Leadership Accountability and Teacher Motivation in Islamic Junior High Schools: A Mixed Methods Study in Merangin Regency
Abstract
Implementation of Jigsaw Strategy in Improving Student Learning Outcomes at State Junior High School 17, Jambi City. The purpose of this study was to analyze the implementation of jigsaw strategy in Junior High Schools in Jambi Province. This type of research is Classroom Action Research (CAR), which means research conducted in a class to determine the impact of actions that have been implemented on a research subject in that class. The Jigsaw strategy is a strategy where a group of people can organize circumstances in which they can learn from their own experiences and make those lessons available to others. Where the teacher is the implementer of learning while the researcher is the observer. The design of this research uses the Kemmis and Mc Taggart models. This research was in the odd semester of 2023/2024, namely in February. The subjects of this study were students of State Junior High School 17 Jambi consisting of 32 people. The object of research is the ability of students to work together. Jigsaw strategy is a learning that focuses on group discussion, cooperation of each member and responsibility. Jigsaw learning has expert groups and original groups, each group consists of 5 or 6 students. This study uses Classroom Action Research. In data collection, observation, interview and documentation methods are used.
References
R. Sari, and M. Muslim, “Accountability and transparency in public sector accounting: A systematic review,” Amkop Management Accounting Review (AMAR), vol. 3, no. 2, pp. 90-106, 2023, doi: 10.37531/amar.v3i2.1440.
T. D. Boer, “Updating public accountability: a conceptual framework of voluntary accountability,” Public Management Review, vol. 25, no. 6, pp. 1128-1151, 2023, doi: 10.1080/14719037.2021.2006973.
J. C. Agu, F. N. Nkwo, and R. U. Eneiga, “Governance and anti-corruption measures in Nigeria: Strategies for enhancing transparency, accountability and public trust,” International Journal of Economics and Public Policy, vol. 8, no. 1, pp. 1-15, 2024, doi: 10.5281/zenodo.12576796.
H. A. Amosh, “Stakeholder theory in elections: Navigating political money, tribal tendencies, ethics, and the dark side of stakeholders,” Politics & Policy, vol. 52, no. 4, pp. 828-853, 2024, doi: 10.1111/polp.12610.
T. Tanti, W. Utami, D. Deliza, and M. Jahanifar, “Investigation in vocation high school for attitude and motivation students in learning physics subject,” Journal Evaluation in Education (JEE), vol. 6, no. 2, pp. 479-490, 2025, doi: 10.37251/jee.v6i2.1452.
B. Z. Poljašević, A. M. Gričnik, and S. Š. Žižek, “Human resource management in public administration: The ongoing tension between reform requirements and resistance to change,” Administrative Sciences, vol. 15, no. 3, pp. 94, 2025, doi: 10.3390/admsci15030094.
A. Lleo, P. Ruiz-Palomino, M. Guillen, and E. Marrades-Pastor, “The role of ethical trustworthiness in shaping trust and affective commitment in schools,” Ethics & Behavior, vol. 33, no. 2, pp. 151-173, 2023, doi: 10.1080/10508422.2022.2034504.
E. Chinwe, and E. Chukwuemeka, “Effects of professional ethics on organizational performance: A study of Anambra State Ministry of Education, Awka,” NG Journal of Social Development, vol. 16, no. 1, pp. 82-115, 2024, doi: 10.4314/ngjsd.v16i1.6.
K. D. Kaduma, “Compliance toward ethical leadership among School Principals: A synthesis of qualitative research-based evidences,” International Journal of Educational Administration and Policy Studies, vol. 16, no. 1, pp. 6-15, 2024, doi: 10.5897/IJEAPS2023.0773.
R. Ahmad, R. A. Hashim, amd A. R. A. Latiff, “Ethical behaviour and integrity among employees in the public sector: A critical review,” International Journal of Entrepreneurship and Management Practices, vol. 7, no. 25, pp. 467-496, 2024, doi: 10.35631/IJEMP.725036.
U. Sheokand, T. B. Mukombegumi, T. Pelzang, and E. G. David, “Professional value orientation in education: Linking teachers’ core beliefs with student achievement and holistic outcomes,” Asian International Journal of Research, vol. 6, no. 6, 2025, doi: 10.63363/aijfr.2025.v06i06.2233.
M. Nadeem, “Distributed leadership in educational contexts: A catalyst for school improvement,” Social Sciences & Humanities Open, vol. 9, pp. 100835, 2024, doi: 10.1016/j.ssaho.2024.100835.
Y. Liu, and S. Watson, “Whose leadership role is more substantial for teacher professional collaboration, job satisfaction and organizational commitment: A lens of distributed leadership,” International Journal of Leadership in Education, vol. 26, no. 6, pp. 1082-1110, 2023, doi: 10.1080/13603124.2020.1820580.
B. Singh, “Role of educational leadership for sustainable development,” Education and Self Development, vol. 18, no. 4, pp. 30-41, 2023, doi: 10.26907/esd.18.4.04.
N. Hyde-Clarke, “Academic leadership and leadership styles in strategic plans: a study of five top-ranked public universities in South Africa,” Cogent Social Sciences, vol. 9, no. 1, pp. 2220533, 2023, doi: 10.1080/23311886.2023.2220533.
M. Laufer, B. Deacon, M. A. Mende, and L. O. Schäfer, “Leading with trust: How university leaders can foster innovation with educational technology through organizational trust,” Innovative Higher Education, vo. 50, no. 1, pp. 303-327, 2025, doi: 10.1007/s10755-024-09733-5.
N. Vladić, D. Maletič, and M. Maletič, “A systems perspective on sustainable leadership and innovation capability: Building organizational resilience in a high-tech company,” Systems, vol. 13, no. 12, pp. 1075, 2025, doi: 10.3390/systems13121075.
M. Musaigwa, “The role of leadership in managing change,” International review of management and marketing, vol. 13, no. 6, pp. 1, 2023, doi: 10.32479/irmm.13526.
L. W. Gathenya, “Ethical leadership and program performance in the community development context: A review of literature,” International Journal of Managerial Studies and Research (IJMSR), vol. 10, no. 5, pp. 53-66, 2022, doi: 10.20431/2349-0349.1005006.
O. B. Ayoko, “Leadership, ethics and corporate social responsibility,” Journal of Management & Organization, vol. 28, no. 1, pp. 1-8, 2022, doi: 10.1017/jmo.2022.13.
L. L. H. Nguyen, “Ethical leadership and interpersonal citizenship behavior in the public sector,” International Journal of Public Leadership, vol. 19, no. 3, pp. 246-260, 2023, doi: 10.1108/IJPL-11-2022-0066.
J. G. B. Puyo, “Ethical leadership in education: A uniting view through ethics of care, justice, critique, and heartful education,” Journal of Culture and Values in Education, vol. 5, no. 2, pp. 140-151, 2022, doi: 10.46303/jcve.2022.24.
C. S. K. Dogbe, K. K. Ablornyi, W. W. K. Pomegbe, and E. Duah, “Inducing employee performance among state-owned enterprises, through employee ethical behaviour and ethical leadership,” Social Responsibility Journal, vol. 20, no. 7, pp. 1378-1397, 2024, doi: 10.1108/SRJ-11-2023-0650.
C. Tan, “Integrating moral personhood and moral management: A Confucian approach to ethical leadership,” Journal of Business Ethics, vol. 191, no. 1, pp. 167-177, 2024, doi: 10.1007/s10551-023-05447-4.
D. A. Kurniawan, A. Astalini, D. Darmaji, T. Tanti, and S. Maryani, “Innovative learning: Gender perception of e-module linear equations in mathematics and physics,” Indonesian Journal on Learning and Advanced Education (IJOLAE), 92-106, 2022, doi: 10.23917/ijolae.v4i2.16610.
M. A. Bujang, B. S. Alias, and A. N. Mansor, “Fostering integrity among school principals’ ethical leadership: A comprehensive systematic review,” International Journal of Evaluation and Research in Education, vol. 14, no. 2, pp. 1035-1046, 2025, doi: 10.11591/ijere.v14i2.30993.
A. M. Abdulai, O. A. Iddrisu, A. Osman, and A. B. Iddrisu, “Leadership integrity: A strategic pillar for ethical decision making and organizational excellence,” Advances in Research, vol. 26, no. 1, pp. 65-73, 2025, doi: 10.9734/air/2025/v26i11233.
L. A. Ochieng, J. Koshal, and S. Bellows, “Achievement oriented leadership style and performance of manufacturing small and medium enterprises (SMEs) in Nairobi County, Kenya,” The University Journal, vol. 6, no. 2, pp. 77-93, 2024, doi: 10.59952/tuj.v6i2.346.
M. E. Yohannes, and T. A. Wasonga, “Leadership styles and teacher job satisfaction in Ethiopian schools,” Educational Management Administration & Leadership, vol. 51, no. 5, pp. 1200-1218, 2023, doi: 10.1177/17411432211041625.
K. E. Hoque, and Z. T. Raya, “Relationship between principals’ leadership styles and teachers’ behavior,” Behavioral Sciences, vol. 13, no. 2 pp. 111, 2023, doi: 10.3390/bs13020111.
Q. Wang, K. C. S. Lee, and K. E. Hoque, “The mediating role of classroom climate and student self-efficacy in the relationship between teacher leadership style and student academic motivation: Evidence from China,” The Asia-Pacific Education Researcher, vol. 32, no. 4, pp. 561-571, 2023, doi: 10.1007/s40299-022-00676-z.
V. J. Owan, M. E. Asuquo, and E. Etudo-Eyor, “Leadership styles, public relation skills and School-community collaboration: A quantitative analysis of the perception of stakeholders,” International Journal of Leadership in Education, vol. 28, no. 4, pp. 715-737, 2025, doi: 10.1080/13603124.2022.2045627.
G. Southgate, J. K. Aderibigbe, T. V. Balogun, and B. Mahembe, “Leadership styles as predictors of employee engagement at a selected tertiary institution,” SA Journal of Human Resource Management, vol. 21, pp. 1-10, 2023, doi: 10.4102/sajhrm.v21i0.2238.
S. Barnová, S. Treľová, S. Krásna, E. Beňová, L. Hasajová, and G. Gabrhelová, “Leadership styles, organizational climate, and school climate openness from the perspective of Slovak vocational school teachers,” Societies, vol. 12, no. 6, pp. 192, 2022, doi: 10.3390/soc12060192.
Y. Y. Hwa, “‘What works’ depends: Teacher accountability policy and sociocultural context in international large-scale surveys,” Journal of Education Policy, vol. 38, no. 3, pp. 474-499, 2023, doi: 10.1080/02680939.2021.2009919.
T. Tanti, D. Deliza, and S. Hartina, “The effectiveness of using smartphones as mobile-mini labs in improving students’ beliefs in physics,” JIPF (Jurnal Ilmu Pendidikan Fisika), vol. 9, no. 3, pp. 387-394, 2024, doi: 10.26737/jipf.v9i3.5185.
B. O. Banwo, M. Khalifa, and K. S. Louis, “Exploring trust: culturally responsive and positive school leadership,” Journal of Educational Administration, vol. 60, no. 3, pp. 323-339, 2022, doi: 10.1108/JEA-03-2021-0065.
A. Gupta, A. Raj, M. Puri, and J. Gangrade, “Ethical considerations in the deployment of ai,” Tuijin Jishu/Journal of Propulsion Technology, vol. 45, no. 2, pp. 1001-4055, 2024, doi: 10.52783/tjjpt.v45.i02.5847.
A. Tosun, and A. B. Bostancı, “The role of administrative support in the relationship between teachers’ perceptions of organizational support and teacher leadership levels,” Journal of Pedagogical Research, vol. 8, no. 3, pp. 230-245, 2024, doi: 10.33902/JPR.202428306.
E. Ngala, B. Lapalelo, and T. Imran, “Intrinsic motivation and employee performance improvement in educational organizations,” Research Horizon, vol. 5, no. 4, pp. 1437-1452, 2025, doi: 10.54518/rh.5.4.2025.740.
G. Sabido, “Work values and teaching performance of physical education teachers in secondary schools,” Journal of Interdisciplinary Perspectives, vol. 2, no. 3, pp. 22-35, 2024, doi: 10.69569/jip.2024.0031.
X. Zhao, P. Yang, X. Zhang, and N. Li, “Revolutionizing faculty’s intrinsic work motivation in China: A novel serial mediation model integrating value-based leadership, growth mindset, and teaching self-efficacy,” Plos one, vol. 20, no. 1, pp. e0313392, 2025, doi: 10.1371/journal.pone.0313392.
P. Shrestha, D. Parajuli, and M. Thapa, “Perceived mindfulness and work performance: the mediating role of workplace spirituality in higher education institutions,” Journal of Professional Capital and Community, pp. 1-26, 2025, doi: 10.1108/JPCC-11-2024-0195.
H. Li, H. Liu, and W. Y. Chang, “Extrinsic motivation vs. intrinsic motivation: Key factors influencing farmers’ land quality protection behavior in China,” Environmental Management, vol. 75, no. 6, pp. 1520-1537, 2025, doi: 10.1007/s00267-024-02088-9.
R. Dodds, M. Holmes, and M. Novotny, “Because I believe in it: Examining intrinsic and extrinsic motivations for sustainability in festivals through self-determination theory,” Tourism Recreation Research, vol. 47, no. 2, pp. 111-129, 2022, doi: 10.1080/02508281.2020.1841375.
Q. Imran, U. Ghani, and A. B. Kazimi, “Examining the impact of instructional leadership on teachers' organizational commitment: Mediating role of teacher trust in principal and teacher motivation,” The Critical Review of Social Sciences Studies, vol. 3, no. 2, pp. 1037-1056, 2025, doi: 10.59075/d71wpc16.
M. R. Msovu, G. Mugisha, and R. Ndomba, “Ethical leadership practices on improving school culture in public secondary schools in Mkuranga District, Pwani Region-Tanzan,” Journal of Teaching, Learning & Curriculum, vol. 1, no. 2, pp. 243–260, 2025, doi: 10.61227/jtlc.v1i2.233.
G. Šilinskas, and S. Raižienė, “Why do you work as a teacher? Associations between teachers’ work motivation, teaching quality, and well-being,” Psichologija., vol. 69, pp. 48-58, 2023, doi: 10.15388/Psichol.2023.69.3.
R. J. Collie, “Teachers’ work motivation: Examining perceived leadership practices and salient outcomes,” Teaching and Teacher Education, vol. 135, pp. 104348, 2023, doi: 10.1016/j.tate.2023.104348.
M. F. T. Balatero, and M. M. Bauyot, “Enhancing teacher motivation: Leadership strategies in panabo city public senior high schools,” Asian Journal of Education and Social Studies, vol. 50, no. 7, pp. 286-299, 2024, doi: 10.9734/ajess/2024/v50i71463.
T. Gechere, J. Oumer, and T. Ouke, “Influence of principals’ instructional leadership and teachers’ efficacy on students’ performance in secondary schools in the Wolaita Zone, South Ethiopia,” Discover Sustainability, vol. 6, no. 1, pp. 967, 2025, doi: 10.1007/s43621-025-01797-3.
Copyright (c) 2026 Hindun Hindun, Norainun Norainun, Siti Marpuah, Khairi Muslimah
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and acknowledge that the Integrated Science Education Journal is the first publisher licensed under a Creative Commons Attribution 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.
.png)
.png)
