SIJE-Student International Journal of Education

The Effect of Human Resourse Competence on Employee Performance at the Center for Education Quality Assurance of West Sumatra Province

2026-07-21T16:26:40+00:00

This study addresses the problem of low employee performance at the Center for Educational Quality Assurance (BBPMP) of West Sumatra Province. It aims to analyze human resource (HR) competence, employee performance, and the influence of HR competence on employee performance. Using a quantitative causal-associative design, the study targeted a total population of 113 employees. A representative sample of 56 respondents was selected using simple random sampling. Data collected via validated questionnaires were analyzed descriptively and inferentially. The results showed that employee performance achieved a mean score of 83.11 with a Respondent Achievement Level (TCR) of 66.49% (high category), while HR competence obtained a mean score of 72.91 with a TCR of 66.45% (good category). Simple linear regression analysis yielded an F-value of 156.939 (p = 0.000 < 0.05), with a coefficient of determination of 0.744. These findings demonstrate that HR competence has a positive and significant effect on employee performance, contributing 74.4% to its variance. Systematic enhancements in employees' knowledge, skills, and professional attitudes are essential for driving organizational effectiveness.

The Influence of Principal Intellectual Stimulation on Teacher Self-Efficacy among Teacher at Public Vocation High School in Padang City

2026-07-20T09:58:09+00:00

Teacherself-efficacy is one of the key determinants of educational quality because it affects teachers' confidence in implementing effective learning, managing classrooms, and overcoming instructional challenges. One leadership behavior that is assumed to strengthen teacher self-efficacy is the intellectual stimulation provided by school principals. This study aimed to determine the influence of principal intellectual stimulation on teacher self-efficacy among teachers at public vocational high schools in Padang City. A quantitative correlational research design was employed. The study involved 330 teachers selected from public vocational high schools in Padang City. Data were collected using Likert-scale questionnaires and analyzed using descriptive statistics and simple linear regression with SPSS version 25. The findings revealed that teacher self-efficacy was categorized as good with a Teacher Achievement Rate (TCR) of 81.80%, while principal intellectual stimulation was categorized as good with a TCR of 86.20%. Regression analysis produced the equation Y = 133.132 + 0.188X. The hypothesis test showed that principal intellectual stimulation had a positive and significant influence on teacher self-efficacy (t = 3.479; p = 0.001 < 0.05). The coefficient of determination (Adjusted R² = 0.147) indicated that principal intellectual stimulation contributed 14.7% to teacher self-efficacy, whereas the remaining 85.3% was explained by other variables outside this study. These findings indicate that intellectually stimulating leadership plays an important role in enhancing teachers' professional confidence and instructional performance

The Relationship Between E-Learning Usage and Lecture Effectiveness at the Faculty of Education, Padang State University

2026-07-19T16:35:52+00:00

The integration of e-learning into higher education has become increasingly important in supporting flexible and technology-enhanced learning. Although previous studies have demonstrated the benefits of Learning Management Systems (LMS) in improving learning outcomes, limited empirical evidence has examined how e-learning usage relates to lecture effectiveness in Indonesian public universities, particularly within the Faculty of Education. This study aimed to investigate the relationship between e-learning usage and lecture effectiveness among students at the Faculty of Education Padang State University. A quantitative correlational design was employed involving 98 students selected through proportional random sampling from a population of 4,114 active students. Data were collected using a validated and reliable Likert-scale questionnaire and analyzed using descriptive statistics and Pearson Product-Moment correlation analysis. The findings revealed that e-learning usage achieved a Respondent Achievement Level of 76.97%, while lecture effectiveness reached 74.26%, indicating that both variables were categorized as good. Correlation analysis showed a positive and statistically significant relationship between e-learning usage and lecture effectiveness (r = 0.986, p < 0.05). These findings suggest that more effective utilization of e-learning is associated with higher lecture effectiveness. This study contributes empirical evidence supporting the optimization of e-learning implementation as a strategy for improving teaching and learning quality in higher education institutions.

School Administrative Staff's Perceptions of Managerial Supervision by Principals in State Junior High Schools in IV Jurai District

2026-07-15T10:19:36+00:00

Managerial supervision is one of the strategies employed by school principals to improve the performance and professionalism of school administrative staff. Although numerous studies have examined the implementation of managerial supervision, most have focused on the perspective of school principals as supervisors, while the perspectives of school administrative staff as the recipients of supervision have received limited attention. This study aims to analyze the perceptions of school administrative staff regarding the managerial supervision implemented by school principals, covering the aspects of planning, implementation, evaluation, and follow-up. This study employed a quantitative approach using a descriptive research design. The population consisted of all school administrative staff in state junior high schools in IV Jurai District, with a total sample of 40 respondents selected using a saturated sampling technique. Data were collected through a five-point Likert-scale questionnaire and analyzed using descriptive statistics. The findings indicate that the implementation of managerial supervision by school principals was generally perceived as good. The planning aspect obtained the highest mean score 4.60, categorized as very good, while the follow-up aspect received the lowest mean score 4.34, categorized as good. These findings suggest that although managerial supervision has been implemented positively, greater attention should be given to strengthening follow-up activities to ensure continuous improvement. This study contributes to the educational supervision literature by incorporating the perspectives of school administrative staff and provides practical implications for school principals in developing more systematic and responsive managerial supervision practices.

Social Competency Development of Teachers at State Junior High Schools in Padang Timur District

2026-07-15T10:01:54+00:00

The development of teachers' social competence is an important effort in improving teacher professionalism and supporting the quality of educational services. Teachers' social competence enables teachers to communicate effectively, establish positive relationships with school stakeholders, and adapt to the school environment. However, previous studies indicate that the development of teachers' social competence has not been implemented optimally in many schools. Therefore, this study aimed to describe the development of teachers' social competence at public junior high schools in Padang Timur District. This study employed a quantitative descriptive research design. The population consisted of 248 teachers, and a sample of 159 teachers was selected using proportional stratified random sampling. Data were collected using a Likert-scale questionnaire that met the validity and reliability requirements. The collected data were analyzed using descriptive statistics by calculating the mean score. The findings revealed that the development of teachers' social competence was categorized as good, with an overall mean score of 4.21. The development of teachers' effective communication skills obtained a mean score of 4.20, the development of teachers' effective social interaction skills obtained a mean score of 4.23, and the development of teachers' adaptability to the surrounding environment obtained a mean score of 4.22. These findings indicate that the development of teachers' social competence implemented by school principals has supported teachers in strengthening their social competence. Therefore, the development of teachers' social competence should be maintained and continuously improved to enhance teacher professionalism and the quality of education.