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SUJANA: Education and Learning Review
Published by JF Publisher
ISSN : -     EISSN : 29643902     DOI : https://doi.org/10.56943/sujana
Core Subject :
SUJANA: Education and Learning Review is an international, peer-reviewed, open-access journal dedicated to advancing research, theory, and practice in education and learning across all educational levels. The journal aims to disseminate high-quality scholarly works that contribute to the improvement of teaching practices, curriculum development, educational policy, learning innovation, and the broader advancement of education. The journal welcomes original research articles, literature reviews, and theoretical studies covering a wide range of educational disciplines, including but not limited to: - Language and literature education - Social science education - Mathematics and natural science education - Economics and business education - Sports and health education - Vocational and engineering education - Visual arts, music, dance, and design education - Moral and religious education - Curriculum development and educational assessment - Learning strategies and instructional methods - Educational technology and instructional media - Innovation in teaching and learning - Educational leadership and management - Teacher professional development - Other interdisciplinary topics related to education and learning The journal serves as a platform for researchers, educators, practitioners, and policymakers to exchange innovative ideas, evidence-based practices, and emerging perspectives that promote educational quality and sustainable development in both local and global contexts.
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Articles 4 Documents
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Search results for , issue "vol. 5 issue 1 (2026)" : 4 Documents clear
Bridging the Gap: Teacher Self-Efficacy and Inclusive Education Implementation in Cambodia Phonn Sophak
SUJANA: Education and Learning Review Vol. 5 Issue 1 (2026)
Publisher : JF Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/sujana.v5i1.940

Abstract

This study examined teachers' disability-inclusive education background and its relationship with self-efficacy in instruction, collaboration, and managing behaviour within the Cambodian context. Employing a mixed methods design, quantitative data were collected from 533 teachers (403 general education, 130 special education) across five provinces using an 18-item self-efficacy questionnaire, whilst qualitative secondary data underwent SWOT analysis. Statistical analyses including Confirmatory Factor Analysis, Structural Equation Modelling, and independent samples t-tests were conducted using SPSS AMOS Version 29. Results revealed significant positive relationships between teachers' self-efficacy dimensions and both disability-inclusive education background and implementation outcomes. Special education teachers demonstrated significantly higher self-efficacy in instruction (M = 3.10 vs 2.54, p < .001) and collaboration (M = 3.02 vs 2.59, p < .001) compared to general education teachers. However, 47 per cent of teachers reported no inclusive education training, whilst 35 per cent had no experience teaching children with disabilities. SWOT analysis identified supportive policies and increased awareness as strengths, but revealed critical weaknesses including inadequate training and negative staff attitudes. These findings underscore urgent need for systematic professional development interventions to enhance teacher self-efficacy and advance Cambodia's inclusive education implementation aligned with the Inclusive Education Action Plan 2024-2028.
Exploring Digital Leadership Effectiveness: A Mixed Methods Comparative Study of Cambodian Secondary Schools Por Vutha
SUJANA: Education and Learning Review Vol. 5 Issue 1 (2026)
Publisher : JF Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/sujana.v5i1.941

Abstract

This mixed methods study examined digital leadership effectiveness among secondary school principals in Phnom Penh, Kampong Cham, and Kandal provinces, Cambodia. Using an explanatory sequential design, quantitative data were collected from 385 participants including principals, vice principals, teachers, students, parents, educational administrators, policymakers, and private sector representatives through structured questionnaires employing five-point Likert scales. Qualitative data comprised semi-structured interviews exploring digital leadership practices across New Generation Schools and private secondary schools. Results revealed predominantly positive perceptions of digital leadership (M = 3.90, SD = 1.15), with highest consensus on digital collaboration and communication (M = 4.58, SD = 0.49). Reliability analysis demonstrated exceptional internal consistency for knowledge (α = 0.918), skills (α = 0.984), and attitudes (α = 1.000) constructs. However, substantial disparities emerged across school types. New Generation Schools and private institutions demonstrated advanced digital integration through systematic use of Learning Management Systems, Google Classroom, and digital communication platforms, whilst traditional public schools relied predominantly on paper-based administration due to infrastructure deficits and limited professional development access. Hypothesis testing confirmed that leadership dimensions positively influenced principals' knowledge, skills, and attitudes, which subsequently affected teacher performance and student achievement. Teacher readiness, student competence, and school culture moderated these relationships. Findings indicate that 42.1 per cent of principals lacked digital technology training, representing a critical professional development gap. The study concludes that bridging Cambodia's digital divide requires comprehensive interventions addressing infrastructure investment, mandatory digital leadership competencies in preparation programmes, sustained professional development, and supportive policy frameworks to ensure equitable educational quality across all secondary schools.
Enhancing Teacher Organizational Commitment Through Authentic Leadership, Integrity, Teamwork, and Trust Christine Masada Hirashita Tobing; Sri Setyaningsih; Dian Wulandari
SUJANA: Education and Learning Review Vol. 5 Issue 1 (2026)
Publisher : JF Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/sujana.v5i1.944

Abstract

This study investigated the direct and indirect effects of authentic leadership, integrity, and teamwork on organizational commitment through the mediating role of trust among private senior high school teachers. Using path analysis, data were collected from 135 teachers across 15 private senior high schools in Depok, Indonesia, selected through multistage random sampling. Results demonstrated that authentic leadership, integrity, and teamwork significantly predicted organizational commitment both directly and indirectly through trust. Authentic leadership exhibited the strongest total effect (β = 0.309), followed by integrity (β = 0.275) and teamwork (β = 0.273). Trust significantly mediated relationships between all three predictors and organizational commitment, though indirect effects were relatively modest compared to direct pathways. The predictor variables collectively explained 91.3% of variance in organizational commitment through direct effects and an additional 17.1% through trust-mediated pathways. SITOREM analysis identified priority intervention areas including strengthening continuance commitment dimensions, enhancing leader authenticity in daily interactions, and fostering collaborative climates characterized by openness and mutual support. Findings provide empirical support for multifaceted intervention strategies targeting leadership development, organizational integrity, and collaborative practices to enhance teacher commitment in private educational institutions. The study advances theoretical understanding of commitment formation mechanisms while offering practical guidance for educational administrators seeking to improve teacher retention and institutional effectiveness in Southeast Asian contexts.
Quranic Epistemology in Islamic Curriculum Development: A School-Based Management Perspective Nur Afif
SUJANA: Education and Learning Review Vol. 5 Issue 1 (2026)
Publisher : JF Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/sujana.v5i1.1012

Abstract

Islamic educational institutions operating within decentralized governance systems face a persistent tension between national curriculum requirements and the normative demands of Quranic educational philosophy. While School-Based Management (SBM) grants schools meaningful autonomy over curriculum planning and institutional decision-making, existing scholarship has not adequately theorized how Quranic epistemological principles might actively govern the structural logic of curriculum development rather than simply inform its content. This study addresses that gap through a library-based qualitative inquiry that brings Quranic educational philosophy into systematic dialogue with contemporary curriculum theory and SBM governance literature. The analysis identifies three Quranic principles, namely tauhid, iqra, and amanah, as foundational curriculum architects that generate operationalizable demands on educational objectives, content selection, pedagogical methodology, and learning evaluation simultaneously. The findings further demonstrate that SBM provides an institutional governance structure compatible with Quranic-based curriculum development when three conditions converge: values-driven principal leadership, structured teacher participation in curriculum design, and community engagement anchored in a shared Islamic educational vision. These findings extend Bandur et al.'s governance argument by adding an epistemological dimension, extend Khanal and Guha's climate findings by foregrounding the normative content of autonomous decisions, and partially contest Alkandari's competency-based framing by insisting that epistemological foundations must precede implementation questions. The study contributes a theoretically grounded framework that school leaders, curriculum designers, and policymakers in Indonesia's Islamic educational system can use to align institutional practice with Quranic values within decentralized governance structures.

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