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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.
Arjuna Subject : -
Articles 73 Documents
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Teacher Performance in a Frontier Region: Principal Leadership, School Climate, and Organizational Culture in Paniai, Papua Margaretha Pigay; Yulius Mataputun; Tanta; Diki Kurniawan; Monika Gultom
SUJANA: Education and Learning Review [IN PRESS] Vol. 5 Issue 4 (2026)
Publisher : JF Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/sujana.v5i4.1046

Abstract

This study examined the effects of principal leadership, school climate, and organizational culture on teacher performance at state senior high schools in Paniai Regency, Papua Province. A quantitative approach with an ex post facto design was employed. The population consisted of 160 students at four state senior high schools, who provided their perceptions of principal leadership, school climate, organizational culture, and teacher performance. A sample of 62 respondents was determined using proportional stratified random sampling based on the Slovin formula. Data were collected through a Likert-scale questionnaire that had satisfied tests of validity and reliability, and were analyzed using simple and multiple linear regression. The results showed that principal leadership had a positive and significant effect on teacher performance, contributing 7.4 percent; school climate exerted the strongest effect, contributing 26.0 percent; and organizational culture had a positive and significant effect, contributing 8.4 percent. Collectively, the three variables exerted a positive and significant influence on teacher performance, accounting for 40.3 percent of the variance. These findings indicate that strengthening principal leadership, fostering a conducive school climate, and reinforcing organizational culture constitute important strategies for improving teacher performance, particularly in schools situated in geographically and socioculturally distinct regions such as Paniai Regency.
Organizational Culture, Leadership, and Communication as Predictors of Lecturer Productivity in Pesantren-Based Institutions Marzuki Marzuki; Bibin Rubini; Sri Setyaningsih
SUJANA: Education and Learning Review [IN PRESS] Vol. 5 Issue 4 (2026)
Publisher : JF Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/sujana.v5i4.1053

Abstract

Lecturer productivity in Indonesia's pesantren-based private Islamic higher education institutions remains constrained by structural and motivational barriers, particularly in research output, community service, and time management. This study examined the direct effects of organizational culture, servant leadership, interpersonal communication, and achievement motivation on lecturer productivity, and the indirect effects of the first three variables on productivity through achievement motivation as a mediating variable. A quantitative survey was conducted among 105 lecturers, proportionally sampled from 142 permanent faculty across five pesantren-based institutions under Kopertais Region I, Jakarta and Banten. Data were analyzed using path analysis across two structural equations, supported by the Scientific Identification Theory to Conduct Operation Research in Education Management (SITOREM) to identify improvement priorities at the indicator level. All ten hypothesized paths were statistically significant. Interpersonal communication showed the strongest total effect on productivity among the three exogenous variables, driven largely by its strong direct effect on achievement motivation, which itself was the single strongest direct predictor of productivity. Achievement motivation partially mediated all three indirect relationships. The SITOREM diagnostic identified scientific publication, community service, and time management as the productivity indicators most urgently requiring institutional attention, while teaching performance and technology utilization were already sufficiently strong to maintain. These findings indicate that strengthening lecturer productivity in pesantren-based institutions requires coordinated investment across organizational, leadership, relational, and motivational dimensions rather than isolated reform, with interpersonal communication and achievement motivation representing the most influential pathways for institutional intervention.
Principal Leadership and Graduate Quality in Agribusiness Vocational Schools Amid Digital Disruption in Papua Pegunungan Daniel; Yulius Mataputun; Ewendi W Mangolo; Cornelius Tanta; Albaiti Albaiti
SUJANA: Education and Learning Review [IN PRESS] Vol. 5 Issue 4 (2026)
Publisher : JF Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/sujana.v5i4.1054

Abstract

This study examines the role of the school principal in ensuring graduate quality during the era of digital disruption at a state agribusiness and agrotechnology vocational secondary school in Lanny Jaya Regency, Papua Pegunungan, a frontier, outermost, and disadvantaged (3T) region. Employing a qualitative case study design, data were collected through in-depth interviews, participatory observation, and documentary study involving the school principal, teachers, education personnel, students, and industry partners, selected through purposive sampling. Data were analyzed interactively through data reduction, data display, and conclusion drawing, with validity established through source and method triangulation and member checking. The findings indicate that the principal ensures graduate quality through five interrelated strategies: enhancing teacher competence through training and digital-based learning innovation; providing and maintaining facilities and infrastructure aligned with vocational needs; developing an industry-responsive curriculum integrating local content and entrepreneurship; strengthening ongoing academic supervision and learning evaluation; and developing student potential through intracurricular, co-curricular, and extracurricular programs. These strategies collectively enhanced graduates' practical skills, work readiness, creativity, and technological adaptability. The study extends transformational and instructional leadership theory into an underexplored 3T vocational context, showing that leadership adaptability can partially offset persistent infrastructural constraints. Findings contribute theoretically by extending principal leadership models beyond urban and general educational settings, and practically by informing capacity-building and industry-collaboration policy for vocational schools in remote regions.

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