JPI: Jurnal Pustaka Indonesia

Pleasure over pressure: Hedonic motivation, peer influence, ‎and gender in Generation Z teachers’ compulsive buying

2026-09-02T17:28:50+07:00

Compulsive buying is a growing concern among young Indonesian professionals as digital commerce expands. Peer influence, rumination, and hedonic motivation have been studied separately, but rarely together in one gender-moderated model for teachers. This cross-sectional survey examined their association with compulsive buying among Generation Z civil-servant teachers in Pesisir Selatan Regency, West Sumatra, drawing on conspicuous consumption theory and the I-PACE model. Of 731 eligible teachers holding PNS or PPPK status, 310 completed the questionnaire and were analysed with PLS-SEM in SmartPLS using a product-indicator interaction. Hedonic motivation showed the strongest association with compulsive buying (β = .775, 95% CI [.716, .834], p < .001), followed by peer influence (β = .218, 95% CI [.129, .307], p < .001). Rumination was not significantly associated (β = .034, 95% CI [-.053, .121]), nor was gender directly (β = .032, 95% CI [-.044, .108]) or as a moderator of any pathway. The model explained 75.5% of the variance in compulsive buying scores (adjusted R² = .749; Q² = .294). Because eligibility required at least three recent online purchases and the gender groups were unequal (243 women, 67 men), the estimates are conditional associations within a selected sample rather than causal effects, and the non-significant interactions are inconclusive rather than evidence of gender similarity. The findings suggest that pleasure-oriented and socially visible consumption warrants attention in teacher financial-wellbeing programmes.

Principal Leadership, School Climate, and Perceived School ‎Productivity in Indonesian Vocational High Schools: Evidence ‎from Solok Regency

2026-09-02T17:29:19+07:00

Vocational high schools require organizational conditions that support effective resource use, instructional quality, and outcomes aligned with the world of work, yet evidence on how leadership and school climate relate to teacher-perceived school productivity remains limited. This study examined the associations of principal leadership and school climate with perceived school productivity in state vocational high schools in Solok Regency, Indonesia. A cross-sectional correlational survey was conducted with 150 teachers selected from a population of 240 using proportional random sampling. Data were collected using five-point Likert questionnaires and analyzed with descriptive statistics, bivariate correlations, and multiple regression. Principal leadership was positively but weakly associated with perceived school productivity (r = .188, R² = .035, p = .021), as was school climate (r = .177, R² = .031, p = .031). In the joint model, principal leadership and school climate showed a statistically significant but weak association with perceived school productivity (R = .251, R² = .063, p = .008), leaving 93.7% of the observed variance unexplained by the two-predictor model. These findings support an association-based rather than causal interpretation. Principal leadership and school climate may be relevant components of broader school-management conditions, but their practical importance should be considered alongside teacher capacity, resources, organizational processes, student characteristics, and external partnerships. Future research should use longitudinal or multilevel designs and objective school-level productivity indicators.

A Collaborative Peer-Based Model for Elementary Teacher ‎Pedagogical Knowledge: Evidence from Luwu Regency, ‎Indonesia

2026-09-02T17:29:54+07:00

Pedagogical competence remains a persistent challenge for public elementary school teachers in geographically diverse regions of Indonesia, where access to sustained, high-quality professional development is often limited by distance and resource constraints. This study developed and validated a collaborative peer-based training model to strengthen the pedagogical competence of public elementary school teachers in LuwuRegency, South Sulawesi, where prior competency assessments had consistently placed teachers below adequate performance thresholds. Using a Research and Development approach structured around the ADDIE framework (Analysis, Design, Development, Implementation, Evaluation), the study drew on a purposively selected sample of 32 teachers from public elementary schools spanning both urban and remote sub-districts, each with at least three years of teaching experience and active involvement in teacher working groups. Data were gathered through expert validation, practicality questionnaires, and paired pre- and post-training competency tests. The training model, comprising modules, facilitator guidebooks, and assessment instruments, was judged highly valid in terms of media suitability, language clarity, and content accuracy. Practicality testing confirmed the model as an efficient and readily adoptable alternative to conventional top-down training formats. Effectiveness testing showed a statistically significant improvement in teachers' pedagogical competence scores following the intervention. These findings suggest that structured peer collaboration, when embedded within a systematic instructional design process, offers a viable and scalable pathway for strengthening teaching quality in resource-constrained elementary school settings.