Strategic leadership behaviours in Chinese schools: a Rasch model analysis.
Jiang, N., Deng, R., Perera, C. J., Sumintono, B., & Zainuddin, Z. (2026). Strategic leadership behaviours in Chinese schools: a Rasch model analysis. Asia Pacific Journal of Education, 1–25. https://doi.org/10.1080/02188791.2026.2659133
ABSTRACT
This study examines the strategic leadership behaviours of secondary school principals in China, where centralized governance and cultural traditions shape leadership practices. Drawing on a cross-sectional survey of 895 principals, this research adopts Pisapia’s theory of strategic leadership, which delineates five core leadership influence actions, transforming, managing, bonding, bridging, and bartering, to investigate how school leaders navigate complex educational challenges. Using the Strategic Leadership Questionnaire (SLQ) and applying the Rasch Measurement Model, this study provides a rigorous psychometric evaluation of these leadership behaviours. Findings reveal that transforming, bonding, and bartering emerge as the most dominant behaviours, highlighting the importance of proactive change, relationship-building, and negotiation in school leadership. Conversely, managing and bridging behaviours were less frequently observed, suggesting a shift away from traditional hierarchical administration towards adaptive leadership strategies emphasizing operational stability and stakeholder engagement. This study advances existing scholarship by addressing geographical and methodological gaps. While prior research in China has predominantly focused on instructional leadership, this study systematically measures strategic leadership behaviours through Rasch-based psychometric validation. The findings offer new insights into culturally responsive leadership practices and provide evidence-based recommendations to improve leadership assessments, thereby strengthening the global discourse on effective school leadership in diverse educational contexts.
The Well-Being of Early Childhood Teachers in Indonesia: Promoting Empathy to Mitigate Burnout
Rizkyanti, C.A., Mufiedatussalam, S. (2026). The Well-Being of Early Childhood Teachers in Indonesia: Promoting Empathy to Mitigate Burnout. In: Amzat, I.H., Khalifa, M. (eds) Handbook of Teachers’ Voices in the Global South. Springer International Handbooks of Education. Springer, Singapore. https://doi.org/10.1007/978-981-95-2423-5_1
Abstract
The well-being of teachers in the early childhood education (ECE) is a critical determinant of a high-quality learning environment. Nevertheless, burnout has been identified as a significant challenge due to the emotional demands inherent in the teaching profession. While extensive research has examined teacher burnout, the mediating role of empathy in mitigating its impact on well-being remains underexplored, especially in the Indonesian context. Therefore, this study aims to examine empathy as the mediator to reduce burnout and enhance well-being among ECE teachers in Indonesia. A quantitative research approach was utilized, employing a cross-sectional survey distributed to 526 early childhood teachers from diverse age groups and educational backgrounds in Indonesia. Data were collected using standardized instruments to assess well-being, burnout, and empathy and were subsequently analyzed using descriptive statistics and linear regression analysis through the PROCESS mediation tool. The findings from the descriptive analysis indicated that early childhood teachers exhibited high levels of well-being and empathy, whereas burnout levels were relatively low. It also demonstrated that burnout significantly predicted well-being both directly and indirectly. However, the presence of empathy was found to enhance teacher well-being, suggesting its critical role in buffering the negative effects of burnout. This study underscores the importance of empathy in mitigating the adverse consequences of burnout among early childhood teachers in Indonesia. By incorporating empathy-building initiatives into teacher training programs and institutional support systems, policymakers and educational stakeholders can formulate more sustainable strategies to enhance teacher well-being and cultivate a healthier educational environment.
Navigating the Challenges: The Complex Landscape of Teacher In-Service Training in Indonesia.
Sumintono, B., Ridwan, A. and Hakim, L.N. (2026). Navigating the Challenges: The Complex Landscape of Teacher In-Service Training in Indonesia. In: Hamzat, I.H. and Khalifa, M. (eds). Handbook of Teachers’ Voices in the Global South: Wellbeing, Development and Identity. Springer. https://link.springer.com/rwe/10.1007/978-981-95-2423-5_33
Abstract
This chapter investigates the five-decade evolution of teacher in-service training in Indonesia. Based on literature review of key academic and policy-related sources, this chapter attempts to trace the historical development of the professional development initiatives. The analysis highlights two distinct periods, namely, the centralized New Order (1970s–1990s) and the decentralized Reform Era (2000s–present). Teacher in-service training during the New Order era was characterized by large-scale state initiatives such as PKG and SPKG assisted with international support. In contrast, the decentralized reform era was marked by numerous efforts such as CLCC project, MGMP groups, and the Guru Penggerak program. Although the programs in the New Order era had broad reach, they struggled with coordination and limited local engagement. Whereas in the Reform Era, decentralization was brought, shifting authority to local governments and resulting in varied, often fragmented training efforts. The introduction of teacher certification program in 2007 not only marked a significant policy shift but also revealed challenges and gaps in program quality and inclusivity. It has been very common across all eras with cascade training models and a consistent emphasis on student-centered learning. This chapter reveals that the impact of the training programs remains hindered due to persistent challenges such as Indonesia’s vast geography, bureaucratic inefficiencies, and inconsistent implementation of the in-service teacher training programs. Finally, this chapter argues that while in-service training remains vital, deeper systematic changes in terms of how teachers are prepared, supported, and evaluated are needed to truly uplift the quality of teachers.
Rural youth empowerment through the agricultural entrepreneurship program model Youth Entrepreneurship and Employment Support Services (YESS): The case of the Miduana Indigenous Community in Indonesia
Anugrah, I. S., Hakim, L. N., Carolina, C., Margono, T., Husmiati, H., Basuki, S., & Purwasantana, D. (2026). Rural youth empowerment through the agricultural entrepreneurship program model Youth Entrepreneurship and Employment Support Services (YESS): The case of the Miduana Indigenous Community in Indonesia. In R. Dutta & S. Trivedi (Eds.), Agripreneurship, digital inclusion and sustainability: Rural innovation and growth in the Global South (pp. 14–31). CABI. https://doi.org/10.1079/9781836992646.0002
Internationalizing Deep Islam
Summerfield, E., & Hemay, S. (2026). Internationalizing Deep Islam. In: Dhiman, S. (eds) The Palgrave Encyclopedia of Leadership and Organizational Change. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-51650-4_185-1
Abstract
This chapter outlines a case study of the philosophical and pragmatic leadership of the new Indonesian International Islamic University (UIII), interpreted through the lens of a Western management theory. It argues that Islam, especially since 9/11, has become overidentified in the West as a menacing, politicized force which has diminished a view of the deep spiritual principles contained in the religion. Indonesia, as the world’s largest Muslim nation, presents a counternarrative to this Western stereotype, exemplified by the mission of UIII and embodied in the leadership of its founding Rectors. The chapter further argues the correspondence between the first principles of the leadership of UIII and the systems thinking method articulated by Peter Senge in his seminal text The Fifth Discipline: the Art and Practice of the Learning Organization. It does so in order to demonstrate the commonalities between Senge’s Western vision of a learning organization and that of UIII, and so further erode the sense of menacing otherness contained in the widespread stereotype of Islam.
Improving Community Capacity Building in Education: Indonesian Experience
Mutohar, A. and Sumintono, B. (2026). "Improving Community Capacity Building in Education: Indonesian Experience" In Li, J. & Chan, P.W.K. Global Perspectives on Community Education and Learning SocietyDiversities, Challenges and Strategies. Routledge. https://www.routledge.com/Global-Perspectives-on-Community-Education-and-Learning-Society-Diversities-Challenges-and-Strategies/Li-CHAN/p/book/9781041233350
Empowering early childhood educators to foster spatial and numeracy reasoning through play-based learning.
Winarti, D. W., Widjaja, W., Razi, F., Huzaimah, S., Prianggi, A., & Setyawan, I. A. (2025). Empowering early childhood educators to foster spatial and numeracy reasoning through play-based learning. Journal on Mathematics Education, 16(3), 871–888. https://doi.org/10.22342/jme.v16i3.pp871-888
Abstract
Despite the growing awareness of the importance of spatial reasoning in schooling years, there is a notable gap in research literature to promote spatial reasoning in early childhood education in Indonesia. This research aims to address this gap by building the capacity of Indonesian early childhood educators in designing play-based activities to support children’s spatial thinking and reasoning. Twenty early childhood education (ECE) educators coming from different area in Java, Indonesia participated in the study. The study employed design-based research methodology to examine the way in which research team and ECE educators work collaboratively to bring about innovative learning processes and changes in ECE’s practices. A key design principle of the study features play-based activities to promote children’s spatial reasoning skills in the early years were analyzed. This study finds that the professional learning program provides support for ECE educators in three areas, such as foster an understanding of key numeracy concept including one-to one correspondence and cardinality and how it is being implemented, offer insights about spatial ability and its constructs, and exposure to spatially rich play-based activities that could be adopted for ECE centers
Muhammadiyah Bugis-Makassar: Dispersal of Muslim Organizations in and from South Sulawesi
Halim, W., & Nubowo, A. (2025). Muhammadiyah Bugis-Makassar: Dispersal of Muslim Organizations in and from South Sulawesi, Indonesia . Studia Islamika, 32(2), 313–346. https://doi.org/10.36712/sdi.v32i2.4254
Abstract
This study examines the dispersal of Islamic authority within Muhammadiyah in South Sulawesi and how local cultural values influence Islamic reformism. It highlights the emergence of new organizations such as Darul Istiqamah, Hidayatullah, and Wahdah Islamiyah, founded by Muhammadiyah activists with distinct institutional paths. These organizations emerged through ideological shift, cultural entrepreneurship, and political opportunity. Bugis-Makassar values, particularly siri’ (shame and dignity) and pessé/paccé (solidarity), promote independent leadership and institutional creation over internal compromise. Drawing on political opportunity, resource mobilization, and sectarianization theories, the study shows that religious authority dispersal is shaped by local socio-cultural logics. The Darul Islam movement’s legacy further supports more rigid reformist visions. Rather than fragmentation, this process reflects culturally mediated adaptation and innovation. The concept of “Muhammadiyah Bugis-Makassar” illustrates how local cultural dynamics catalyze Islamic reform into networked activism, where regional values reshape organizational boundaries and influence broader Islamic movements. This framework offers insights into cultural mediation of Islamic reform trajectories across Indonesia.
Filling Cybersecurity Education Gap in Primary and Secondary Schools
Filling Cybersecurity Education Gap in Primary and Secondary Schools
R. Alpha Amirrachman, PhD, Ervan Yudi Widyarto, S. Kom, M. Kom.
A recent tragedy in Palembang, South Sumatra, highlighted the dangers of online interactions, with a young girl lured by four boys via social media and subsequently assaulted. Dr. Amirrachman and Widyarto state that cases like this are no longer uncommon, as studies in Malaysia show that nearly 80% of similar cases involve minors initially connecting with strangers online. Predators often use fake identities to manipulate victims, revealing a concerning trend in digital crime.
These cases demonstrate that cyber threats now extend beyond financial or political domains, affecting individual safety, particularly the youth. However, the authors state that cybersecurity education in Indonesia is still largely exclusive to higher education. Primary and secondary students, despite inherent familiarity and interest in digital technology, aren't equipped with adequate preparedness for online risks. While some vocational schools have introduced computer networking techniques as a subject, comprehensive cybersecurity education remains limited, with only a handful of institutions piloting such programs.
Although many tech companies promote coding and AI curricula, the authors observe that cybersecurity is often neglected. Without this crucial knowledge, students remain vulnerable to cyberbullying and exploitation. Expanding digital literacy shouldn't only be limited to programming, robotics, and such, but first and foremost, safe online practices and cybersecurity awareness to prepare students for real-world digital threats. Dr. Amirrachman and Widyarto believe that the popularity of digital technology among students can be a valuable opportunity to introduce cybersecurity elements in engaging ways, such as competitions that promote safe digital practices. Schools and private sectors, benefiting from students' interests, can collaborate on integrating cybersecurity into their teachings.
Lastly, the authors assert that the rapid pace of technological adoption brings ethical challenges, including misuse of personal data, misinformation, and a lack of accountability. Building an inclusive digital education system requires teaching technical skills alongside character-building—consideration for privacy, collaborative ethics, and a sense of responsibility. Thus, as role models, teachers are essential to guiding students toward a safer, ethical digital future.
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R. Alpha Amirrachman, P.hD is a visiting lecturer at the Faculty of Education, UIII.
Adapted from: https://www.thejakartapost.com/opinion/2024/09/17/filling-cybersecurity-education-gap-in-primary-and-secondary-schools.html
Unleashing the potential: spatializing middle school mathematics for enhanced learning
Winarti, D.W., Patahuddin, S.M. & Lowrie, T. Unleashing the potential: spatializing middle school mathematics for enhanced learning. Educ Stud Math (2024). https://doi.org/10.1007/s10649-024-10343-3