Deni Hermana

Digital transformation in secondary education presents opportunities for innovation but also poses sustainability challenges that extend beyond technological implementation. This study explores the critical role of leadership in ensuring the sustainable integration of digital technologies in private secondary schools. A mixed-methods design was employed, involving a survey of 284 teachers from private high schools in West Java and Jakarta, alongside in-depth interviews with school leaders. Quantitative data were analyzed using Structural Equation Modeling (SEM) to examine the relationships between leadership, institutional culture, digital maturity, and transformation outcomes. Findings indicate that leadership has a significant direct and indirect impact on digital transformation. Specifically, effective leadership fosters a supportive institutional culture and enhances digital maturity, both of which are essential for schools to successfully adapt to digital change. Schools with strong leadership demonstrated higher levels of readiness and adaptability in navigating technological shifts. The study underscores leadership as a key driver in aligning institutional culture with digital infrastructure to sustain transformation efforts. A robust digital ecosystem—characterized by well-developed infrastructure, collaborative practices, and effective governance—was found to be essential for long-term success. Strategic leadership is vital for the sustainable digital transformation of educational institutions. Strengthening leadership capabilities is crucial for cultivating digital maturity and achieving enduring institutional resilience in the face of evolving technological demands.

This study aims to analyze the effect of ethical leadership on employees' ecological behavior and individual environmental performance through green HR practices in higher education. Cross-sectional analytical survey methodology was used to analyze the relationship between the variables studied. The stages in data analysis using SEM procedures start from model construction, discriminant validity testing, and composite reliability to goodness-of-fit evaluation and hypothesis testing. The success of implementing a system that supports environment-friendly HR management requires a leadership role with sufficient environmental and ethical values in their interactions to optimize the function of HR practices. Based on the perspective of leadership and HR practice management systems at the personal level, the models indicated that individual environmental performance could be explained through interaction by leader–member exchange and norms toward the environment. The originality lies in the combination of the view of LMX on leadership and the activation of norm theory to understand the processes leading to individual environmental performance through green HR practice.

Aim/Purpose: This study examines the role of psychological capital (PsyCap) as a moderating variable and burnout as a mediator in the relationship between toxic supervision on academic performance in doctoral programs. Background: Academic supervision is important in supporting students’ success in completing the doctoral program. However, there is a dark side that needs to be more widely revealed in the literature related to this process. Toxic academic supervision (TAS) for doctoral students is toxic leadership, which manifests as being associated with burnout, academic performance, and dropout rates. PsyCap, with the main elements of self-efficacy, hope, optimism, and resilience, plays an important role in helping reduce negative and positive academic impacts. However, empirical evidence is needed to show the role of PsyCap in academic supervision of doctoral programs. Methodology: The choice of research method is based on the aim to generalize knowledge in solving fundamental problems and challenges in supervision as a managerial issue in the super academic vision of the hypothetico-deductive method with a survey involving 221 doctoral students from social disciplines selected randomly, inferential analysis using Structural Equation Modeling (SEM). Contribution: This study contributes significantly to understanding the role of PsyCap in the context of toxic academic supervision and its implications for the mental well-being and academic success of postgraduate students. Furthermore, it offers a new approach to mitigating the negative effects of toxic leadership through PsyCap. This study reinforces the core idea of the Stress-as-Offense-to-Self (SOS) theory, which suggests that negative perceptions of how one is treated, particularly in academic supervision, can trigger feelings of humiliation and failure, ultimately leading to burnout and diminished academic performance. Findings: PsyCap reduces the negative impact of toxic supervision on the academic performance of doctoral students. Even though toxic supervision significantly increases burnout and decreases academic performance, doctoral students with high levels of PsyCap tend to be more resilient to these negative impacts. Self-efficacy, hope, optimism, and resilience mitigate the negative impact of toxic supervision on burnout and academic performance. Recommendations for Practitioners: Universities need to develop policies and programs that support the quality of supervision and student well-being. Interventions to enhance PsyCap among students, such as developing self-efficacy, optimism, and resilience, can help mitigate the negative effects of toxic academic supervision and maintain academic performance. These findings reinforce the importance of building PsyCap as a moderating variable to mitigate the negative effects of toxic supervision. Recommendation for Researchers: Exploration of other factors besides PsyCap that may play a role as moderators in the relationship between toxic academic supervision and burnout, such as academic culture, social support, academic environment, or coping styles, is suggested for further studies in relation to toxic supervision, burnout, and academic performance. Impact on Society: This study extends the scope of the SOS theory by incorporating resource scarcity as one of the stress triggers. Future Research: Future studies should also explore differences among PsyCap elements (self-efficacy, optimism, and resilience) that influence the impact of toxic supervision.

Sustainability has become a collective responsibility, including in higher education. However, the conceptual framework for designing strategies such as corporate social responsibility (CSR) is highly complex. Integrating CSR activities into organizational governance is relatively new in higher education. Further studies are needed to place CSR into the organizational structure functionally. The research objective is to clarify the integration of CSR to improve the person organizational fit (POF) and encourage extra‐role behavior. A causal study was conducted by surveying 487 staff and lecturers selected based on multistage random sampling in West Java and Banten region private universities, Indonesia. Analysis using structural equation model (SEM) with maximum likelihood estimation method. The finding is that internal and external CSR have different functions that support improving POF and extra‐role behavior. External CSR helps identify values and norms that form the basis of POF. Internal CSR legitimize the values demonstrated by the institution based on the benefits felt by staff and lecturers. CSR integration encourages value congruence and feedback through extra roles in higher education institutions. The research contributions are explaining the formation of extra behavior in higher education according to the views of social identity theory and norm activation theory on the formation of employee behavior, which ultimately encourages sustainability in higher education.

Introduction/Main Objectives: This study aims to analyze the impact of authentic leadership on teacher performance in private Islamic senior high schools (ISHS) mediated by commitment. Background Problems: Authentic leadership as a value-based approach offers solutions to teacher performance, but there are complexities and doubts that require further exploration and empirical testing. Novelty: It provides an in-depth exploration of the role of authentic leadership in promoting commitment and performance. It consolidates existing knowledge and synthesizes relevant value-based leadership (VBL) and authentic leadership (AL) theories. It provides a valuable resource for further research and practical applications in this educational setting. Research Methods: This study applied an explanatory survey by using a set of questionnaires. The respondents consisted of teachers and administrative staff. This study successfully collected the data of 462 respondents randomly chosen. Finding/Results: The interaction between leaders and subordinates is a dynamic process that directly influences performance and organizational commitment. A leader's ethical, moral, and values guide their actions and interactions with followers, ultimately fostering commitment and driving performance. Conclusion: Authentic leadership not only directly influences commitment and performance but also indirectly affects performance by nurturing a strong sense of commitment among teachers. Research implications: AL's cultivated values act as a beacon for nurturing commitment and performance. Practical implications underscore the paramount role of values in authentic leadership to ensure and focus on strategies for cultivating authentic leadership values to pave the way for enhancing teacher commitment and performance.

CSR is a strategy to realize sustainability. CSR needs to be understood based on a priority scale and objectives to build a solid organizational structure and ensure sustainable CSR implementation. In this regard, CSR implementation at the micro and macro levels needs further explanation. The study aims to analyze the effect of CSR on employee performance through assessment and job satisfaction using the micro foundation framework. This causal study surveyed 382 state-owned enterprises’ non-manager employees in Indonesia. The results demonstrate employees’ responses to internal and external CSR. Internal CSR, which primarily aims to improve employee performance, was found to improve employee satisfaction and engagement and lead to better performance more significantly than external CSR. Internal CSR had a higher effect on employee performance than external CSR. Compiling a scale of top priorities for corporate stakeholders became the leading choice to encourage long-term performance. The originality of this study is that the foundation of long-term performance ensures the corporation’s performance, and CSR lies in the strength of the microstructure at the individual level. The implementation of CSR based on the legal system requires paying attention to the scale of priorities based on the internal function of CSR in strengthening a corporation’s microstructure.