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SMA Negeri 12 Surabaya (SMAN 12 Surabaya), known as "SMANDALAS," was established in 1982. Initially, learning activities were carried out in the SDN Pakal 1 No. 119 building, Benowo, for one year while waiting for the construction of the permanent building to be completed. The new building began to be used on December 9, 1983, in accordance with the Decree of the Minister of Education and Culture No. 377/104.1.1/E5.83/SK. Currently, SMAN 12 Surabaya is located at Jl. Sememi Kidul No. 1, Benowo District, West Surabaya. This school has a land area of approximately 30,000 m² and is equipped with various facilities to support learning activities both inside and outside the classroom such as classrooms, laboratories, libraries, mosques, playgrounds, school forests, school gardens, ceremonial fields, sports fields, green open spaces, art rooms and others. This school is also equipped with adequate bathroom facilities for all school residents, a health unit room, meeting room, hall, green house, fish pond, fish pond and school garden. MAN 12 has achieved many achievements in both academic and non-academic fields. This is inseparable from the good cooperation between school leaders, teachers, employees, students and guardians. Every leader who leads at SMAN 12 Surabaya has a program that supports the achievements of students and teachers. In 2025, SMAN 12 Surabaya will become a pilot project for the "Food School Care" program as an implementation to support the national food security program. The purpose of this study was to determine the effect of Self Leadership, Work Ability, Organizational Climate on Burnout and Teacher Performance at SMAN 12 Surabaya. This study uses a quantitative method with primary data sources obtained from distributing questionnaires. The population of the study were teachers at SMAN 12 Surabaya. The selection of respondents was carried out using the saturated non-probability sampling method with a total of 74 respondents. The data analysis method used descriptive analysis and SEM-PLS analysis. The results of the study showed that the variables of self-leadership, work ability, and organizational climate had an effect on burnout and teacher performance at SMAN 12 Surabaya.

Burnout is a critical issue affecting nurses' performance and service quality, especially under high work pressure in hospital settings. This study aimed to analyze the influence of spirituality on nurse burnout, focusing on the mediating roles of self-leadership and emotional intelligence. The research applied a quasi-experimental design with a pretest-posttest non-random control group. A total of 159 nurses were selected via total sampling from RSUD Noongan and RSU GMIM Bethesda. Measurement tools included burnout (MBI), spirituality, self-leadership, and emotional intelligence questionnaires. Data were analyzed using SPSS and Smart-PLS. The results showed a significant negative effect of spirituality on burnout, with self-leadership and emotional intelligence acting as reinforcing mediators. This study concludes that strengthening nurses' spirituality can serve as an internal competence to protect against burnout.

Entrepreneurship plays a crucial role in driving economic growth, with individual entrepreneurial intentions serving as a key supporting factor. Despite this, student involvement in entrepreneurial endeavors remains relatively low. This research seeks to examine how emotional intelligence and self-leadership influence entrepreneurial intentions among students at the University of Lampung. Employing a quantitative method with a causal approach, the study gathered primary data through questionnaires distributed to 183 sixth-semester students across various faculties. The research instruments underwent validity, reliability, and normality testing, and the data were analyzed using multiple linear regression. The findings confirmed the proposed hypotheses. Based on these results, the study recommends that higher education institutions, particularly the University of Lampung, implement character development initiatives and foster a positive student mindset. It also suggests creating more opportunities for reflection and open dialogue, incorporating problem-based learning models, and providing training in persuasive communication and soft skills. Furthermore, it emphasizes the importance of enhancing entrepreneurship curricula with practical experiences such as business incubators and simulations, while also improving student access to entrepreneurial support systems, including funding, mentoring, and market networks. These measures aim to boost student confidence in launching businesses and to strengthen the campus entrepreneurial ecosystem.

This research explores the relationship between self-leadership, knowledge sharing, and innovative work behavior within higher education institutions. In the context of globalization and digitalization, innovation is essential for enhancing the competitiveness of educational entities. Self-leadership is pivotal as it motivates individuals to pursue goals independently, while knowledge sharing acts as a mediator that fosters collaboration and information exchange among individuals. The study employs a literature review methodology to analyze various relevant sources, revealing that the development of self-leadership and a culture of knowledge sharing significantly enhances innovative work behavior, ultimately contributing to improved educational quality and institutional competitiveness. The findings offer valuable insights for academic leaders aiming to cultivate an environment conducive to innovation.

Employees who have high skill-upgrading and self-leadership will have self-confidence in their abilities. Skill-upgrading and self-leadership make employees able to organize themselves, focus on the goals they want to achieve, and have the nature of never giving up in solving problems so that it will have an impact on the resulting employee performance. The aim of writing this article is to review and synthesize existing literature related to employee performance so that it can contribute to the understanding of skill-upgrading and self-leadership which have an impact on employee performance. The data analysis technique uses qualitative analysis methods using inductive thinking patterns. Employee performance is developed properly and correctly if supported by strong skill-upgrading and self-leadership. Skill-upgrading is a way for employees to improve their quality with qualified skills, while self-leadership motivates employees to be able to lead themselves and use their creativity in carrying out a task. Skill upgrading can be done through training specifically to improve technical skills, specific expertise and knowledge that employees need in their work. Self-leadership abilities can be developed by yourself by managing time, setting goals, improving your abilities, being consistent in your activities, and doing self-reflection.