Educational Management starting in 2024 migrates from OJS 2 to OJS 3 to better secure from various unwanted things, including journal hacking and so on. To submit, the author please visit the new website page of our journal at the link https://journal.unnes.ac.id/journals/eduman MIGRATION OFFICIAL STATEMENT HERE Educational Management [P-ISSN 2252-7001 | E-ISSN 2502-454X] 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. Abstracting and Indexing: SINTA | GARUDA | DIMENSION
The Effect of Transformational Leadership and Work Culture on Teacher Performance: The Mediating Role of Work Motivation
This study aims to analyze the influence of transformational leadership and work culture on teacher performance, both directly and indirectly through teacher work motivation at State Vocational High Schools in Sukoharjo Regency. This study used a quantitative approach with a survey method. The study population was 438 teachers, with 209 respondents determined using probability sampling techniques. Data collection was carried out through a questionnaire using a Likert scale of 1–5. Data analysis was carried out using IBM SPSS through validity tests, reliability tests, descriptive analysis, regression analysis, path analysis, and mediation tests. The results showed that transformational leadership and work culture had a positive and significant effect on teacher work motivation and performance. Work motivation also had a positive and significant effect on teacher performance. In addition, work motivation was proven to be able to significantly mediate the influence of transformational leadership and work culture on teacher performance. These findings indicate that improving the quality of the principal's transformational leadership and strengthening a positive work culture can increase teacher work motivation, which ultimately has an impact on improving teacher performance. This study provides insights for school administrators in designing policies that focus on development, leadership, work culture, and work motivation to improve teacher performance.
Copyright (c) 2026 Educational Management
The Principal's Strategy in Creating an Environmentally Friendly School as a Model of Sustainable Character Education at SDN Sukarapih 03 Bekasi
Sustainable character education is an important aspect in developing students who are disciplined, responsible, and environmentally conscious. This study aims to analyze the principal's strategy in realizing an environmentally friendly school as a model for sustainable character education at SDN Sukarapih 03 Bekasi. The study used a qualitative approach with a case study method. Data were collected through interviews, observations, and documentation, then analyzed using the Miles and Huberman model with triangulation to ensure data validity. The results of the study indicate that the principal's strategy is implemented through the Planning, Organizing, Actuating, and Controlling (POAC) management function. Planning is carried out through the integration of environmental programs into school policies, organizing through collaboration with various stakeholders, implementation through habituation, role models, and environment-based learning, and supervision through continuous monitoring and evaluation. The research findings indicate that environmentally friendly schools function as an educational ecosystem that supports the formation of discipline, responsibility, and environmental awareness. The novelty of the study lies in the integration of the POAC management function with Bronfenbrenner's Bioecological Theory in explaining sustainable character formation through environmentally friendly schools.
The Role of Motivation in Mediating the Effect of Transformational Leadership on Teacher Performance in Asti Dharma Foundation Primary Schools
This study aims to analyze the role of motivation in mediating the influence of transformational leadership on teacher performance at Asti Dharma Foundation Elementary Schools. This study employs a quantitative approach with descriptive and causal designs. Data were collected through a closed-ended questionnaire using a 1–5 Likert scale to measure transformational leadership, teacher motivation, and teacher performance.The study population consisted of all elementary school teachers at the Asti Dharma Foundation, totaling 168 teachers from eight elementary schools. The sampling technique used was saturated sampling, in which the entire population was included as the study sample. Data collection was conducted by distributing questionnaires to respondents, and the data were analyzed using statistical methods to test direct and indirect relationships between variables.The results of the study indicate that transformational leadership has a positive and significant effect on teacher performance. Teacher motivation also has a positive effect on teacher performance. Furthermore, transformational leadership was found to enhance teacher motivation. This study also found that teacher motivation mediates the effect of transformational leadership on teacher performance. Thus, the implementation of effective transformational leadership and the enhancement of teacher motivation are crucial factors in improving teacher performance and the quality of education at Yayasan Asti Dharma Elementary School.
The Role of Teacher Commitment in Mediating the Influence of Organizational Culture and the Principal’s Transformational Leadership on Teacher Performance
Teacher performance is crucial for schools. The purpose of this study is to analyze the influence of organizational culture and the principal’s transformational leadership on teacher performance, as reinforced by teacher commitment. This is a quantitative study with a population consisting of elementary school teachers throughout Sukorejo Subdistrict. The sampling technique used was proportional cluster sampling. The sample size was calculated using the Slovin formula, resulting in 207 elementary school teachers in the Sukorejo subdistrict. Data collection employed a previously pilot-tested questionnaire consisting of 63 items. The data analysis methods used were descriptive analysis and Structural Equation Modeling (SEM) with the assistance of the AMOS 23 analysis tool. The results of this study indicate that organizational culture, the principal’s transformational leadership, and teacher commitment have a positive and significant effect on teacher performance. Organizational culture and the principal’s transformational leadership have a positive and significant effect on teacher commitment. Teacher commitment mediates the influence of organizational culture and the principal’s transformational leadership on teacher performance. A suggestion for future research is to include mediating variables that have not yet been studied, such as thriving at work and work meaningfulness.
The Influence of Principal Leadership on Teacher Performance with Work Motivation as a Mediating Variable in Public High Schools/Vocational Schools in Jepara Regency
This study aims to analyze the effect of principal leadership on teacher performance with work motivation as a mediating variable in public senior high schools (SMA) and public vocational high schools (SMK) in Jepara Regency. This study uses a quantitative approach with a survey method. The research sample consisted of 230 teachers with a sampling technique using probability sampling. Research data were collected through questionnaires distributed to respondents. The research instruments were tested for validity and reliability using SPSS software to ensure the suitability of the measuring tools used.The results showed that principal leadership had a positive and significant effect on teacher performance. Work motivation also has a positive and significant effect on teacher performance and is the most dominant factor in improving teacher performance. However, principal leadership has a negative and significant effect on teacher work motivation. In addition, the mediation analysis results show that work motivation does not mediate the effect of principal leadership on teacher performance. This indicates that the effect of principal leadership on teacher performance occurs more effectively through a direct relationship.
The Effect of Growth Mindset and Basic Needs on Teacher's Performance Through Organizational Commitment
This research is prompted by the discrepancy between professional demands and the actual performance of teachers within the Darussalam Waqf Foundation, evidenced by a decline in the 2025 Education Report Card’s instructional quality scores. Although personal factors such as a growth mindset and the fulfillment of basic needs (physiological and safety) are considered crucial for enhancing pedagogical effectiveness, empirical evidence suggests that teacher performance has not yet reached optimal levels. This study aims to analyze the influence of growth mindset and basic needs on teacher performance, with organizational commitment positioned as a mediating variable hypothesized to strengthen emotional engagement and productivity. Utilizing a quantitative research approach, data were collected from 88 teachers across MI, MTs, MA, and SMK Darussalam Subah via structured questionnaires. This study employed path analysis and the Sobel test to evaluate both direct and indirect effects, alongside classical assumption testing to ensure data validity and reliability. The findings demonstrate that: 1) Growth mindset has a positive and significant effect on organizational commitment. 2) Basic needs have a positive and significant effect on organizational commitment. 3) Growth mindset has a positive and significant effect on teacher performance. 4) Basic needs have a positive and significant effect on teacher performance. 5) Organizational commitment has no significant effect on teacher performance. 6) Organizational commitment fails to mediate the influence of growth mindset on teacher performance. 7) Organizational commitment fails to mediate the influence of basic needs on teacher performance.
The Role of Educators in Improving Learning Quality at the Police Academy
Police education plays a strategic role in developing professional, ethical, and competent human resources within the Indonesian National Police (Polri) to address the dynamics of modern policing. The Police Academy (Akpol), as a higher education institution, is required to provide quality education, where the role of educators is a key factor in the success of the educational process. This study aims to examine in depth the role of educators in improving the quality of learning at the Police Academy, identify the obstacles faced, and analyze the strategies applied in efforts to improve the quality of learning. This study uses a qualitative approach with a case study design. The research participants consisted of educators and Akpol cadets from Levels I to III. Data collection techniques included in-depth interviews, participatory observation, and documentation studies. The data obtained were analyzed using thematic analysis. The results showed that educators at the Police Academy have a multidimensional role, not only as teachers but also as facilitators, mentors, motivators, and role models in shaping cadets' academic competence, professional skills, and attitudes of discipline and leadership. However, several obstacles were found in the implementation of learning, including limited variety of learning methods, suboptimal use of technology, the dual workload of educators, and limited supporting facilities and infrastructure. To overcome these obstacles, educators applied contextual learning strategies, field experience-based learning, and competency development through training and certification. This study concludes that improving the quality of learning at the Police Academy requires the support of sustainable institutional policies, particularly in strengthening the competence of teaching staff and providing adequate learning facilities.
The Influence of School Culture and School Quality on Teachers’ Performance through Achievement Motivation of Vocational High School Teachers in Bangsri District, Jepara Regency
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.
Copyright (c) 2025 Educational Management
The Influence of Transformational Leadership, Organizational Culture, and Achievement Motivation on Teacher Performance through Self-Efficacy among Elementary School Teachers in Temanggung District
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 Teachers’ Understanding of the Merdeka Curriculum and Instructional Technology Skills on Its Implementation: The Moderating Role of Differentiated Instruction
This study analyzes the effects of teachers’ understanding of the Merdeka Curriculum and their ability to use instructional technology on the implementation of the Merdeka Curriculum, with differentiated instruction conceptualized as a moderating variable. Grounded in curriculum implementation theory, pedagogical content knowledge, technological pedagogical content knowledge, and differentiated instruction theory, this study addresses a research gap that has traditionally treated curriculum understanding, technology, and pedagogical practice as separate domains. This quantitative study involved 207 elementary school teachers in Sirampog District, Brebes Regency, as the research sample. Data were collected using Likert-scale questionnaires and analyzed using Partial Least Squares–Based Structural Equation Modeling (PLS-SEM). The results indicate that teachers’ understanding of the Merdeka Curriculum does not have a direct effect on curriculum implementation but exerts a significant indirect effect through differentiated instruction. Teachers’ ability to use instructional technology has a direct and significant effect on both curriculum implementation and differentiated instruction. Differentiated instruction demonstrates the strongest influence and functions as a mediating rather than a moderating variable, bridging the effects of curriculum understanding and technological competence on Merdeka Curriculum implementation. This study advances the Synergistic Curriculum Implementation Model (SCIM), which suggests that the success of the Merdeka Curriculum is determined by the synergy among curriculum understanding, mastery of instructional technology, and differentiated instructional practices. These findings offer important theoretical and practical implications for policy development and the strengthening of teacher capacity in implementing the Merdeka Curriculum.
Principal Leadership and Teacher Performance: Motivation and Coaching-Based Academic Supervision
This study examines the effect of principal leadership on teacher performance, with teacher work motivation as a mediating variable and coaching-based academic supervision as a moderating variable. A quantitative research design was employed involving 220 public elementary school teachers in Sirampog District, Brebes Regency, Indonesia. Data were collected using structured questionnaires and analyzed using multiple regression, path analysis, Sobel test, and moderated regression analysis. The results indicate that principal leadership has a significant positive effect on teacher performance. Teacher work motivation also significantly influences teacher performance and partially mediates the relationship between principal leadership and teacher performance. Coaching-based academic supervision has a direct positive effect on teacher performance; however, it does not moderate the relationship between principal leadership and teacher performance. The model explains 57.2% of the variance in teacher performance. These findings highlight the importance of effective school leadership and teacher motivation in improving teacher performance, while positioning coaching-based academic supervision as a supportive professional development mechanism rather than a moderating factor. The study contributes to leadership and supervision literature in primary education and provides practical implications for school management.
Management of Educational Curriculum Integration in the Implementation of Full Day School at SDIT Nurul Islam Semarang
This study aims to describe and analyze the planning, organizing, implementation, and evaluation of the curriculum within the Full Day School system at SDIT Nurul Islam, Tengaran District, Semarang Regency. As an integrated Islamic educational institution, this school faces challenges in synchronizing the national curriculum with the specific boarding school (pesantren) or religious curriculum without causing student burnout. The research method employed is descriptive qualitative. Data were collected through participatory observation, in-depth interviews with the principal, teachers, and management staff, as well as documentation studies related to learning tools. The results indicate that the management of Full Day School implementation at SDIT Nurul Islam Tengaran is carried out through holistic curriculum integration, where cognitive, affective, and psychomotor aspects are developed through extended learning hours. The key to successful implementation lies in varied scheduling management, the use of active learning methods, and the strengthening of character education through daily religious habituation. Obstacles identified include limited infrastructure to support student rest and the need for improved pedagogical competence among teachers in managing long-duration classes. This study concludes that structured and collaborative management between the school and parents is a determining factor in the effectiveness of the Full Day School system in achieving educational quality targets at SDIT Nurul Islam Tengaran.
Curriculum Management, Full Day School, Integrated Islamic Education, SDIT Nurul Islam.
The Influence of Leadership Style, Work Climate and Facilities and Infrastructure On Teacher Performance with Motivation Work as Variables Mediation at the Sub- district Public Elementary School Sirampog Brebes Regency
This study aims to determine the role of work motivation in mediating the influence of leadership style, work climate, and infrastructure on the performance of public elementary school teachers in Sirampog Regency. This study was conducted using a quantitative method, and data collection was carried out using valid and reliable research instruments. The population in this study consisted of public elementary school teachers, with a sample selected using the Slovin formula. Data analysis was conducted using multiple linear regression, mediation testing with the Sobel test, and path analysis. The results of the study indicate that work motivation as a mediating variable is able to mediate the influence of leadership style and work climate on teacher performance, as evidenced by significant results and calculated Z values exceeding the critical Z value. On the other hand, work motivation does not have a positive and significant mediating effect on the relationship between infrastructure and teacher performance, as indicated by non-significant results and calculated Z values below the critical threshold. Overall, the findings show that improving work motivation, leadership style, and a supportive work climate has a significant influence on enhancing teacher performance.
Development of the Busy Book “Adventures in Protecting Nature” as an Environmental Literacy Innovation for Early Childhood
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.
School Management and Character Formation for High-Achieving Students at MI Darul Hikmah Menganti
This study examines the school management strategies implemented at MI Darul Hikmah Menganti in shaping the character of high-achieving students. Supported by management theory, character education, and the Indonesian Pancasila Student Profile framework, this study aims to analyze how the functions of planning, organizing, executing, and evaluating (POAC) are used to strengthen students' academic and non-academic achievements. Using a qualitative case study approach, data were collected through in-depth interviews, documentation, and achievement records from teachers, administrators, students, and parents. Findings show that the school instills a culture of achievement through its motto “A Thousand Students, A Thousand Champions,” integrates a Quran memorization program, establishes a structured extracurricular system, encourages collaborative involvement of teachers and parents, and conducts continuous evaluation through character reports and performance competitions. This study concludes that effective management strategies significantly improve students' spiritual, moral, academic, and achievement-oriented character. Recommendations include strengthening digital-based evaluation tools, expanding parent partnership programs, and extending the talent development model to other 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
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.
The Implementation of Reading Literacy Strategies in Merdeka Curriculum Instruction for Fourth-Grade Students at SD Negeri Buniwah 01
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 Dynamics of Teacher Performance Assessment on Teacher Discipline: A Case Study at SDN Plompong 02, Brebes Regency
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.
Transformational Leadership in Developing Student Character through Extracurricular Activities: A Case Study in an Indonesian Elementary School
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 Significance of Improving Faculty Performance through Motivation and Work Culture Implementation of a Website-Based Application System
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).
Strategic Enhancement of Integrated Police Service Center (SPKT) Quality Based on SERVQUAL Gap Analysis to Achieve Excellent Public Service
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.
The Influence of Principal Leadership and School Culture on Elementary School Teacher Performance Through Achievement Motivation in Mlonggo District
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 Competence and Cooperation on Principal Performance with School Culture as a Moderator
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
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 Role of Innovation Using ICT in Mediating Learning Management and Performance to Improve Educational Quality at SMK Negeri 1 Pemalang
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
Parent-Student Partnership and School in Improving Student Achievement at SDN Dawuhan 03, Sirampog District
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 Influence of Leadership, Interpersonal Communication, and School Culture through Work Ethic on Teachers' Professionalism at SMP Negeri 1 Kaloran
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.
University Autonomy and Performance in Indonesia: An Agency Theory Approach
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 Academic Supervision and Infrastructure on Teacher Performance Through Motivation in Public Elementary Schools in Sirampog District
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.
Qualitative Study on Leadership, Teacher Performance, and School Environment in Academic Improvement
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.