https://pasca.jurnalikhac.ac.id/index.php/cjotl <p><strong>Chalim Journal of Teaching and Learning</strong> (ISSN: <a href="https://issn.brin.go.id/terbit/detail/20210624491770616" target="_blank" rel="noopener">2798-1533</a>) is a journal published by Program S3 Pendidikan Islam Institut Pesantren KH. Abdul Chalim Pacet Mojokerto is published twice times a year (June and December). Chalim Teaching and Learning Journal multi-disciplinary, peer-refereed journal, the scope of this journal is in learning and instruction area which provides a platform for the publication of the most advanced scientific researches in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigation. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults, and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction.</p> en-US anasdt16@gmail.com (Muhammad Anas Ma`arif) chalim.journal@gmail.com (Dr Ari Kartiko) Mon, 23 Dec 2024 00:00:00 +0000 OJS 3.3.0.12 http://blogs.law.harvard.edu/tech/rss 60 https://pasca.jurnalikhac.ac.id/index.php/cjotl/article/view/1328 <p>This study explores the impact of school culture and work commitment on the quality of education at YPI Al-Multazam Mojokerto, both individually and collectively. Employing a quantitative approach, data were gathered through questionnaires distributed to all teachers and staff using a total sampling technique. The independent variables, school culture and work commitment, were analyzed against the dependent variable, school quality. Hypothesis testing was conducted using t-tests (partial analysis) and f-tests (simultaneous analysis). Findings reveal that school culture significantly influences school quality, while work commitment alone does not show a notable effect. However, when combined, school culture and work commitment have a significant positive impact on school quality. These results underscore the importance of fostering a strong, positive school culture as a cornerstone for creating a supportive and conducive learning environment. Furthermore, the findings highlight the need to enhance teacher commitment to boost performance and productivity. This study provides valuable insights for educational institutions aiming to sustain and improve school quality by focusing on cultural values and employee dedication as key drivers of success</p> Achmad Krisbiyanto, Nadzif Afinudin, Cantik Tri Rahajeng Copyright (c) 2024 Achmad Krisbiyanto, Nadzif Afinudin, Cantik Tri Rahajeng https://creativecommons.org/licenses/by-sa/4.0 https://pasca.jurnalikhac.ac.id/index.php/cjotl/article/view/1328 Mon, 13 Jan 2025 00:00:00 +0000 https://pasca.jurnalikhac.ac.id/index.php/cjotl/article/view/1667 <p>This study investigates the relationship between principals' intellectual stimulation strategies and teachers' job satisfaction in public secondary schools in Ilorin East, Nigeria. The research addresses three primary questions and one hypothesis regarding the impact of leadership strategies on teacher satisfaction. A total of 323 questionnaires were distributed to teachers but 212 completed responses were suitable for analysis. The findings revealed a significant positive correlation (r = 0.696, p &lt; 0.05) between principals' intellectual stimulation strategies and teachers' job satisfaction. Specifically, strategies such as fostering professional development, encouraging collaboration, and promoting innovative teaching practices were positively associated with higher levels of job satisfaction among teachers. The results underscore the importance of transformational leadership in enhancing teacher morale and engagement. In conclusion, the study highlights that effective intellectual stimulation practices implemented by school principals significantly contribute to improving teachers' job satisfaction. It was recommended that professional development programs should be established to equip principals with the skills necessary to foster such an environment, ultimately benefiting both educators and students in the Nigerian educational landscape.</p> Rasheedat Oladunni Ajape, Abdulrazaq Olayiwola Ayuba Copyright (c) 2024 Rasheedat Oladunni Ajape, Abdulrazaq Olayiwola Ayuba https://creativecommons.org/licenses/by-sa/4.0 https://pasca.jurnalikhac.ac.id/index.php/cjotl/article/view/1667 Sun, 19 Jan 2025 00:00:00 +0000