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
Purpose: Improving teacher competence in the digital era requires understanding how managerial interventions and technology adoption interact within school systems. This study examines the individual and combined effects of academic supervision and the use of the Ruang GTK (Teachers and Education Personnel) digital platform on the pedagogical, professional, personality, and social competencies of elementary school teachers in Tayu District, Pati Regency, Indonesia.
Methods: A quantitative cross-sectional design was employed using Partial Least Squares Structural Equation Modelling (PLS-SEM). Data were collected from elementary school teachers, with academic supervision and Ruang GTK platform adoption modelled as predictors of teacher competence.
Results: Academic supervision had a strong and statistically significant influence on teacher competence (β = 0.671, f² = 0.533), demonstrating its central role in professional development. The Ruang GTK platform also had a significant but smaller effect (f² = 0.077), indicating that its contribution is moderated by contextual and infrastructural factors. Together, both predictors explained 81.7% of the variance in teacher competence (R² = 0.817), providing robust support for the Hybrid Professional Development model.
Novelty and Contribution: The study advances existing literature by conceptualising managerial supervision and digital learning platforms as complementary rather than independent drivers of teacher competence. It highlights academic supervision as the primary mechanism for competence development, with digital platforms strengthening professional learning when integrated into effective supervisory practices.
Social and Practical Implications: 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
