Purpose: This study examines the individual and combined effects of principals’ managerial skills and teachers’ participation in Teacher Working Groups (Kelompok Kerja Guru/KKG) on the performance of public elementary school teachers in Welahan District, Jepara Regency, Indonesia.
Methodology: A quantitative ex post facto and descriptive correlational design was employed. Data were collected from 117 teachers selected from a population of 385 using the Slovin formula and purposive sampling. Validated Likert-scale questionnaires were analysed using descriptive statistics and multiple linear regression in SPSS.
Results: Principals’ managerial skills had a positive and significant effect on teacher performance (R² = 0.854, β = 0.705, p < .001), while teachers’ participation in KKG also showed a positive and significant effect (R² = 0.657, β = 0.310, p < .001). Together, the two predictors explained 90.3% of the variance in teacher performance (Adjusted R² = 0.903, F = 539.951, p < .001), indicating a strong synergistic relationship.
Novelty and Contribution: The study extends educational leadership and Professional Learning Community (PLC) theory by demonstrating that principals’ managerial skills and KKG participation operate synergistically rather than independently in enhancing teacher performance, providing empirical evidence from the Indonesian elementary school context.
Practical and Social Implications: The findings highlight the need to strengthen principals’ managerial competencies while restructuring KKG into substantive professional learning communities. Investing in both leadership development and collaborative teacher learning can sustainably improve teacher performance and enhance the quality of elementary education.
Suryani, E. Ismaya, Gunawan Setiadi et al.· Elicit Journal of Education...· 0 citations
Indonesia's Merdeka Curriculum introduces significant challenges for educators, making their professional well-being vital to successful educational reform. This study examines how principal leadership style and organizational culture impact primary school teachers' job satisfaction during this transition. This study employed a quantitative explanatory survey design. From a population of 123 certified civil-servant primary school teachers in Kudus Regency, a sample of 93 respondents was determined using the Slovin formula (5% margin of error) and selected through proportional stratified sampling. Data were collected via a closed-ended, five-point Likert-scale questionnaire (58 items) administered online, and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4. Findings reveal both variables positively and significantly influence job satisfaction (R² = 0.541). Notably, organizational culture emerged as a stronger predictor (f² = 0.224) than leadership style (f² = 0.156), suggesting that shared collective values and peer collaboration foster critical emotional resilience among teachers. Ultimately, these results indicate that educational authorities must cultivate inclusive organizational cultures and humanistic leadership to mitigate occupational stress and sustain educators' psychological well-being. It is therefore recommended that education authorities prioritize culture-strengthening programs alongside transformational leadership training for principals, while future research should adopt longitudinal designs and examine factors beyond this model, such as compensation, workload, and intrinsic motivation.
Hidayatun Nur, Gunawan Setiadi, Ahmad Hariyadi et al.· Indonesian Journal of Educat...· 0 citations
The findings support the Hybrid Professional Development framework and suggest that policymakers and school leaders should prioritise high-quality clinical supervision while embedding Ruang GTK into supervisory feedback and coaching processes to maximise teacher competence in digitally supported educational environments.
Wahyu Pitaloka Dwilestari, Ahmad Hariyadi, Gunawan Setiadi et al.· Elicit Journal of Education...· 0 citations
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