The nationwide digitalization of teacher administration through the integration of the Platform Merdeka Mengajar (PMM) and the e-Kinerja performance system has triggered unprecedented psychological pressures and administrative workloads, leading to fluctuations in teacher performance. This study aims to reconstruct an integrative conceptual model of the contributions of school principals' transformational leadership and teacher self-efficacy to teacher performance using a theory-building Systematic Literature Review (SLR) approach. Guided by the PRISMA 2020 protocol, a rigorous literature search was conducted on Scopus, Web of Science, and Sinta 1–3 databases to identify peer-reviewed original articles published between 2016 and 2026. Study quality was appraised using the Joanna Briggs Institute (JBI) Critical Appraisal Checklist by two independent reviewers, achieving a highly reliable inter-rater agreement (κ=0.85). Qualitative-narrative synthesis of 38 selected articles demonstrates that transformational leadership has a consistently robust cumulative macro-effect correlation (r=0.441, p<0.001) on teacher performance. Furthermore, this study proves that self-efficacy does not merely act as a linear independent variable, but simultaneously functions as a cognitive mediator and contextual moderator (mediated-moderation) that dictates the direction and strength of leadership influence on performance. This reconstruction successfully resolves empirical gaps where the direct effect of transformational leadership was occasionally non-significant in micro-samples. This article formulates a novel structural model and four theoretical propositions to guide future primary quantitative research.
Yudhi Hertanto, W. Widodo, M. Lapasau et al.· Jurnal Konseling dan Pendidi...· 0 citations
English writing proficiency among EFL learners in Indonesia remains below regional benchmarks, and despite growing interest in learner-centered pedagogies, there is limited synthesis comparing the effects of inquiry-based learning (IBL) and contextual teaching and learning (CTL), particularly regarding their combined impact. This study addresses this gap through a PRISMA-guided systematic literature review of empirical studies published between 2015 and 2025. Searches were conducted across major databases, including Scopus, Web of Science, ScienceDirect, and Taylor & Francis, yielding 35 eligible studies for analysis. A narrative synthesis complemented by a quantitative summary of comparable studies indicates that both IBL and CTL produce significant positive effects on students’ English writing performance, with a pooled effect size of approximately d ≈ 0.81 (95% CI [0.65, 0.97]), suggesting a moderate-to-large overall impact. IBL consistently enhances cognitive dimensions of writing, such as idea generation, organization, and critical thinking, whereas CTL demonstrates strong effects on engagement, contextual understanding, and learner motivation. However, direct comparative and hybrid studies remain limited, although preliminary evidence suggests additive benefits when both approaches are integrated. These findings imply that EFL teachers and curriculum designers should consider combining inquiry cycles with context-based writing tasks to simultaneously develop cognitive and affective dimensions of writing. Future research should prioritize rigorous comparative and longitudinal designs to validate the effectiveness of integrated IBL–CTL models across diverse EFL contexts.
Sapto Sugiharto, Merry Lapasau, W. Widodo et al.· Journal of Languages and Lan...· 0 citations