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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 20 Documents
 1   2 
University Autonomy and Performance in Indonesia: An Agency Theory Approach Ikmah, Siti Fiki; Yulianto, Arief
Educational Management Vol. 14 No. 1 (2025): Educational Management
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eduman.v14i1.32037

Abstract

This study investigated how agency costs affected the performance of Indonesian state universities operating under different levels of autonomy—those with Legal Entity Status (PTNBH) and those functioning as Public Service Agencies (PTNBLU). Employing a quantitative explanatory design, the research analyzed secondary data from 2020 to 2023, which included financial statements and Key Performance Indicator (IKU) scores. Agency costs were represented by the Operating Expense Ratio (OER) and Asset Turnover Ratio (ATR). The findings revealed that both OER and ATR significantly influenced university performance in both PTNBH and PTNBLU models. PTNBH institutions appeared more responsive to government goals, as indicated by their higher ATR values. Nonetheless, the additional revenue generated through efficient asset utilization was insufficient to offset their elevated operating expenses. The persistently high OER among PTNBH institutions highlighted the need for organizational restructuring to enhance efficiency. Overall, the study provided empirical support for agency theory within non-profit higher education settings and emphasized the critical role of balancing institutional autonomy with strong accountability mechanisms.
The Influence of Leadership, Interpersonal Communication, and School Culture through Work Ethic on Teachers' Professionalism at SMP Negeri 1 Kaloran Nafi’ah, Hidayati; Raharjo, Tri Joko; Widiyanto, Widiyanto
Educational Management Vol. 14 No. 1 (2025): Educational Management
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eduman.v14i1.32038

Abstract

Teachers' professionalism is the result of the teacher's work performance or achievements based on their ability to manage the teaching and learning activities in the classroom. Many factors influence teachers' professionalism, including interpersonal communication, school culture, leadership, and work ethic. The objective of this research was to analyze the influence of interpersonal communication, school culture, and leadership on teachers' professionalism through work ethic as an intervening variable at SMPN 1 Kaloran. A quantitative approach was determined for this research. The population in this research consisted of 40 teachers, all from SMPN 1 Kaloran. The sampling technique used in this research was the total sampling method. The research instrument used was questionnaire, for which the validity and reliability have been tested beforehand. The data analysis for hypothesis testing used path analysis and Sobel test to find out the mediating variable. The findings showed that interpersonal communication, school culture, and leadership all have significant influence on work ethic. Interpersonal communication, school culture, and leadership also influenced teachers' professionalism mediated by work ethic. Based on these findings, teachers' professionalism can be improved through enhancements in interpersonal communication, school culture, leadership, and work ethic.
Analysis of the Influence of Principal's Managerial Competence and Organizational Climate on Teacher Performance with Teacher Commitment in Public Senior High Schools in Tuban Regency Maimun Muhibbuddin, Mohammad; Wahyudin, Agus; Oktarina, Nina
Educational Management Vol. 14 No. 2 (2025): Educational Management
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eduman.v14i2.27139

Abstract

This study examines the impact of principal’s managerial competence and organizational climate on teacher performance, with teacher commitment as a moderating variable. Using a quantitative correlational approach, data were collected through surveys involving teachers at public senior high schools in Tuban Regency and analyzed using inferential statistics. The results show that both managerial competence and organizational climate positively influence teacher performance, directly and indirectly through teacher commitment. High levels of teacher commitment strengthen these relationships, indicating that schools led by competent principals and with supportive climates foster more committed and high-performing teachers. The study concludes that improving teacher performance requires not only effective leadership and a positive work environment but also efforts to increase teacher commitment. Educational policies should thus target principal development, organizational climate enhancement, and strategies that foster greater dedication among teachers to optimize educational outcomes.
Qualitative Study on Leadership, Teacher Performance, and School Environment in Academic Improvement Fitanto, Idhi; Widiyanto
Educational Management Vol. 14 No. 2 (2025): Educational Management
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eduman.v14i2.31836

Abstract

This research explores the collective influence of school leadership, teacher performance, and a child-centered educational environment on students’ academic success at SD Negeri Dawuhan 03, Sirampog, Brebes. Adopting a qualitative case study approach, data were gathered through semi-structured interviews, immersive observations, and document reviews. Participants included school leaders, instructional staff, and learners. The findings suggest that collaborative and reflective leadership practices substantially enhance the educational experience. The principal's role extended beyond administration, acting as a guide and motivator for teacher innovation. Teachers with strong pedagogical skills, continuous engagement in professional learning, and inclusive classroom strategies had a significant positive impact on student learning. Furthermore, the implementation of child-friendly principles such as inclusive spaces, mental health support, and a zero-tolerance policy on bullying was instrumental in maintaining learner engagement and attendance. Despite these efforts, challenges such as limited resources, inadequate supervision during recess, and uneven parental involvement persisted. Ultimately, academic improvement was found to be most successful when leadership, teaching quality, and school climate worked cohesively. The study offers practical implications for policy initiatives aimed at strengthening primary education outcomes.
The Role of Motivation in Mediating the Influence of Principal Leadership, Work Environment, and Teacher Competence on the Performance of Elementary School Teachersin Sirampog District Cakhyadi; Oktarina, Nina
Educational Management Vol. 14 No. 2 (2025): Educational Management
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eduman.v14i2.31837

Abstract

This study aims to examine the role of motivation in mediating the influence of principal leadership, work environment, and teacher competence on the performance of elementary school teachers in Sirampog District. By using quantitative research method based on survey approach, data were collected through valid and reliable questionnaires from 207 elementary school teachers in the region. Data were analyzed using multiple regression, Sobel mediation test, and path analysis. The results showed that principal leadership, work environment, and teacher competence have a positive and significant effect on teacher performance. In addition, motivation acts as a mediator that strengthens the influence of these variables on teacher performance. The findings indicate that increasing motivation as well as inspiring and supportive leadership is essential to improve teacher performance in the elementary school environment. The practical implications of this study suggest that principals, school managers and local governments should pay attention to motivational factors and teacher competency development as an effort to improve the quality of primary education.
Exploring Principal Leadership to Improve Swimming Achievement Through Qualitative Case Study at SD Benda 03 Ma’mun, Syukron; Fakhruddin
Educational Management Vol. 14 No. 2 (2025): Educational Management
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eduman.v14i2.31838

Abstract

This study explores the role of the school principal in enhancing swimming achievement among students at SD Negeri Benda 03, Brebes Regency. The research was motivated by a paradoxical phenomenon: despite limited facilities and resources, the school has produced notable achievements in swimming competitions. The objective of this qualitative case study was to analyze how school leadership, teacher collaboration, and parental support contribute to students' sports performance. Data were collected through in-depth interviews, observation, and documentation involving the principal, physical education (PJOK) teachers, students, and parents. The findings reveal that effective and transformational leadership by the principal played a critical role in mobilizing school resources, fostering collaboration among teachers, and establishing partnerships with external institutions. Additionally, committed teachers and proactive parental involvement emerged as essential in overcoming infrastructural limitations. The study concludes that strong, visionary school leadership, a supportive working environment, and engaged stakeholders collectively drive student achievement in sports. This research contributes to the educational leadership literature by providing contextual insights into how leadership and collaboration function in rural schools with limited resources, and offers practical recommendations for policy-makers and educators aiming to improve student outcomes in extracurricular domains.
The Influence of Academic Supervision and Infrastructure on Teacher Performance Through Motivation in Public Elementary Schools in Sirampog District Irawan, Oji Bambang; Oktarina, Nina
Educational Management Vol. 14 No. 2 (2025): Educational Management
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eduman.v14i2.31918

Abstract

This study aims to analyze the effect of academic supervision and school infrastructure on teacher performance through motivation as an intervening variable in public elementary schools in Sirampog District. Using a quantitative approach and path analysis method, the study involved 207 elementary school teachers selected through proportionate stratified random sampling. Data were collected using a validated and reliable questionnaire and analyzed using regression analysis, Sobel test, and path analysis. The results showed that academic supervision and infrastructure had a significant and positive effect on motivation and teacher performance. Moreover, motivation partially mediated the influence of both academic supervision and infrastructure on performance. These findings highlight the importance of strengthening academic supervision and improving infrastructure to foster teacher motivation and enhance performance.
Parent-Student Partnership and School in Improving Student Achievement at SDN Dawuhan 03, Sirampog District Supriyanto , Wandi; Oktarina, Nina
Educational Management Vol. 14 No. 2 (2025): Educational Management
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eduman.v14i2.32898

Abstract

Partnerships between parents and schools play an important role in improving student achievement, especially at the primary school level. This study aims to analyze the forms of partnership, the level of parental involvement and its impact on student achievement at SDN Dawuhan 03, Sirampog sub-district. Using a qualitative case study approach, data was collected through interviews, observation and documentation. The results show that the forms of partnership include six types of involvement according to Epstein, namely parenting, communication, volunteering, learning at home, decision-making, and collaboration with the community. The level of parental involvement is generally still in the instrumental and representative categories according to Sarah C. White's typology. Nevertheless, this involvement has a positive impact on students' academic and non-academic achievements. This study recommends the need to strengthen partnership programs based on two-way communication and more participatory parenting training to increase parental involvement in a transformative and sustainable manner.
The Role of Innovation Using ICT in Mediating Learning Management and Performance to Improve Educational Quality at SMK Negeri 1 Pemalang Atminah, Sri; Utanto, Yuli
Educational Management Vol. 14 No. 2 (2025): Educational Management
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eduman.v14i2.32998

Abstract

The research is based on the less than optimal learning and performance management system that causes low quality of education. The purpose of the study is to examine the influence of learning and performance management on the quality of education through innovation using ICT as a mediating variable. The population is teachers of SMK Negeri 1 Pemalang, sampling with stratified random sampling technique. From the Slovin formula obtained 55 respondents. Data collection method with questionnaires. Data analysis technique with path analysis, significance 5%. The results of the study: learning management has a positive and significant effect on the quality of education 69.0%. Performance management has a positive and significant effect on the quality of education 47.7%. Sobel Test Results: through mediation using ICT, learning management has a positive and significant effect on the quality of education 81.4% and performance management has a positive and significant effect on the quality of education 84.2%. Conclusion: learning and performance management has a positive and significant direct effect on the quality of education, the mediating role of innovation using ICT can increase the positive influence of learning and performance management on the quality of education
The Influence of Instructional Leadership and School Culture Through Self-Efficacy on Senior High School Teacher Performance Nisa, Devie Tiara; Rokhman, Fathur; Handoyo, Eko
Educational Management Vol. 14 No. 2 (2025): Educational Management
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eduman.v14i2.30771

Abstract

This study examines the impact of principals’ instructional leadership and school culture on teacher performance, with teacher self-efficacy as a mediating variable. Using a quantitative approach, data were collected from senior high school teachers in Brebes District via validated questionnaires and analyzed through path analysis. Results show that instructional leadership (β = 0.542) and self-efficacy (β = 0.383) significantly affect teacher performance, while school culture has a weaker direct effect (β = 0.027). Both instructional leadership (β = 0.332) and school culture (β = 0.543) significantly influence self-efficacy. The Sobel test confirms that self-efficacy mediates the effects of instructional leadership (Sobel = 4.614; p = 0.003) and school culture (Sobel = 5.629; p = 0.001) on performance. The study highlights the importance of strong instructional leadership and a positive school culture in enhancing teacher self-efficacy and performance. It recommends principals to reinforce leadership practices and promote supportive school environments. Future studies should explore broader contexts and include variables such as motivation or job satisfaction.

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