Coronavirus disease 2019 (COVID-19) is currently the most potent threat to educational systems, a crisis that may become disastrous. For the current study, a qualitative design within a case study tradition was implemented to investigate instructional barriers during COVID-19 faced by Indonesian teachers in Islamic boarding schools (Pesantren). Within this study, we applied a purposeful convenient sampling in which the access was obtained through communication with the principals of two Pesantren. Seven invited participants with more than ten years of teaching experience agreed to participate. Semi-structured interviews were addressed for data collection; each interview lasted from 40 to 50 min. The interviews were conducted in the participants’ mother tongue to provide an in-depth understanding of their perceptions, ideas, and arguments regarding instructional barriers during the COVID-19 outbreak. The thematic analysis revealed three major findings regarding the barriers; technological barriers, financial barriers, and pedagogical barriers affecting instructional activities in the two Pesantren. Based on the three themes, the development of a qualitative conceptual map of teachers’ instructional barriers was finalized. Recommendations are also proposed by the participants and the study for the betterment of Indonesian Islamic education facing future similar outbreaks.

This study aims to assess and analyse the sorts of speech functions used by teachers in the tenth grade at one vocational high school in Jambi, Indonesia, and to identify the most prevalent kind. The study was carried out using descriptive qualitative research and descriptive analysis design. In this study, data were triangulated through observation and documentation. The study's targets were English teachers, and the transcribed data was divided into three categories of language functions. Holmes' concept is applied to classify speech functions. There are three types of utterance functions: expressive, imperative, and referential. The results showed that out of 60 speech functions, the directive function was applied by instructors the most frequently, accounting for 31 of them (51.66%). Directive one is the main reason, as it delivers interaction by directing and requesting the student. The study recommends that there are still many types of speech functions, but alternatively, directives are more prominent. Other researchers can gather data from many sources, including Instagram's English-language account, an English newspaper or magazine, and many more. The current study encourages English as a Foreign Language (EFL) teachers to complete a task and determine an assignment for future research. Given the implications of directive functions for English teachers in teaching speaking skills and the ability to inquire about something and command and request learners to perform something.

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The study aimed to find out the pedagogical competence of teachers to carry out the interactions of the teaching and learning processes and to assess the development of the cognitive aspects of the children in one Indonesian kindergarten. This study used a qualitative method with the case study tradition. We highlighted the analysis of the data through transcription, coding, and thematic analyses. Findings of the study focused on three major themes including teachers’ competence for planning teaching and learning programs (planning activities for teaching and learning processes and care and protection programs), teacher competence in implementing interaction or managing teaching and learning processes (learning from various resources and doing evaluation on the method used in teaching), and teachers’ competence for conducting learning assessment and evaluation (test assessment and evaluation and non-test assessment and evaluation). Some recommendations for the betterment of Indonesian kindergarten education are proposed.

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The purpose of this study was to examine and analyze whether there were significant positive influences between the variables of Personality Type, Effectiveness of Principal Leadership, and Decision Making against Teacher Job Satisfaction in Provincial High Schools. The study has ten problem formulations that analyze the direct effect, indirect effect and simultaneous influence between each variable studied. The research approach used is a quantitative approach with a survey method conducted on selected research samples based on probability sampling with the Slovin method totaling 141 Jambi State High School teachers. Data collection techniques using observation and using a questionnaire (questionnaire) as a primary data collection tool. Data analysis using path analysis (part analysis) with data processing tools manually Microsoft Office Excel program and SPSS version 22. The results of the analysis of the path coefficient and coefficient of determination, there is a direct effect and a significant positive simultaneous effect between variables Personality Type (X1), Leadership Effectiveness (X2) and Decision Making (X3) on Teacher Job Satisfaction (X4). The indirect effect between personality type variables (X1) and Leadership Effectiveness on teacher job satisfaction (X4) through decision-making variables (X3) has no significant effect. The research results imply that efforts to increase teacher job satisfaction in-state high schools in Jambi Province can be done by paying attention to personality types, the effectiveness of school principals' leadership and increasing teacher participation in decision making. Future research to obtain more comprehensive and representative research results in a wider population.

The purpose of this study was to test the hypotheses of the influence of the head of the Study Program Competence, and Organizational Commitment in Islamic Higher Education in Jambi Province. This research is quantitative research with a survey method. The sampling technique used probability sampling with a sample size of 60 respondences. Path analysis was applied for hypothesis testing with a significance level ɑ=0.05. The results of this study revealed that both partially and simultaneously there were influences: 1). There is a direct influence on the competency of the Head of the study Program (X1) on organizational commitment (X2). Based on the results of the analysis calculation, the value of t obtained (9.14) > t table (1.987), so that H0 is rejected and H1 is accepted. It means that the competency of the head of the study program that developed in the institution had a significant influence on organizational commitment. This study implied that the results obtained from this study provide information that Organizational Commitment can be improved by providing an increase in each variable supporting the organizational commitment under study, it could not be done simply by ignoring the other variables in the path of the variable under study.