International Journal of Asian Education
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From Leadership to Learning: Examining the Managerial Influence of School Principals on Teacher Effectiveness
Full text linkThis study investigates the influence of school principals’ managerial competence on teacher instructional effectiveness in a religious-based secondary school (madrasah) in Indonesia. Managerial competence is conceptualized across three core dimensions: conceptual skills (strategic planning), human skills (interpersonal relations and motivation), and technical skills (administrative and instructional support). Employing a quantitative ex post facto design, data were collected from 16 teachers using structured questionnaires, non-intrusive observations, and document analysis. Linear regression analysis revealed a significant and positive relationship between principals’ managerial competence and teacher effectiveness (R² = 0.457, p = 0.002), with both variables rated in the "very high" category. The findings support transformational and instructional leadership theories and emphasize the strategic role of managerial competence in enhancing teaching quality. This study contributes practical insights for educational policymakers and leadership development programs, particularly in resource-constrained school environments. However, limitations related to sample size and self-reporting suggest caution in generalizing the results. Future research should examine additional factors influencing teacher performance to build a more comprehensive model. This study provides a novel, component-based analysis of leadership influence in religious-based schools, an area rarely addressed in leadership literature
Shaping Character Through Faith: Evaluating Religious Culture Reinforcement in Schools
Full text linkThis study evaluates the reinforcement of religious culture in schools, focusing on the alignment between school vision and mission, the methods used to instill religious values, and the impact on student character development. A qualitative case study approach involved observations, semi-structured interviews, and document analysis. Data were collected from 15 participants, including school administrators, teachers, and students, selected through purposive sampling. Thematic analysis was used to identify patterns and insights regarding religious culture reinforcement. The results indicate that the school’s vision and mission strongly emphasize religious character-building, which is reflected in structured religious activities such as Quran recitations, congregational prayers, and religious discussions. Teachers played a crucial role in modeling religious behavior, reinforcing values through daily interactions. However, student engagement varied; some actively participated while others followed religious programs passively. Additionally, while religious reinforcement positively influenced student discipline, honesty, and respect, some students struggled to maintain these values outside the school environment, highlighting the need for more intrinsic motivation and real-world applications of religious teachings. The study suggests that enhancing interactive religious learning methods, strengthening teacher training programs, and collaborating with families and communities can improve religious culture reinforcement. Future research should explore the long-term sustainability of religious education beyond school settings. This study provides empirical insights into the effectiveness and challenges of religious culture reinforcement in schools, offering practical recommendations for educators, policymakers, and researchers
Validating Instruments for Measuring Adaptive Intelligence: A Construct Validation Study of Five Components
Full text linkThis study aimed to validate instruments designed to measure the five components of adaptive intelligence, wisdom, creativity, problem-solving, analytical skills, and practical ability, and to identify the underlying factors of each construct. Adaptive intelligence is increasingly recognized as an essential competence for individuals to navigate rapidly changing environments, yet empirical studies that systematically validate its measurement tools remain limited. The study employed a quantitative validation design using exploratory factor analysis. Data were collected from 144 university students in Malang, Indonesia, selected through cluster sampling from a larger population. Five questionnaires, each consisting of 20 items, were developed in collaboration with expert lecturers to ensure content validity. Following a pilot test and revisions, the instruments were administered, and the data were analyzed using SPSS version 25 with Promax rotation and a loading threshold of 0.40. The results confirmed the multidimensional nature of adaptive intelligence. Wisdom was represented by three factors, creativity by two, problem-solving by three, analytical skills by three, and practical ability by four. These factor structures provide empirical evidence of adaptive intelligence's latent dimensions, highlighting its complexity as an integrated but multifaceted construct. The contribution of this study lies in both theoretical and practical domains. Theoretically, it advances the conceptual clarity of adaptive intelligence by specifying its latent dimensions. Practically, it provides validated instruments that educators and psychologists can employ to assess and foster adaptive capacities in students and professionals, supporting resilience and adaptability in diverse contexts
Extracurricular Management Practices and Their Impact on Students’ Life Skills in an Indonesian Madrasah
Full text linkThis study investigates the management of extracurricular activities and their contribution to students’ life skills development at MTs Bua, a rural madrasah in Indonesia. Despite limited resources, the school consistently delivers extracurricular programmes by applying the Planning, Organising, Actuating, and Controlling (POAC) management cycle while integrating Islamic moral values. The study aims to analyse how extracurricular activities are managed, identify the life skills developed, and explore challenges in their implementation. Using a qualitative case study design, data were collected through in-depth interviews with the principal, vice principal for curriculum, and activity coaches, supplemented by document analysis. Data were analysed thematically following Miles and Huberman’s interactive model. Findings indicate that extracurricular management follows a structured cycle adapted to resource constraints through participatory planning, efficient role distribution, and regular monitoring. Scouting, sports, and arts foster a broad range of life skills, such as teamwork, leadership, emotional regulation, creativity, and communication, while embedding Islamic moral guidance. Challenges include limited facilities, financial constraints, inconsistent participation, and varying levels of coach expertise; these are addressed through flexible scheduling, resource-sharing, and leadership commitment. The study offers a hybrid management model that combines competency-based and values-based approaches, demonstrating that the POAC framework can be effectively adapted in rural Islamic school contexts. It also provides a new perspective on sustainability, showing that leadership commitment and adaptive strategies can sustain extracurricular programmes without substantial infrastructure. These findings have practical implications for school leaders, educators, and policy-makers in designing and sustaining extracurricular activities that promote both skill development and character formation
Education Development for Rohingya Muslims in Bangladesh: Contributions of Local and International Organizations
Full text linkDespite residing in Myanmar since the eighth century, Rohingya Muslims were rendered stateless under the 1982 Burmese Citizenship Law, leading to systemic exclusion and large-scale displacement. Today, over one million Rohingya refugees live in Bangladesh, where education remains a critical and underdeveloped area of response. This study provides a holistic analysis of the educational crisis facing Rohingya children, emphasizing the historical, legal, and social barriers to access, and evaluating the role of local and international organizations in addressing these challenges. Employing a qualitative research design, the study combines historical analysis, document reviews, and thematic analysis with insights from 12 semi-structured interviews involving NGO representatives, educators, and local authorities. Secondary quantitative data from Cox’s Bazar Education Sector supported trend interpretation. Findings reveal that initiatives such as the Learning Competency Framework and Approach (LCFA) and the Myanmar Curriculum Pilot Programme have expanded access for over 300,000 children across 3,400 learning centers. However, ongoing issues include a lack of formal certification, high dropout rates, teacher shortages, sociocultural restrictions, and declining enrollment. This research contributes a layered understanding of the Rohingya education crisis by integrating historical context with field-based evidence. It offers evidence-based recommendations to support formal curriculum recognition, expand long-term funding, enhance teacher training, particularly for women, and integrate psychosocial support and community-led models. The findings aim to inform policy, advocacy, and sustainable planning in refugee education across protracted crisis contexts
Prophetic Leadership in Islamic Schools: Transforming Teacher Performance and Student Achievement
Full text linkProphetic leadership, rooted in the values of humanization, liberation, and transcendence, has gained attention as an ethical and values-based leadership model in Islamic education. This study examines the influence of prophetic leadership on teacher performance and student achievement at Madrasah Ibtidaiyah Datok Sulaiman Palopo. Using a quantitative correlational design, the study collected data from teachers and students using structured questionnaires and academic performance records. The data were analyzed using multiple regression and Pearson correlation tests to determine the relationship between prophetic leadership, teacher performance, and student achievement. The findings indicate that teachers perceive the principal’s leadership as highly aligned with prophetic values, particularly in fostering ethical guidance, professional motivation, and collaborative engagement. A significant positive correlation was found between prophetic leadership and teacher performance, suggesting that teachers who experience strong moral and professional support from school leaders demonstrate higher instructional effectiveness and classroom engagement. Additionally, student achievement was significantly influenced by the leadership approach, reinforcing the idea that values-driven leadership fosters a positive learning environment. The study highlights the need for Islamic schools to integrate participatory leadership practices, ensuring teachers have greater autonomy in decision-making. It also emphasizes expanding leadership strategies beyond teacher development to engage students and parents actively. Future research should explore how prophetic leadership can adapt to contemporary educational challenges, ensuring its continued relevance in enhancing teacher effectiveness and student success
Implementation of Smartboard as Evaluation Media in Science Learning through Wordwall Platform at Krandegan State Elementary School
No full textScience learning in Indonesian elementary schools is still dominated by conventional methods that reduce student participation, so interactive evaluation innovations through smartboards and Wordwalls are needed. This study aims to analyze the application of smartboards as an evaluation medium in science learning through the Wordwall platform in fifth grade at Krandegan Public Elementary School. This descriptive qualitative study involved a population of fifth grade students and teachers with a purposive sample of one teacher and 25-30 students. The main research instrument was supported by interview guidelines and recordings, analyzed using the Miles and Huberman model with triangulation. The results showed an increase in student participation, motivation, and cognitive-affective-psychomotor engagement through game-based learning, despite infrastructure and teacher readiness constraints. It was concluded that the smartboard-Wordwall integration was effective for interactive evaluation, and teacher training and infrastructure support were recommende
Managing Inclusive Education through the Merdeka Curriculum: Evidence from an Indonesian Special School
No full textInclusive education has become an important agenda in global educational reform, and the introduction of the Merdeka Curriculum in Indonesia represents a significant effort to strengthen equitable access for students with disabilities. However, limited research has examined how inclusive education is managed under this new curriculum in special schools. This study aimed to analyze the management of inclusive education through the implementation of the Merdeka Curriculum at SLB Negeri 1 Palopo, focusing on planning, implementation, and evaluation. A qualitative descriptive design was employed, involving the principal, vice principal for curriculum, and teachers as participants, selected purposively for their roles in curriculum management. Data were collected through semi-structured interviews, classroom observations, and document analysis, and analyzed using Miles and Huberman’s interactive model with triangulation to ensure trustworthiness. The results revealed that planning was conducted through the development of Individual Learning Plans (RPI), teacher training, and collaboration with external stakeholders. Implementation emphasized differentiated instruction, project-based learning, and the integration of technology to meet diverse student needs, while evaluation employed authentic and flexible methods such as portfolios, performance tasks, and parental involvement. These findings suggest that inclusive education management in special schools requires multi-stakeholder collaboration, teacher autonomy in instructional strategies, and adaptive evaluation systems. The study provides practical recommendations for strengthening teacher competencies, enhancing collaboration with external partners, and developing authentic assessment approaches to ensure the effective realization of inclusive education goals under the Merdeka Curriculum
Collaborative Leadership and Curriculum Reform: A Phenomenological Inquiry into Indonesia’s Kurikulum Merdeka
No full textCurriculum reform in Indonesia through the Kurikulum Merdeka aims to create more flexible, contextual, and student-centered learning. However, the implementation process at the school level remains challenging, especially in non-pilot institutions with limited resources. This study explored how the Kurikulum Merdeka was implemented at SMP Negeri 1 Nuha, focusing on four key dimensions: curriculum planning, coordination, instructional practices, and evaluation. Using a qualitative phenomenological design, data were collected through interviews, classroom observations, and document analysis involving 12 participants consisting of the principal, teachers, administrative staff, and students. The findings reveal that curriculum planning was conducted collaboratively but remained adaptive rather than innovative, as teachers still relied on government templates. Coordination and collaboration were supported by strong principal leadership and professional learning communities, though participation levels varied across departments. Instructional implementation demonstrated a gradual shift toward project-based and differentiated learning, despite limited facilities and uneven teacher readiness. Evaluation practices emphasized holistic assessment, integrating academic, character, and social aspects aligned with the Profil Pelajar Pancasila. Overall, the study concludes that successful curriculum implementation depends not only on policy clarity but also on local school ecosystems that nurture teacher collaboration, leadership, and continuous learning. The findings suggest that ongoing professional development, reflective practice, and adequate institutional support are critical to realizing the goals of the Kurikulum Merdeka in diverse educational contexts
Readiness Assessment for Literacy Program Implementation: A Case Study of Elementary Schools
Full text linkThis study examines the readiness of elementary schools in Palopo City, Indonesia, for implementing literacy programs under the Merdeka Curriculum framework. Using a mixed-methods approach and the Countenance Stake evaluation model, the study assesses key antecedents, including school policies, infrastructure, and instructional strategies. Data were collected from nine selected schools through observations, interviews, surveys, and document analysis. Findings reveal that while school policies align with national regulations, such as Ministry of Education Regulation No. 56/M/2022, inconsistencies in implementation persist due to resource constraints and uneven Standard Operating Procedures (SOPs). Infrastructure limitations, including inadequate library facilities, poorly maintained reading corners, and insufficient multimedia resources, hinder literacy-rich environments. Schools employ strategies, such as teacher training, reading programs, and stakeholder collaborations, to address these gaps. However, disparities in access to professional development and unequal resource distribution highlight ongoing challenges. This study underscores the importance of policy standardization, infrastructure enhancement, and targeted capacity-building programs to foster sustainable literacy practices. Strengthening school-community partnerships and increasing government support are crucial for addressing systemic gaps. The findings contribute to the discourse on literacy education in Indonesia, offering practical recommendations for policymakers and educators. Literacy programs can be more effectively implemented by improving school readiness, supporting national educational goals and enhancing student learning outcomes