educational Management Vol. 14 No. 3 (2025): Educational Management
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eduman.v14i3.35370

Abstract

This study aims to analyze the influence of principal competency and collaboration on school performance with school culture as a moderating variable in Mlonggo District, Jepara. This research applies a quantitative explanatory approach, using survey methods and questionnaires to collect data from 52 school principals selected through purposive sampling. Data analysis employed multiple linear regression and moderation analysis to test the proposed hypotheses. The findings indicate that principal competency and collaboration have a significant positive effect on principal performance, both directly and through school culture. School culture was found to strengthen the impact of competency and collaboration on performance, highlighting its critical role in creating a conducive and effective educational environment. Simultaneously, the combined influence of competency, collaboration, and school culture shows a moderate positive relationship with principal performance. The study provides empirical evidence that enhancing principal competency, fostering effective collaboration, and cultivating a strong school culture are essential strategies to improve educational leadership and overall school performance.
The Influence of Principal Leadership and School Culture on Elementary School Teacher Performance Through Achievement Motivation in Mlonggo District Indriatik; Mulyono, Sungkowo Edy
Educational Management Vol. 14 No. 3 (2025): Educational Management
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eduman.v14i3.35570

Abstract

This study aims to analyze the influence of principal competency and collaboration on school performance with school culture as a moderating variable in Mlonggo District, Jepara. This research applies a quantitative explanatory approach, using survey methods and questionnaires to collect data from 52 school principals selected through purposive sampling. Data analysis employed multiple linear regression and moderation analysis to test the proposed hypotheses. The findings indicate that principal competency and collaboration have a significant positive effect on principal performance, both directly and through school culture. School culture was found to strengthen the impact of competency and collaboration on performance, highlighting its critical role in creating a conducive and effective educational environment. Simultaneously, the combined influence of competency, collaboration, and school culture shows a moderate positive relationship with principal performance. The study provides empirical evidence that enhancing principal competency, fostering effective collaboration, and cultivating a strong school culture are essential strategies to improve educational leadership and overall school performance.
Transformational Leadership in Developing Student Character through Extracurricular Activities: A Case Study in an Indonesian Elementary School Jamaludin; Melati, Inaya Sari
Educational Management Vol. 14 No. 3 (2025): Educational Management
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eduman.v14i3.36116

Abstract

The purpose of this study is to construct a model of principal leadership in developing student character through extracurricular activities in resource-limited elementary schools. The method used was qualitative with an intrinsic case study design at SD Negeri Mendala 01, Brebes. Data were collected through in-depth interviews, participatory observation, and documentary studies, then analyzed interactively. The results show that: (1) The principal's transformational leadership demonstrated through exemplary behavior, inspirational vision, teacher empowerment, and clinical supervision is the main driver of the character ecosystem; (2) Extracurricular activities (Scouting, Volleyball, Arts, Theater, Painting) function as a "field of practice" and "living laboratory" that integrates Lickona's character education trilogy (moral knowing, feeling, action) through experiential learning; (3) A transformational impact is evident in the significant improvement of student character (such as discipline, responsibility, self-confidence, cooperation, creativity, patience), proven by the transfer of values to academic and home contexts, and a shift in school culture towards greater collaboration and value orientation. In conclusion, this study reconstructs a synergistic character development ecosystem model, driven by transformational leadership and effectively mediated through value-based extracurricular activities.
The Dynamics of Teacher Performance Assessment on Teacher Discipline: A Case Study at SDN Plompong 02, Brebes Regency Assidiq, Latief; Sri Susilogati Sumarti
Educational Management Vol. 14 No. 3 (2025): Educational Management
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eduman.v14i3.36790

Abstract

This study was motivated by the disparity between the high formal results of the Teacher Performance Assessment (PKG) and the reality of low teacher discipline in the field, specifically at SDN Plompong 02, Sirampog District, Brebes Regency. This qualitative case study aims to analyze the dynamics of the relationship between the implementation of PKG and the level of teacher discipline. Data were collected through in-depth interviews with the principal, teachers, and school supervisors, participant observation, and documentation studies. Data analysis followed the interactive model of Miles and Huberman. The findings indicate that: (1) PKG at SDN Plompong 02 is implemented systematically, transparently, and is oriented towards continuous coaching; (2) Teacher discipline is high, demonstrated through punctuality, attendance, and task responsibility; (3) There is a significant reciprocal relationship between PKG and teacher discipline, where PKG functions as an effective motivational and control instrument for shaping disciplined behavior, while good discipline facilitates optimal performance achievement; (4) The success of this relationship is supported by the principal's transformational leadership, exemplary behavior, dialogical communication, and a conducive organizational culture. The study concludes that PKG, implemented with a coaching and humanistic approach and supported by effective leadership, can be a primary driver for improving teacher discipline and professionalism. This research contributes to the development of a holistic and contextual teacher performance management model, especially for elementary schools in rural areas.
The Implementation of Reading Literacy Strategies in Merdeka Curriculum Instruction for Fourth-Grade Students at SD Negeri Buniwah 01 Apriyanto , Indra; Joko Santoso , Bernadus Wahyu; Haryadi; Raharjo, Tri Joko
Educational Management Vol. 14 No. 3 (2025): Educational Management
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eduman.v14i3.37223

Abstract

This study aims to describe the implementation of reading literacy strategies in Merdeka Curriculum instruction for fourth-grade students at SD Negeri Buniwah 01, covering planning, implementation, evaluation, and the supporting and inhibiting factors faced by the teacher. A qualitative approach with a case study design was employed. The participants consisted of one fourth-grade teacher, one principal, and 25 students. Data were collected through participatory observation, in-depth interviews, and documentation, and were analyzed using Miles, Huberman, and Saldaña’s interactive model, which includes data reduction, data display, and conclusion drawing and verification. Data trustworthiness was ensured through source and technique triangulation, member checking, and the use of adequate theoretical references. The results show that the teacher planned literacy activities by integrating reading materials into teaching modules aligned with themes and learning outcomes in the Merdeka Curriculum. The main strategies used were guided reading, paired reading, and reading aloud. These strategies increased student engagement, facilitated text comprehension, and enriched vocabulary. Supporting factors included the availability of a reading corner, the principal’s commitment, and the teacher’s creativity in designing literacy activities. Inhibiting factors included limited thematic reading collections, diverse reading abilities among students, time constraints, and an uneven home reading culture. Efforts to address these obstacles involved utilizing digital reading resources, developing simplified teacher-made texts, implementing differentiated instruction, and involving parents through home reading assignments. Overall, the implementation of reading literacy strategies in Merdeka Curriculum instruction had a positive impact on students’ motivation and reading comprehension and contributed to the development of adaptive and sustainable reading literacy programs in primary schools.
The Effect of Pedagogical Competence and Achievement Motivation on Teacher Performance with Organizational Commitment as a Mediating Variable at State Junior High School Sub-Rayon 02 in Jepara Regency Yulianto, Edi; Hudallah, Noor; Yulianto, Arief; Sutopo, Yeri; Oktarina, Nina
Educational Management Vol. 14 No. 3 (2025): Educational Management
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eduman.v14i3.38309

Abstract

This study aims to analyze the effect of pedagogical competence and achievement motivation on teacher performance, with organizational commitment as a mediating variable at SMP Negeri Sub Rayon 02, Jepara Regency. Using a quantitative approach and path analysis based on survey data from teachers, the results show that pedagogical competence and achievement motivation have a significant direct effect on teacher performance. In addition, achievement motivation also has a positive and significant effect on organizational commitment, which in turn improves teacher performance confirming the role of organizational commitment as an effective mediator in this relationship. However, pedagogical competence does not have a significant effect on organizational commitment, so there is no mediating effect in this pathway. The R² value of 0.754 on teacher performance indicates that the model has high explanatory power. These findings have important implications for teacher development policies, whereby improving performance is not only achieved through technical (pedagogical) training, but also requires strengthening psychological aspects such as achievement motivation and the formation of organizational commitment through transformational leadership, performance-based rewards, and a supportive work climate.
Development of the Busy Book “Adventures in Protecting Nature” as an Environmental Literacy Innovation for Early Childhood Sahi, Nadra; Utanto, Yuli
Educational Management Vol. 14 No. 3 (2025): Educational Management
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eduman.v15i1.39780

Abstract

This study aims to develop the Busy Book “Adventures in Protecting Nature” as a medium for teaching environmental literacy to young children. This product is designed to introduce environmental concepts through various interactive activities that can raise children's awareness of the importance of protecting nature and cleanliness. Using the Research and Development (R&D) method with the 4D model, this study produced media that has been validated by media experts and subject matter experts with very high scores, namely 100% and 81.33%, who assessed this media as very suitable for use. However, there are several suggestions for improvement, such as adding a cardboard coating to increase the durability of the media and adding material related to the impact of environmental pollution. This research contributes to the development of innovative and effective environmental literacy-based learning media, with the aim of increasing children's understanding of environmental issues from an early age.
The Influence of School Culture and School Quality on Teachers’ Performance through Achievement Motivation of Vocational High School Teachers in Bangsri District, Jepara Regency Suhartono, Dwi Agung; Raharjo, Tri Joko
Educational Management Vol. 14 No. 3 (2025): Educational Management
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eduman.v14i3.42284

Abstract

Teachers’ performance is the outcome of their competence, responsibility, and dedication in accomplishing educational goals. Various factors may influence teachers’ performance, including school culture, school quality, and achievement motivation. The objective of this research was to analyze the influence of school culture and school quality on teachers’ performance through achievement motivation as an intervening variable among vocational high school teachers in Bangsri District, Jepara Regency. A quantitative descriptive approach was employed for this study. The population consisted of 129 teachers from both public and private vocational high schools in Bangsri District, Jepara Regency. The sampling technique used was total sampling. Data were collected through a questionnaire that had been tested for validity and reliability. Path analysis was applied to test the hypothesis using SPSS version 23. The findings revealed that school culture and school quality have a direct, positive, and significant influence on achievement motivation and teachers’ performance. Moreover, both variables also have indirect effects on teachers’ performance through achievement motivation. Based on these results, it can be concluded that school culture and school quality strongly affect teachers’ performance both directly and indirectly through achievement motivation. Therefore, fostering a positive school culture and improving school quality continuously are essential to enhance teachers’ motivation and performance in achieving educational excellence.

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