Publication Search

The purpose of this study was to determine how much academic supervision at SMP Negeri 2 Sangatta Utara improves teacher performance. This study, which used a quantitative methodology and a straightforward linear regression analytic method, included all 41 of the school's teachers. Direct observation, the distribution of questionnaires, and documentation were used to gather data. The SPSS program was used to first assess the validity and reliability of each instrument. Descriptive statistics, linear regression testing to determine the association between variables, and normality and linearity tests were all part of the data analysis. With a significance value of 0.000 and a t-value of 4.299 that was higher than the t table of 2.021, the study's findings demonstrated a statistically significant association between academic supervision and the caliber of teacher performance. Furthermore, the use of academic supervision accounts for 51.1% of the difference in teacher performance, with other factors not included in this study influencing the remaining 48.9%. These results suggest that while academic supervision is a significant component in raising the caliber of teacher work, other outside variables still require consideration in order to achieve the best possible outcomes during the teaching process.

This study aims to analyse the effect of work climate on teacher morale at MAN 1 Medan. Work climate is an important factor in creating a work atmosphere that supports the performance and motivation of educators. Teachers' morale, as an indicator of the success of the education process, is influenced by various aspects, including interpersonal relationships, leadership of the madrasah head, and work environment conditions. This study used a quantitative approach with a survey method. Data were collected through questionnaires distributed to 50 teachers at MAN 1 Medan. Work climate variables were measured through dimensions such as leadership, openness of communication, and peer support. Meanwhile, morale was measured through indicators of productivity, motivation, and commitment to duty. Data analysis was conducted using simple linear regression technique to determine the relationship and influence between the two variables. The results showed that work climate has a significant influence on teachers' morale at MAN 1 Medan. This finding indicates that a positive work climate, characterised by open communication, adequate support, and inspirational leadership, can significantly improve teachers' morale. Conversely, a less conducive work climate negatively impacts teachers' motivation and performance. This study concludes that effective work climate management is an important strategy in improving teachers' morale. The madrasah is advised to pay attention to the aspects that make up the work climate, such as rewarding performance, creating a harmonious working atmosphere, and ensuring good communication between the madrasah head and teachers. Thus, the quality of education at MAN 1 Medan can continue to be improved through strengthening the morale of the teaching staff.

Emotional well-being is a crucial element in establishing a creative and inclusive learning environment at SMAN 1 Palangka Raya. This study explores the relationship between students' emotional well-being and its impact on creativity and engagement in the learning process. The findings indicate that an environment that supports emotional well-being can reduce anxiety, enhance motivation, and strengthen social interactions between students and teachers. Through an inclusive educational approach, students from diverse backgrounds can actively participate, creating a harmonious and collaborative atmosphere. Emotional well-being not only affects academic performance but also contributes to students' social and emotional development. Therefore, it is essential for schools to integrate strategies that promote emotional well-being into the curriculum and educational policies, thereby creating a better learning environment that supports holistic growth for students at SMAN 1 Palangka Raya.  

Abstract This study aims to investigate the implementation of the Project to Strengthen the Profile of Pancasila Students and Rahmatan lil Alamin Students (P5PPRA) within the Merdeka Curriculum for Grade 4 students at MI Ziyadatul Iman, Jambi City. The focus is on how the program is carried out and the factors that influence its success. A descriptive qualitative method was used, with data collected through interviews, observations, and documentation. Data analysis involved data reduction, presentation, and conclusion drawing. The findings show that the implementation of P5PPRA consists of three key stages. First, the planning stage involves forming a facilitator team, assessing the school’s readiness, choosing project themes and dimensions, and preparing modules and schedules. Second, the implementation phase includes five steps: introduction, contextualization, action, reflection, and follow-up. Third, evaluation is conducted by teachers through performance assessments, evaluation of student products, and assessment of attitudes and skills, using both written tools and observation. Supporting factors include cooperation from school stakeholders, sufficient facilities, and available funding. Meanwhile, obstacles include a lack of teacher training on the Merdeka Curriculum and limited understanding of P5PPRA. By identifying these factors, schools can strengthen support and find solutions to challenges, helping ensure the program runs effectively.

The purpose of this study is to quantify the degree to which teacher performance at SMK Negeri 1 Sangatta Utara is impacted by education and training (diklat).  This study employs a field approach (field research) and quantitative methods.  Questionnaires were given to respondents, in-person observations were made at the school, and documentation was completed in order to gather data.  The whole teacher population of the school, or 62 teachers, participated in the survey.  With the aid of SPSS version 16, data analysis was carried out using basic linear regression. The analysis's findings indicate a regression equation of Y = 3.296 + 0.897X and a correlation coefficient R of 0.804, which is categorized as extremely strong.  This indicates that teacher performance is significantly improved by education and training.  The 80.4% coefficient of determination indicates that training accounts for the majority of the variation in teacher performance, with other factors outside the scope of this study accounting for the remaining 19.6%.  Thus, at SMK Negeri 1 Sangatta Utara, training is crucial to raising teacher performance.

Service satisfaction is defined as an effort to fulfill something or make something adequate which is generally described as a feeling of pleasure or disappointment that arises towards performance (results) after being compared with expected performance. Measuring the level of student satisfaction towards services in schools is an important element in the school's efforts to provide the best, efficient and effective services for students. This study aims to evaluate the effectiveness of the Guidance and Counseling (BK) program in schools. This survey involved a number of BK teachers and students from several schools in certain areas. The research method used was qualitative with an open questionnaire instrument, namely a structured interview to measure various aspects of the BK program, including service quality, student involvement, and the impact on students' academic and emotional development. The survey results showed that most students and BK teachers felt that the BK program in schools had been running quite well, but there were still some areas that needed improvement, such as the availability of resources and further training for counselors. In addition, there was a positive correlation between the frequency of student involvement in BK sessions with an increase in their academic achievement and emotional well-being. This study provides recommendations for improving the BK program in schools, including increasing training for counselors and strengthening support from the school.

Job analysis plays a crucial role in improving the performance and efficiency of educators. This study aims to examine the role of job analysis in the context of education through a literature review approach, focusing on five selected articles published between 2020 and 2024. The findings indicate that proper job analysis can enhance teacher performance by ensuring their placement aligns with qualifications, identifying training needs, and clarifying tasks and responsibilities. Additionally, the integration of organizational culture and regular updates to job analysis contribute to work efficiency and educator productivity. These findings provide practical implications for educational institutions to optimize human resource management through dynamic and structured job analysis. , 

This study examines the factors that influence teacher satisfaction with performance and work environment, essential for the quality of education. Through literature study, it was found that teacher satisfaction directly impacts performance (quality, quantity, punctuality of teaching). The work environment, both physical (school facilities) and non-physical (relationships between colleagues, management support, school climate), is a major determinant of satisfaction. Although teachers face challenges, a positive environment has been shown to increase satisfaction. It is concluded that satisfaction, performance, and work environment are mutually reinforcing. Strategic investment in these elements is essential to create a better education ecosystem.

This study aims to describe the dynamics of school leadership at a primary school affected by limited leadership experience and health-related constraints. Using a descriptive qualitative approach and in-depth interviews with several teachers, the findings reveal that the principal adopts a situational leadership style characterized by flexible and delegative practices. The principal places significant trust in senior teachers to carry out daily operational functions and decision-making processes. While this strategy fosters teacher autonomy and ensures the continuity of school activities, it also reveals weaknesses in supervision, quality control, and the symbolic presence of leadership. The lack of direct supervision results in unclear performance evaluations and weak program coordination. The study concludes that the effectiveness of situational leadership relies heavily on the strength of interpersonal relationships among staff and the existence of supportive internal systems. It is recommended that the principal strengthen the management team and establish a more structured communication system to sustain leadership quality and educational standards.

This study aims to analyze the role of management psychology in optimizing teacher motivation as a strategy to improve school effectiveness. Teacher motivation is a major determinant in achieving educational goals, but is often constrained by factors such as excessive workload, lack of appreciation, and an unsupportive work environment. Through a literature review approach, this study examines various previous studies to identify effective management psychology strategies in improving teacher motivation, such as providing support, recognition, training, and good communication. The results of the study indicate that high teacher motivation has a significant impact on their performance, learning effectiveness, and student achievement. In addition, inspirational leadership and a collaborative work environment also play an important role in encouraging teacher motivation. Thus, the application of management psychology principles can create a more effective and competitive education system.

Abstract Beam Stacking is an educational game tool that facilitates playing while learning. So this game makes it easier for children in the learning process. Analysis of biomechanical ergonomics and work psychology on building block educational game tools includes selecting the size and shape of blocks that are suitable for children, not dangerous for children, and playing methods that are able to improve children's fine motor skills, with narrative qualitative research, based on the results of observations of educational game tools. Beam Stacking; played by BKB PAUD An-Nur children. The body movements produced in playing with building blocks are dynamic movements, in the playing environment sitting on the floor with a mat and statistical movements, in the playing environment sitting in a chair with the game tools on the table. Where the moving fingers, wrists, hands, head and back can train the movement skills of both hands, hand-eye coordination, and improve children's physical and mental performance in learning activities at BKB PAUD An-Nur. Supervision and in-depth direction from the teacher when children play is the prevention of injuries when playing with Beam Stacking. Keywords: Beam Stacking, Biomechanics, Ergonomics, Work Psychology Abstrak Balok Susun adalah salah satu alat permainan edukatif yang memfasilitasi bermain sambil belajar.. Sehingga permainan ini memberi kemudahan kepada anak dalam proses pembelajaran. Analisis ergonomi biomekanik dan psikologi kerja pada alat permainan edukatif balok susun meliputi pemilihan ukuran dan bentuk balok yang sesuai untuk anak, tidak berbahaya bagi anak, dan metode bermain yang mampu meningkatkan kemampuan motrik halus anak, dengan penelitian kualitatif naratif, didasari hasil observasi alat permainan edukatif balok susun yang dimainkan oleh anak-anak BKB PAUD An- Nur. Gerak tubuh yang dihasilkan dalam bermain balok susun adalah gerak dinamis, pada lingkungan bermain duduk dilantai dengan alas tikar dan gerak statis, pada lingkungan bermain duduk dikursi dengan alat permainan diatas meja. Dimana jari-jari tangan, pergelangan tangan, tangan, kepala, dan punggung, yang bergerak dapat melatih keterampilan gerak kedua tangan, koordinasi indera mata dengan tangan, dan meningkatkan kinerja fisik dan mental anak dalam aktivitas pembelajaran di BKB PAUD An-Nur. Pengawasan serta pengarahan yang mendalam dari guru saat anak bermain, merupakan pencegahan cidera permainan balok susun. Kata Kunci : Balok Susun, Biomekanik, Ergonomi, Psikologi Kerja

This study aims to examine the implementation of management psychology in effective school management, highlighting the importance of psychological approaches in supporting teacher performance, educational staff welfare, and student engagement. Using a literature study method, data were collected from various academic sources in the last five years and analyzed descriptively-qualitatively to identify concepts, strategies, and the impact of management psychology in educational environments. The results of the study indicate that the application of management psychology principles such as democratic leadership, empathetic communication, and motivational reinforcement can create a conducive work climate, improve teacher performance, and support the effectiveness of overall school management. By understanding the psychological dynamics of individuals in schools, educational institutions can be more adaptive in facing challenges and creating a productive and holistic learning environment.

This study aims to determine the influence of the school environment on the academic performance of sixth-grade students at SDN Priuk. The school environment includes physical, social, and psychological aspects that are interconnected in shaping students' learning quality. This research employs a qualitative approach through literature review, direct observation, and interviews with teachers, students, and parents. The results indicate that physical factors such as cleanliness, classroom comfort, and learning facilities significantly affect students' concentration and enthusiasm for learning. In addition, a positive social environment—marked by harmonious relationships among students, teachers, and peers—encourages enjoyable learning interactions and supports student motivation. The psychological aspect also plays a crucial role; students who feel emotionally supported and recognized for their achievements tend to have higher intrinsic motivation and better academic performance. This study recommends that schools continuously improve the quality of the learning environment in all three aspects to create a more conducive atmosphere for students’ academic growth and success..

Penelitian ini bertujuan untuk menganalisis pengaruh budaya organisasi dan kepemimpinan kepala sekolah terhadap kinerja guru SMA Negeri di Kecamatan Balige, baik secara parsial maupun simultan. Metode yang digunakan adalah kuantitatif inferensial dengan populasi 113 guru dan sampel sebanyak 55 orang yang dipilih secara simple random sampling. Uji coba instrumen dilakukan kepada 30 guru di luar sampel utama dan seluruh instrumen dinyatakan valid dan reliabel. Data dikumpulkan melalui angket tertutup berisi 87 item. Hasil analisis menunjukkan bahwa budaya organisasi berpengaruh positif dan signifikan terhadap kinerja guru dengan kontribusi sebesar 24,1% (Fhitung 16,856 > Ftabel 3,15). Kepemimpinan kepala sekolah juga berpengaruh positif dan signifikan dengan kontribusi sebesar 27,2% (Fhitung 19,769 > Ftabel 3,15). Secara simultan, budaya organisasi dan kepemimpinan kepala sekolah berpengaruh terhadap kinerja guru dengan kontribusi sebesar 35% (Fhitung 14,029 > Ftabel 3,15). Dengan demikian, ketiga hipotesis dalam penelitian ini diterima.

This study aims to analyze the influence of principal academic supervision and teacher work motivation on the performance of senior high school teachers in Balige District, Toba Regency. Teacher performance is a key factor in achieving educational goals, influenced by external support such as academic supervision and internal factors such as work motivation. The research method employed is quantitative inferential, with a population of 143 teachers from three different senior high schools. The sample, determined using the Krejcie table, comprised 120 respondents. Data were collected using a closed-ended questionnaire consisting of 60 items. The results of data analysis show that principal academic supervision has a positive and significant effect on teacher performance, contributing between 12.5% and 29.0%. Similarly, teacher work motivation also has a positive and significant effect, contributing between 12.3% and 23.8%. Simultaneously, principal academic supervision and teacher work motivation have a significant combined effect on teacher performance, contributing between 21.3% and 36.2%. These findings highlight the importance of effective academic supervision by school principals and the need to enhance teacher motivation in order to support the achievement of optimal performance.

Job analysis is a strategic tool in improving teacher performance, which serves to identify the tasks, responsibilities, and obligations inherent in the position. The main issue raised is the importance of placing teachers according to their qualifications and skills. Research shows that proper placement can improve teaching effectiveness and student learning outcomes, because teachers who understand their roles can make better contributions to the educational process. Related studies show that job analysis not only helps in teacher placement, but also in their professional development. By identifying training needs, schools can design appropriate programs to improve teacher competency. Previous research has indicated a positive relationship between job analysis and teacher performance, but there is still a lack of understanding of the specific factors that influence the effectiveness of job analysis itself. Existing research gaps include the lack of exploration of how job analysis can be implemented effectively in different contexts and its impact on teacher motivation and commitment. Although there is evidence that job analysis has a positive effect on performance, further research is needed to explore other variables that may contribute to the success of this implementation. Therefore, this study aims to provide further insight into the application of job analysis as a strategy to improve teacher performance in schools.

Under the Double High Plan, the management of vocational colleges in Xuzhou should focus on a few essential strategies to improve performance and use resources effectively. First, college leaders need to align their programs with local industry needs. By partnering with businesses and industry groups, colleges can adjust their curricula to keep them relevant, helping students find jobs and be satisfied with their education. Next, effective resource use is crucial. Managers should wisely allocate financial, human, and technological resources to create better learning environments. This may include training teachers to use new technologies and teaching methods, which can improve teaching quality and lead to better student outcomes. In addition, colleges should consistently apply strategies to improve performance. This includes ongoing professional development for teachers to help them deliver engaging and practical instruction. School managers should also regularly review and adapt these strategies based on student feedback and performance data to ensure they are effective. In summary, vocational colleges under the Double High Plan must use resources effectively and apply performance improvement strategies based on the research results of 375 Xuzhou vocational school employees. By being proactive and flexible, college managers can enhance educational quality and support student success in Xuzhou

This study explores how a digital-based listen–response method—combining vibrant video stimuli with instant, game-like feedback on the Quizizz platform—can transform listening comprehension from a passive task into an energizing adventure. Involving 39 junior high students, the research gathered performance data from structured listening quizzes and direct teacher observations. With an impressive average score of 87.17—most students achieving “Good” to “Excellent” levels—and vivid improvements in focus and enthusiasm, the findings reveal that turning listening exercises into interactive challenges boosts both comprehension and motivation. Yet, to master higher-order inferential skills, follow-up discussions and reflection activities are essential. By harnessing this method, educators can reimagine listening lessons as interactive journeys that captivate learners and deepen their language skills.

This study aims to analyze the influence of leadership on teacher performance with organizational culture as an intervening variable at SMP Negeri 12 Sungai Penuh. This research employs a quantitative approach with a causal study design. The population in this study consists of the school principal and all 30 teachers at SMP N 12 Sungai Penuh. The sample uses total sampling, where the author takes 100% of the existing population at SMP Negeri 12 Sungai Penuh, totaling 30 teachers. Data collection was conducted using questionnaires. Data analysis techniques utilized SEM PLS. The results show that teacher performance at SMP Negeri 12 Sungai Penuh is strong (125.33) with excellence in pedagogical and personality competencies. The principal's leadership is also strong (124.87) with communication as the best aspect, along with a strong organizational culture (124.83) in results orientation and stabilization. The research findings indicate that leadership has a positive and significant effect on teacher performance with a path coefficient of 0.423 (T-Statistics 5.096, P-Values 0.000). Leadership also significantly impacts organizational culture with a coefficient of 0.736 (T-Statistics 12.912, P-Values 0.000). Additionally, organizational culture positively influences teacher performance with a coefficient of 0.565 (T-Statistics 7.244, P-Values 0.000). Leadership also affects teacher performance through organizational culture as an intervening variable with an indirect path coefficient of 0.416 (T-Statistics 6.500, P-Values 0.000). This proves that organizational culture serves as a partial mediator in the relationship between leadership and teacher performance.

This study aims to determine the influence of pedagogical and professional competencies on improving the quality of education at SMA Negeri 1 Payaraman. The research employed a quantitative approach with a correlational design. Data were collected through questionnaires distributed to teachers and analyzed using statistical methods to test the relationship between the variables. The findings indicate that both pedagogical and professional competencies have a significant and positive influence on the quality of education. Pedagogical competence, which encompasses the ability to design, implement, and evaluate learning processes, contributes to more effective teaching strategies. Meanwhile, professional competence, including mastery of subject matter and continuous professional development, supports academic excellence and student achievement. The results suggest that enhancing teachers' competencies in these areas is essential for improving educational quality. Therefore, educational stakeholders are encouraged to invest in continuous training and development programs for teachers.