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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 34 Documents
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The Significance of Improving Faculty Performance through Motivation and Work Culture Implementation of a Website-Based Application System Veronika, Trisni Wulandari; Rokhman , Fathur; Raharjo, Tri Joko; Arief, Sandy
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.v14i2.35820

Abstract

Digital transformation in higher education has become a significant catalyst in improving the quality of academic services and the effectiveness of lecturer performance. This study aims to develop and test an integrative framework model that measures the relationship between work motivation, organizational culture, and lecturer performance, with digital technology as a moderating variable. Using a quantitative approach and Structural Equation Modeling (SEM) analysis, this study involved 303 lecturers from Semarang State University (UNNES) as the primary respondents. The research instrument was developed through a literature review and expert validation, covering indicators of intrinsic and extrinsic motivation, collaborative work culture values, and the effectiveness of academic digital applications such as SIKADU, SIMPEG, and ELENA. The analysis results show that digital technology significantly strengthens the relationship between motivation and work culture and improves lecturer performance. These findings provide theoretical contributions to the development of digital-based measurement instruments and practical contributions to higher education institutions in designing strategic policies that support the achievement of SDG 4 (Quality Education) and SDG 9 (Innovation and Infrastructure).
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 Principal Leadership, Teacher Work Motivation, and School Culture on the Professional Competence of State Vocational High School Teachers in Jepara Regency with Rewards as a Moderating Variable Kusdiyanto, Heri; Prihatin, Titi
Educational Management Vol. 15 No. 1 (2026): Educational Management
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eduman.v14i3.35294

Abstract

Teacher professional competence is the main determinant of the quality of vocational education and is crucial for State Vocational High Schools in Jepara Regency in facing the challenges of the modern era, especially related to competency renewal, creativity, and suboptimal technology adaptation among some teachers. This study aims to analyze the partial influence of principal leadership, teacher work motivation, and school culture on teacher professional competence, as well as the role of rewards as a moderating variable. Quantitative research methods were used with a population of teachers and a sample of teachers from State Vocational High Schools. Data collection was carried out through a questionnaire instrument, and analyzed using multiple regression, Moderated Regression Analysis, and partial t-test. The results showed that principal leadership, teacher work motivation, and school culture partially have a positive and significant effect on teacher professional competence, where work motivation shows the most dominant influence. An important finding is that rewards are proven to be able to moderate and strengthen the relationship between principal leadership and school culture on teacher professional competence, but do not moderate the effect of teacher work motivation. The coefficient of determination indicates that the variation in teachers' professional competence can be explained by the independent variables. This finding contributes to emphasizing the need for an integrated reward system to optimize the impact of organizational factors in improving teacher professionalism.
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.
Strategic Enhancement of Integrated Police Service Center (SPKT) Quality Based on SERVQUAL Gap Analysis to Achieve Excellent Public Service Prasetyo, Gatot Hadi; Yulianto, Arief
Educational Management Vol. 15 No. 1 (2026): Educational Management
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eduman.v15i1.35819

Abstract

This study aims to develop a strategic model to improve the quality of services at the Integrated Police Service Center (SPKT) by applying the SERVQUAL gap analysis framework. In the context of public service reform and digital transformation, SPKT plays a crucial role as the frontline of police services, directly influencing public trust and satisfaction. However, various reports and surveys indicate persistent gaps between public expectations and the actual performance of SPKT, particularly in dimensions such as responsiveness, empathy, and procedural clarity. Using a mixed-methods approach, this research combines quantitative analysis of service quality gaps across the five SERVQUAL dimensions tangibles, reliability, responsiveness, assurance, and empathy with qualitative validation through interviews and focus group discussions. The study was conducted at the Grobogan Police Department, involving community members as service users and key stakeholders as informants. Findings reveal significant negative gaps in several service dimensions, indicating areas where public expectations exceed perceived service delivery. Responsiveness and assurance emerged as the most critical dimensions requiring improvement. Furthermore, the study highlights the limited integration of digital service platforms with human-centered service quality, emphasizing the need for a balanced approach that combines technological innovation with empathetic, transparent, and reliable human interaction. The research contributes theoretically by expanding the application of SERVQUAL in the context of police services in Indonesia, an area that remains underexplored. Practically, it offers a validated strategic model tailored to the operational realities of SPKT, providing actionable recommendations for service enhancement. The model emphasizes continuous training, stakeholder engagement, and the integration of ethical values and digital tools to support sustainable public service excellence.
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.

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