This study examines the influence of workload and supervisor support on lecturer productivity, with work–life balance serving as an intervening factor, in the context of Indonesia’s transition to workload-based evaluation systems. Data were collected from 736 university lecturers across Indonesia through questionnaires distributed via the Directorate General of Higher Education’s application. Structural Equation Modeling (SEM) analysis revealed that workload hurts work–life balance (C.R. = −5.095), but it has a positive influence on lecturer productivity (C.R. = 3.567). Meanwhile, supervisor support has a positive effect on work–life balance (C.R. = 7.961) but, surprisingly, a negative impact on productivity (C.R. = −3.213). Interestingly, work–life balance showed a negative relationship with lecturer productivity (C.R. = −4.069). The study also revealed that work–life balance mediates the relationship between workload and productivity. The counterintuitive findings suggest that traditional Western-derived work–life balance concepts may not apply to Indonesian academic culture, where work–life integration might be more relevant. These results challenge fundamental organizational behavior assumptions and highlight cultural context in non-Western academic environments. University leaders should therefore address both productivity and well-being by implementing balanced workload practices that include appropriate rewards, welfare benefits, clear career paths, and recreational activities, thereby minimizing stress and burnout. This research contributes to understanding the complex dynamics between workload management, supervisor support, and lecturer well-being in higher education institutions transitioning to performance-based evaluation systems.

The importance of character education in the context of teacher role modeling for students in the context of moral and ethical instruction has been well-documented. However, a paucity of research has been conducted on implementing character education in SMK Multi Dimensi Anyer. Therefore, a needs analysis was performed to identify the gap between the current competencies of teachers. This research aims to overcome the problem through the Training Needs Survey approach and recommends a development design for strengthening teacher character education by conducting training. The research method employed in this study is a descriptive exploratory approach, incorporating qualitative and quantitative (mixed) methods, with data collection techniques including observations and interviews conducted with the principal and deputy head of curriculum to identify character education needs for teachers and the administration of questionnaires analyzed with IBM SPSS Statistics 26 to measure the understanding and application of character education by teachers. The results of the interviews indicated a need for training to enhance character education, and the results of the questionnaire distribution demonstrated that only two teachers attained the ideal score based on the level calculation on 18 sub-indicators, with a score above 55, and an overall average score of 49.3 was obtained. The findings reveal a discrepancy, indicating the necessity for training to enhance teachers' competence in instilling student character values. AbstrakPendidikan karakter penting diterapkan oleh guru agar dapat menjadi teladan bagi peserta didik dalam menanamkan moral dan etika. Namun, banyak guru belum menerapkannya di SMK Multi Dimensi Anyer. Sehingga, analisis kebutuhan diperlukan untuk melihat kesenjangan antara kompetensi guru saat ini.Tujuan penelitian ini untuk mengatasi permasalahan melalui pendekatan Training Needs Survey dan merekomendasikan sebuah rancangan pengembangan penguatan pendidikan karakter guru dengan mengadakan sebuah pelatihan. Metode penelitian yang digunakan dalam penelitian ini adalah deskriptif eksploratif dengan pendekatan kualitatif dan kuantitatif (campuran) dengan teknik pengumpulan data berupa observasi dan wawancara berbeda yang dilakukan dengan kepala sekolah dan wakil kepala kurikulum untuk mengidentifikasi kebutuhan pendidikan karakter bagi guru dan penyebaran kuesioner dianalisis dengan IBM SPSS Statistics 26 untuk mengukur pemahaman dan penerapan pendidikan karakter oleh guru. Hasil wawancara menunjukkan bahwa pelatihan yang dibutuhkan adalah penguatan pendidikan karakter dan hasil penyebaran kuesioner menunjukkan bahwa hanya terdapat dua guru yang memenuhi nilai ideal berdasarkan kalkulasi level pada 18 sub-indikator, dengan score diatas 55 dengan rata-rata score keseluruhan yang diperoleh sebesar 49,3. Demikian, hasil keseluruhan menunjukkan kesenjangan, sehingga pelatihan diperlukan untuk meningkatkan kompetensi guru dalam menanamkan nilai karakter pada peserta didik.kata kunci: analisis kebutuhan; pelatihan guru; pendidikan karakter; pengembangan profesional; sekolah kejuruan

Improving the quality of educators and education personnel is a crucial element in building a superior education system. MA Inovatif Daarul Ihsan Cimahi is committed to improving teaching standards for a better learning environment. This study aims to determine strategies to optimize the quality of educators and education personnel by combining quantitative and qualitative case study methodologies. Data was collected through a Google Forms-based questionnaire and a SWOT analysis was conducted to evaluate the institution's condition. The analysis results show that the strengths are competent teaching staff and innovative learning methods, while the weaknesses are inconsistencies in teacher certification and lack of administrative support. Opportunities for improvement lie in policy synchronization and supervision, while threats include limited parental support. Strategic recommendations include improving school management, developing teacher competencies, expanding collaboration networks and creating a more personalized curriculum. The main priority is to improve school management to make the next strategy more effective, which is expected to improve the quality of education personnel and produce quality and competitive graduates. AbstrakPeningkatan kualitas pendidik dan tenaga kependidikan merupakan unsur krusial dalam membangun sistem pendidikan yang unggul. MA Inovatif Daarul Ihsan Cimahi berkomitmen meningkatkan standar pengajaran untuk menciptakan lingkungan belajar yang lebih baik. Penelitian ini bertujuan untuk mengetahui strategi yang dapat mengoptimalkan kualitas pendidik dan tenaga kependidikan pada dengan menggunakan pendekatan yang memadukan metodologi kuantitatif dan kualitatif studi kasus. Pengumpulan data dilakukan melalui kuesioner berbasis Google Form dan dilakukan analisis SWOT untuk mengevaluasi kondisi institusi. Hasil analisis menunjukkan kelebihan berupa tenaga pengajar yang kompeten dan metode pembelajaran yang inovatif, sedangkan kelemahannya berupa inkonsistensi sertifikasi guru dan kurangnya dukungan administratif. Peluang perbaikan terletak pada sinkronisasi kebijakan dan pengawasan, sedangkan ancamannya berupa terbatasnya dukungan orang tua. Rekomendasi strategisnya antara lain perbaikan manajemen sekolah, pengembangan kompetensi guru, perluasan jaringan kolaborasi, dan pembuatan kurikulum yang lebih personal. Prioritas utamanya adalah perbaikan manajemen sekolah agar strategi selanjutnya lebih efektif sehingga diharapkan dapat meningkatkan kualitas pendidik tenaga kependidikan, dan menghasilkan lulusan yang berkualitas dan berdaya saing.Kata Kunci: analisis SWOT; kualitas pendidik; kualitas pendidikan

This study aimed to ascertain the democratic leadership style of the principal of State Elementary School 2 Cipanas, West Java, Indonesia. This research employed a qualitative approach. In order to collect the requisite data for this study, the researchers employed a combination of techniques, including a literature review, interviews, and observation. The data processing phase was conducted using the ATLAS.ti software. The text-interactive application was employed to facilitate the drawing of conclusions from the interview results and the presentation of the research results. The findings of this study indicate that the democratic leadership style of State Elementary School 2 Cipanas's principal is characterized by a proclivity to engage in deliberations with teachers and education personnel regarding decision-making, a tendency to recognize the potential of members, a disposition to listen to criticism or opinions expressed by members, and a commitment to collaboration with members, particularly in matters pertaining to learning governance, habituation, and related administrative tasks. This study represents a significant contribution to the field of educational research, as it challenges the prevailing trend of focusing on the correlational paradigm alone in the study of principals' democratic leadership. The implications extend beyond the theoretical realm, offering a compelling rationale for the implementation of democratic leadership practices. These practices have the potential to align with specific local contexts, facilitate strategic innovations in educational settings, cultivate a positive school climate, enhance collaboration between principals and teachers, and ultimately improve the quality of the learning process.

The implementation of Indonesia’s Merdeka Belajar policy requires transformative leadership approaches to address post-COVID-19 educational disruption. This study examines the associations between e-leadership, the adoption of disruptive learning innovations, and the implementation of the Merdeka Belajar policy in Indonesian junior high schools. Drawing on the Technology Acceptance Model, Social Cognitive Theory, and Digital Leadership Theory, we surveyed 162 principals in Bandung City using proportionate stratified random sampling and validated instruments demonstrating satisfactory reliability (Cronbach’s α = 0.842–0.891; CR = 0.857–0.906), convergent validity (factor loadings = 0.717–0.921; AVE = 0.571–0.671), and discriminant validity. E-leadership significantly predicted disruptive learning innovation (β = 0.728, t = 18.394, p < 0.001, R² = 0.530). Disruptive learning innovation strongly predicted policy implementation (β = 0.790, t = 24.671, p < 0.001, R² = 0.624). E-leadership also exerted a significant direct effect on policy implementation (β = 0.126, p = 0.020). Mediation analysis confirmed that disruptive learning innovation mediates 82.0% of e-leadership’s effect on policy implementation (indirect β = 0.575, p < 0.001; VAF = 0.820), indicating predominant partial mediation, with high predictive relevance (Q² = 0.823). This study provides the first empirical evidence of e-leadership’s role in educational policy implementation through disruptive innovation mechanisms, contributing to digital leadership theory in educational contexts. While situated in the Indonesian Merdeka Belajar context, the framework generalizes to educational systems worldwide implementing digital transformation, competency-based curriculum reforms, and technology-enhanced learning initiatives, offering practical guidance for school principals navigating 21st-century educational change globally. Practical implications include prioritizing e-communication and e-trustworthiness training for school leaders, allocating resources to support innovation adoption infrastructure, and establishing digital platforms for implementation monitoring.

Purpose of the study: Despite widespread recognition of Realistic Mathematics Education (RME) and student learning interest as critical factors in mathematics learning, their simultaneous contribution to performance, as perceived by classroom teachers, remains insufficiently examined. This study investigates the concurrent relationships between RME implementation quality and student learning interest with teacher-rated mathematics learning performance in elementary schools. Methodology: A quantitative cross-sectional survey involved n = 55 purposively selected elementary school mathematics teachers. Using validated questionnaires with 5-point Likert scales, teachers rated RME practices, student interest, and mathematics performance across nine competency dimensions based on year-long classroom observations. Structural Equation Modeling–Partial Least Squares (SEM-PLS) with bootstrapping (5,000 resamples) was employed. The measurement model demonstrated robust psychometric properties (AVE > 0.70, CR > 0.93, HTMT < 0.90). Main Findings: RME implementation significantly predicted teacher-rated performance (β = 0.468, p < 0.001, f² = 0.312, medium-to-large effect), as did student learning interest (β = 0.382, p < 0.001, f² = 0.198, medium effect). Both predictors jointly explained 58.4% of performance variance (R² = 0.584, Q² = 0.398), indicating substantial explanatory and predictive capacity. Novelty/Originality of this study: This study uniquely integrates pedagogical and psychological predictors within a single SEM-PLS framework from the practitioner perspective, addressing a methodological gap in Indonesian elementary mathematics research that has predominantly relied on separate, small-scale analyses. Findings carry direct implications for teacher professional development and curriculum design, particularly in advancing RME adoption and interest-fostering strategies within Indonesia’s Merdeka Curriculum context.