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STRATEGIC MANAGEMENT PRACTICES AND TEACHER ENGAGEMENT: AN IMPACT ANALYSIS ON SCHOOLS

Jurnal Ilmiah Ilmu Terapan Universitas Jambi · Vol. 9 No. 2 (2025) · hlm. 642–652

DOI
10.22437/jiituj.v9i2.43477
ISSN
2580-2259, 2580-2240
Terbit
2025-04-26
Penerbit
LPPM Universitas Jambi
Bahasa
en
Lisensi
creativecommons.org/licenses/by/4.0

Abstrak

This study aims to analyze the relationship between strategic management, teacher participation, and school performance in public elementary schools, focusing on how leadership practices influence institutional outcomes. The research addresses a growing need to understand how strategic decision-making processes can be effectively aligned with grassroots teacher involvement to enhance educational quality and accountability. This study employs a quantitative correlational design using a validated and reliable 5-point Likert scale questionnaire administered to randomly selected public elementary school teachers. Data analysis was conducted using Structural Equation Modeling-Partial Least Squares (SEM-PLS) to test the hypothesized relationships among the three key variables. The results show that strategic management has a strong positive influence on teacher participation, with a contribution of 81.1%, and significantly impacts school performance with a contribution of 68.5%. However, the rejection of the third and fourth hypotheses which posited that teacher participation would mediate the relationship between strategic management and school performance suggests that teacher involvement in strategic planning is still peripheral rather than integral. External factors such as educational policy limitations, resource disparities, and administrative rigidity are identified as contributing barriers. This study introduces a novel model that maps the strategic alignment between management practices and teacher engagement, offering a deeper understanding of why participatory leadership may fail to translate into improved outcomes. It recommends a collaborative strategic management framework that genuinely embeds teacher input to optimize school performance and create sustainable educational change.

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23 penulis · 55 tautan kepenulisan bersama · 9 lintas organisasi

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  • Indonesia Open University
  • Indonesia University of Education
  • Universiti Teknologi MARA
  • State University of Malang
  • Universitas Muhammadiyah Prof Dr Hamka
  • Afiliasi tidak diketahui
  • Organisasi berbeda
  • Organisasi sama
  • Afiliasi tidak diketahui
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Tampilkan sebagai tabel
Rekan penulisOrganisasiArtikel bersama
Amalia SapriatiAfiliasi tidak diketahui2
Dyah Aniza KismiatiIndonesia Open University2
Inas SausanIndonesia Open University1
Mestika SekarwinahyuIndonesia Open University1
Rif’at Shafwatul AnamIndonesia Open University1
Mery NoviyantiIndonesia Open University1
Yos SudarsoIndonesia Open University1
Rafidah Abd KarimUniversiti Teknologi MARA1
Sri RedjekiIndonesia University of Education1
Ari WidodoIndonesia University of Education1
Apri KasmanAfiliasi tidak diketahui1
Sari Wardani SimarmataAfiliasi tidak diketahui1
Ade Chita Putri HarahapAfiliasi tidak diketahui1
Azizah BatubaraAfiliasi tidak diketahui1
Armitasari ArmitasariAfiliasi tidak diketahui1
Rahmilawati RitongaAfiliasi tidak diketahui1
I Made SulandraState University of Malang1
Fanandri DiyaulhaqIndonesia Open University1
Zakirman ZakirmanIndonesia Open University1
Dinda Putri RamadhaniUniversitas Muhammadiyah Prof Dr Hamka1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/JIITUJ/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">STRATEGIC MANAGEMENT PRACTICES AND TEACHER ENGAGEMENT: AN IMPACT ANALYSIS ON SCHOOLS</dc:title>
	<dc:creator xml:lang="en">Rosita, Tita</dc:creator>
	<dc:creator xml:lang="en">Rahayu, Ucu</dc:creator>
	<dc:creator xml:lang="en">Sagita, Dony Darma</dc:creator>
	<dc:subject xml:lang="en">Education</dc:subject>
	<dc:subject xml:lang="en">School Performance</dc:subject>
	<dc:subject xml:lang="en">SEM-PLS</dc:subject>
	<dc:subject xml:lang="en">Strategic Management</dc:subject>
	<dc:subject xml:lang="en">Teacher</dc:subject>
	<dc:description xml:lang="en">This study aims to analyze the relationship between strategic management, teacher participation, and school performance in public elementary schools, focusing on how leadership practices influence institutional outcomes. The research addresses a growing need to understand how strategic decision-making processes can be effectively aligned with grassroots teacher involvement to enhance educational quality and accountability. This study employs a quantitative correlational design using a validated and reliable 5-point Likert scale questionnaire administered to randomly selected public elementary school teachers. Data analysis was conducted using Structural Equation Modeling-Partial Least Squares (SEM-PLS) to test the hypothesized relationships among the three key variables. The results show that strategic management has a strong positive influence on teacher participation, with a contribution of 81.1%, and significantly impacts school performance with a contribution of 68.5%. However, the rejection of the third and fourth hypotheses which posited that teacher participation would mediate the relationship between strategic management and school performance suggests that teacher involvement in strategic planning is still peripheral rather than integral. External factors such as educational policy limitations, resource disparities, and administrative rigidity are identified as contributing barriers. This study introduces a novel model that maps the strategic alignment between management practices and teacher engagement, offering a deeper understanding of why participatory leadership may fail to translate into improved outcomes. It recommends a collaborative strategic management framework that genuinely embeds teacher input to optimize school performance and create sustainable educational change.</dc:description>
	<dc:publisher xml:lang="en">LPPM Universitas Jambi</dc:publisher>
	<dc:date>2025-04-26</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/JIITUJ/article/view/43477</dc:identifier>
	<dc:identifier>10.22437/jiituj.v9i2.43477</dc:identifier>
	<dc:source xml:lang="en">Jurnal Ilmiah Ilmu Terapan Universitas Jambi; Vol. 9 No. 2 (2025): Volume 9, Nomor 2, June 2025; 642-652</dc:source>
	<dc:source>2580-2259</dc:source>
	<dc:source>2580-2240</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/JIITUJ/article/view/43477/21007</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Tita Rosita, Ucu Rahayu, Dony Darma Sagita</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by/4.0</dc:rights>
</oai_dc:dc>