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<![CDATA[Pengaruh Kepemimpinan Transformasional, Budaya Kerja Dan Motivasi Kerja Terhadap Kinerja Guru Pada Masa Pandemi ]]>
<![CDATA[Selvi Novalianti]]>;
<![CDATA[Sri Setyaningsih]]>;
<![CDATA[Griet Helena Laihad]]>
<![CDATA[ JURNAL MANAJEMEN PENDIDIKAN Vol 10, No 2 (2022): Jurnal Manajemen Pendidikan ]]>
Publisher : <![CDATA[Universitas Pakuan ]]>
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DOI: 10.33751/jmp.v8i2.2762
<![CDATA[THE EFFECT OF TRANSFORMATIONAL LEADERSHIP, WORK CULTURE AND WORK MOTIVATION ON TEACHER PERFORMANCEThis Study aims to formulate concrete efforts to improve teacher performance based on a study of the influence between: (1) transformational leadership on teacher performance (2) work culture on teacher performance (3) work motivation on teacher performance (4) transformational leadership on motivation work (5) work culture on work motivation. This research was conducted in PAUD, Central Bogor District, Bogor City. This research was conducted using quantitative methods with a path analysis approach. The population in this study were private PAUD teachers in Central Bogor District as many as 187 people. The research sample was 128 people obtained by simple random sampling. The results of the study at a significant level of 5% showed that: (1) transformational leadership had a positive effect on teacher performance where the correlation coefficient was ry1= 0.298, and transformational leadership contributed 8.9% on teacher performance (2) work culture had a positive effect on teacher performance by correlation coefficient ry2 = 0.334 and work culture contributed 11.2% to teacher performance (3) work motivation had a positive effect on teacher performance as indicated by the correlation coefficient ry3 = 0.322, and work motivation contributed 10.4% to teacher performance ( 4) transformational leadership had a positive effect on work motivation where the correlation coefficient was rx3.1 = 0.443, and transformational leadership contributed 19.6% to work motivation (5) work culture had a positive effect on work motivation where the correlation coefficient was rx3.2 = 0.311, and culture employment contributed 9.6% to work motivation (6) transformational leadership had an indirect effect on teacher performance through work motivation with zcount 2.45 1.96 (7) work culture had an indirect effect on teacher performance through work motivation with zcount 2.98 1.96. Based on the results of the study, it can be seen claerly that transformational leadership, work culture and work motivation have an effect on teacher performance. There is indirect influence of transformational leadership and work culture on teacher performance through work motivation as well.]]>
<![CDATA[Peningkatan Keinovatifan Guru Melalui Penguatan Efikasi Diri Dan Kepemimpinan Visioner Kepala Sekolah ]]>
<![CDATA[Asep Suhendar]]>;
<![CDATA[Rita Retnowati]]>;
<![CDATA[Ikhsan Ikhsan]]>
<![CDATA[ JURNAL MANAJEMEN PENDIDIKAN Vol 10, No 2 (2022): Jurnal Manajemen Pendidikan ]]>
Publisher : <![CDATA[Universitas Pakuan ]]>
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DOI: 10.33751/jmp.v10i2.5853
<![CDATA[INCREASING TEACHER INNOVATIVE THROUGH STRENGTHENING SELF-EFFICIENCY AND VISIONER LEADERSHIP OF SCHOOL PRINCIPLESThis study aims to see that the teacher innovation can be improved by examining the relationship between teacher innovativeness and the variables of self-efficacy as well as visionary leadership of school principals. The study was conducted on PNS teachers at SMP Negeri Sub Rayon Sukaraja, Sukabumi Regency with a population of 153 and a sample of 111 people. The study was conducted by using correlational statistical methods in order to determine whether the variables of self-efficacy and visionary leadership of school principals have a positive relationship with innovation. The study resulted in three conclusions; 1) there was a positive and significant relationship between the self-efficacy variable and teacher innovativeness with correlation coefficient (ry1) of 0.5293 and a coefficient of determination (r2y1) of 0.2802, 2) there was a positive and significant relationship between the leadership variables visionary principals with teacher innovativeness with a correlation coefficient (ry2) of 0.4579 and a coefficient of determination (r2y2) of 0.2097, 3) there was a positive and significant relationship between the self-efficacy variable (X1) and the principal's visionary leadership (X2) in general together with teacher innovativeness (Y) with a correlation coefficient (ry12) of 0.5583 and a coefficient of determination (r2y12) of 0.3116. It means that self-efficacy and visionary leadership of school principals have an effect on increasing teacher innovativeness.teacher innovativeness; self-efficacy; visionary leadership]]>
<![CDATA[Peningkatan Literasi Digital Melalui Penguatan Efikasi Diri dan Kepemimpinan Visioner ]]>
<![CDATA[Sarah Nika]]>;
<![CDATA[Nandang Hidayat]]>;
<![CDATA[Griet Helena Laihad]]>
<![CDATA[ JURNAL MANAJEMEN PENDIDIKAN Vol 10, No 2 (2022): Jurnal Manajemen Pendidikan ]]>
Publisher : <![CDATA[Universitas Pakuan ]]>
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DOI: 10.33751/jmp.v10i2.6102
<![CDATA[Improving Digital Literature through Strengthening Self-Efficiency and Visioner LeadershipThis study aims to formulate concrete efforts in order to improve teacher digital literacy through a study of the relationship between: (1) self-efficacy with digital literacy (2) visionary leadership with digital literacy (3) self-efficacy and visionary leadership together with literacy digital. This research was conducted at a public elementary school in the district of South Bogor, Bogor City. This research is a correlational study using a quantitative approach. The population in this study were the 154 public elementary school civil servant teachers in Bogor Selatan District. The research sample took 112 people obtained by simple random sampling. The results of the study at a significant level of 5% showed that: (1) self-efficacy was positively related to teacher digital literacy (ry1= 0.378), and self-efficacy contributed 14.3% to digital literacy (2) visionary leadership was positively related to literacy digital teacher (ry2 = 0.574) and visionary leadership contributes 32.9% to digital literacy (3) there was a positive relationship between self-efficacy and visionary leadership together with digital teacher literacy as indicated by the correlation coefficient ry12 = 0.609 as well as self-efficacy and visionary leadership together account for 37% of digital literacy. Based on the results of the study, it can be stated that the level of self-efficacy and visionary leadership go higher, the literacy of the digital teacher will be higher as well.]]>
<![CDATA[Analisis Fungsi Akreditasi Sekolah Dalam Peningkatan Produktivitas Sekolah ]]>
<![CDATA[Zakia Nurhasanah]]>;
<![CDATA[Hasyim Asyari]]>;
<![CDATA[Sita Ratnaningsih]]>
<![CDATA[ JURNAL MANAJEMEN PENDIDIKAN Vol 10, No 2 (2022): Jurnal Manajemen Pendidikan ]]>
Publisher : <![CDATA[Universitas Pakuan ]]>
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DOI: 10.33751/jmp.v10i2.6199
<![CDATA[SCHOOL ACCREDITATION FUNCTIONS IN INCREASING SCHOOL PRODUCTIVITY. This study aims to determine and analyze the function of school accreditation in increasing school productivity. This research uses qualitative research with descriptive method. This research was conducted at AQL Islamic School. The subject of this research is the Principal/Vice Principal,. The data collection technique of this research is observation, interviews and documentation. The results of this study indicate that school/madrasah test scores in the last 3 (three) years can be extracted from the average test scores, the AQL Islamic School has increased in the last three years as seen from the average test scores. This is due to the existence of tutoring apart from school, the school affiliates with several well-known tutors. Coupled with the free online tutoring. This is also supported by facilities and infrastructure, one of which is the school facilitating students with a kind of tablet to be able to access or look for things about lessons that have not been completed when studying in class. In addition, extracurricular activities at school also support students for their academic achievements. The existence of clubs such as science club, English club and many more. Then, judging from the public perception of the AQL Islamic School, this school is very good, because this AQL school has a fairly good Islamic base because of the holding of youth mosques. The academic achievements of the AQL Ialamic School itself have had many championships. One of them is in the National Science Competition championship.]]>
<![CDATA[Peningkatan Kreativitas Tenaga Pendidik Melalui Efikasi Diri Dan Pelatihan ]]>
<![CDATA[Lia Yulianti]]>;
<![CDATA[Bibin Rubini]]>;
<![CDATA[Rais Hidayat]]>;
<![CDATA[Yuyun Elizabeth Patras]]>
<![CDATA[ JURNAL MANAJEMEN PENDIDIKAN Vol 10, No 2 (2022): Jurnal Manajemen Pendidikan ]]>
Publisher : <![CDATA[Universitas Pakuan ]]>
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DOI: 10.33751/jmp.v10i2.6103
<![CDATA[Increasing The Creativity of Educators through Self-Efficiency and TrainingThe purpose of this study was to determine the relationship between self-efficacy and training with the creativity of educators at the Setukpa Lemdiklat Polri Sukabumi. The research population was 149 educators and a sample of 109 educators. Collecting data for each variable studied uses a questionnaire with a rating scale. The data analysis technique uses descriptive statistical analysis techniques and inferential statistical analysis techniques. The results showed: a) there was a positive and significant relationship between self-efficacy and creativity of educators where the correlation coefficient was ry. 1 = 0.358, and the regression equation = 64,494 + 0.627X1. The contribution of self-efficacy to the creativity of educators is 12%, b) there was a significant positive relationship between personality and creativity of educators where the correlation coefficient was ry. 2 = 0.435 and the regression equation = 59.594 + 0.632X2, the contribution of personality to the creativity of educators was 18.2%, and c) there was a significant positive relationship between self-efficacy and personality together with the creativity of educators where the correlation coefficient was R = 0.456 and the regression equation = 79.552 + 0.682.X1 + 1.161.X2. The contribution of self-efficacy and personality together to the creativity of educators is 19.3%.]]>
<![CDATA[The Influence Of The Implementation Of Educational Supervision By The Principal On Teacher Performance In Schools ]]>
<![CDATA[Yudhie Suchyadi]]>;
<![CDATA[Nurjanah Nurjanah]]>
<![CDATA[ JURNAL MANAJEMEN PENDIDIKAN Vol 10, No 2 (2022): Jurnal Manajemen Pendidikan ]]>
Publisher : <![CDATA[Universitas Pakuan ]]>
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DOI: 10.33751/jmp.v10i2.6156
<![CDATA[This study aims to determine and clarify how the effect of the implementation of educational supervision by the principal on the performance of teachers in schools. Conducting research using one approach, namely a quantitative approach and expost facto type. Teachers in schools became the subject of research by taking a sample of 25 teachers, using proportional random sampling technique, and using a questionnaire about the implementation of educational supervision by the principal and data on the results of teacher performance assessments owned by the school. This research and assessment can be seen that the implementation of educational supervision by the principal does not have a positive effect on teacher performance and the implementation of educational supervision by the principal has a weak or even very weak effect on the performance of teachers in schools.]]>
<![CDATA[Peningkatan Organizational Citizenship Behavior (OCB) melalui Penguatan Efikasi Diri dan Kepuasan Kerja ]]>
<![CDATA[Neneng Novita Nidea Sari]]>;
<![CDATA[Muhamad Entang]]>;
<![CDATA[Griet Helena Laihad]]>;
<![CDATA[Hendarman Hendarman]]>
<![CDATA[ JURNAL MANAJEMEN PENDIDIKAN Vol 10, No 2 (2022): Jurnal Manajemen Pendidikan ]]>
Publisher : <![CDATA[Universitas Pakuan ]]>
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DOI: 10.33751/jmp.v10i2.6104
<![CDATA[Improving Organizational Citizenship Behavior (Ocb) through Strengthening Self-Efficiency and Job SatisfactionThe research aims to find the efforts in order to improve organizational citizenship behavior (OCB) through a study on the strength of the correlation between research variables, namely; 1) the strength of the correlation between self-efficacy and organizational citizenship behavior, 2) the strength of the correlation between job satisfaction with organizational citizenship behavior, 3) the strength of the correlation between self-efficacy and job satisfaction simultaneously with organizational citizenship behavior. This research was conducted at the Private Junior High School at Central Bogor District, Bogor City in 2021. The amount of sample 134 taken by proportional random sampling. Hypothesis testing conducted at the 0.05 significance level. The research produced three conclusions, such as; 1) there was a positive and highly significant correlation between self-efficacy with organizational citizenship where the correlation coefficient was ryl = 0.774 and self- efficacy contributes 59.9% to organizational citizenship behavior, 2) there was a positive and highly significant correlation between job satisfaction with organizational citizenship behavior where the correlation coefficient was ry2 = 0.751 and job satisfaction contributed 56.3% to organizational citizenship behavior, 3) there was a positive and highly significant correlation between self-efficacy and job satisfaction simultaneously with organizational citizenship behavior where the correlation coefficient was ry12 = 0.806 and self-efficacy and job satisfaction simultaneously contributed 65% to organizational citizenship behavior. Based on the conclusions, the organizational citizenship behavior can be increased through self-efficacy and job satisfaction.]]>
<![CDATA[Peningkatan Organizational Citizenship Behavior (OCB) Melalui Penguatan Kepemimpinan Karismatik dan Kecerdasan Spiritual ]]>
<![CDATA[Wawan Kurniawan]]>;
<![CDATA[Eka Suhardi]]>;
<![CDATA[Hari Muharam]]>
<![CDATA[ JURNAL MANAJEMEN PENDIDIKAN Vol 10, No 2 (2022): Jurnal Manajemen Pendidikan ]]>
Publisher : <![CDATA[Universitas Pakuan ]]>
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DOI: 10.33751/jmp.v10i2.6100
<![CDATA[Improving Organizational Citizenship Behavior (OCB) through Strengthening Charismatic Leadership and Spiritual IntelligenceThe purpose of this study was to find the ways to improve teacher’s organizational citizenship behavior (OCB) through analysis on the strength of the relationship between charismatic leadership, spiritual intelligence, and teacher OCB, either individually or together. This research was conducted at private Islamic elementary schools in East Telukjambe sub-district, Karawang regency, involving 104 teachers of permanent foundation teachers. The research method used is descriptive quantitative with correlation analysis. The instruments used for data collection consisted of teacher OCB, charismatic leadership, and teacher spiritual intelligence. The result of the study; 1) there was a positive relationship between Charismatic Leadership and OCB Teachers (ry1 = 0.696, 0.01), 2) there was a positive relationship between teacher spiritual intelligence and OCB teachers (ry2 = 0.710, 0.01), 3) there was a positive and very significant relationship between Charismatic Leadership and Spiritual Intelligence together with OCB (ry12 = 0.775, 0.01). The conclusion is the OCB can be increased by strengthening charismatic leadership and spiritual intelligence.]]>
<![CDATA[Peningkatan Inovasi Guru Melalui Kepemimpinan Transformasional Kepala Sekolah Dan Motivasi Berprestasi ]]>
<![CDATA[Andi Supriyana]]>;
<![CDATA[Bibin Rubini]]>;
<![CDATA[Herfina Herfina]]>
<![CDATA[ JURNAL MANAJEMEN PENDIDIKAN Vol 10, No 2 (2022): Jurnal Manajemen Pendidikan ]]>
Publisher : <![CDATA[Universitas Pakuan ]]>
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DOI: 10.33751/jmp.v10i2.6105
<![CDATA[Improving Teacher Innovation through Transformational Leadership of School Principles and Achievement MotivationThis study aims to formulate concrete efforts in order to improve teacher innovation through a study on the relationship between; 1) transformational leadership and teacher innovation, 2) achievement motivation and teacher innovation, 3) transformational leadership and achievement motivation together with teacher innovation. This research was carried out at a private junior high school in Bogor Tengah District, Bogor City. This study was taken in correlational research using a quantitative approach. The population in this study were all permanent teachers of the Bogor City Private Junior High School foundation; 165 of 15 private junior high schools. The research sample was 117 people taken by proportional random sampling technique. The results of the study at a significant level of 5% showed that: 1) transformational leadership had a positive effect on teacher innovation where the correlation coefficient was ry1 = 0.53 and transformational leadership contributed 27.8% to teacher innovation, 2) achievement motivation had a positive effect on innovation teachers where the correlation coefficient was ry2 = 0.24 and achievement motivation contributed 5.9% to teacher innovation, 3) transformational leadership and achievement motivation together with teacher innovation as indicated by the correlation coefficient ry12 = 0.54 and transformational leadership and achievement motivation simultaneously contributed 29.1% to teacher innovation. The conclusion is that the higher the level of transformational leadership and achievement motivation, the higher the innovation of the teacher.]]>
<![CDATA[Peningkatan Perilaku Inovatif Melalui Penguatan Team Learning dan Knowledge Sharing ]]>
<![CDATA[Widianti Sudjud]]>;
<![CDATA[Rais Hidayat]]>;
<![CDATA[Dian Wulandari]]>
<![CDATA[ JURNAL MANAJEMEN PENDIDIKAN Vol 10, No 2 (2022): Jurnal Manajemen Pendidikan ]]>
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DOI: 10.33751/jmp.v10i2.6101
<![CDATA[Increasing Innovative Work Behavior Through Strengthening Team Learning and Knowledge Sharing.This study examines the relationship between team learning and knowledge sharing with innovative work behavior. The research was conducted at the Integrated Islamic Elementary School in West Bogor District, Bogor City. The population of this study amounted to 357 teachers. The number of samples was 189 teachers who were determined using proportional random sampling collecting data for each variable studied using a questionnaire with a Rating scale. The analysis technique uses simple regression and multiple regression. The results showed that; there was a positive relationship between team learning and innovative work behavior (ry1 = 0.398, ρ0,01), there was a positive relationship between knowledge sharing and innovative work behavior (ry2 = 0.687, ρ0,01), and there was a positive and very significant relationship between team learning and knowledge sharing with innovative work behavior (ry12 = 0.671, ρ0,01). Thus, it can be concluded that team learning and knowledge sharing are able to improve innovative work behavior either partially or together.]]>
