Transparent and accountable village financial management is one of the important indicators in realizing good village governance. The government has established the Village Financial Accounting Standards (SAKD) as guidelines for the preparation and presentation of village financial reports. However, in practice, the implementation of SAKD still faces various challenges, particularly those related to the competence of village officials as financial managers. This study aims to analyze the effect of village officials’ competence on the implementation of the Village Financial Accounting Standards (SAKD) in Poka Village. This study uses a quantitative approach with a survey method. Data were collected through the distribution of questionnaires to all village officials directly involved in village financial management using a saturated sampling technique. The independent variable in this study is the competence of village officials, which includes technical, managerial, and conceptual competencies, while the dependent variable is the implementation of SAKD. Data were analyzed using linear regression analysis with the assistance of statistical software. The results of the study indicate that the competence of village officials has a positive and significant effect on the implementation of SAKD in Poka Village. These findings suggest that improving the competence of village officials can encourage more optimal implementation of SAKD and enhance the quality of village financial management and reporting in a sustainable manner, thereby supporting public transparency and accountability as well as more effective and responsible village financial decision-making by the village government and stakeholders.

Exercises are an essential component of preparedness and should be used to enhance capability and contribute to continuous improvement. An exercise can be as simple as a planning group discussing an emergency plan or as complex as a major multi-agency event involving several organizations and participants. This study aims to identify and conceptualize quality indicators (QIs) influencing prehospital disaster exercises across structure, conduct, and outcome. This research was conducted through a systematic review and searching of the databases of PubMed, Scopus, Web of Science, and Google Scholar. Thematic content analysis was used for data analysis. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were used for systematic search, and the Critical Appraisal Skills Program (CASP) was used for quality assessment of the final extracted articles. From an initial set of 3,083 articles, 10 high-quality studies were included for analysis. The quality indicators influencing prehospital disaster exercises were analyzed into 3 themes, 8 categories, and 21 subcategories. The primary themes and related main categories included: Exercise structure QIs (knowledge promotion and cognitive skills, supply of exercise hardware and software requirements and resources desirable management), Exercise conduct QIs (practical proficiency in essential skills and decision-making capacity), and Exercise outcome QIs (evaluation and reporting of exercise, promotion of managerial capabilities and competencies, and development of psychological capabilities). The findings of this research present a knowledge framework that can help exercise planners in prehospital settings in designing scientifically sound and standardized exercises aimed at enhancing disaster response processes. Furthermore, the implementation and evaluation of both discussion-based and operation-based disaster exercises informed by these identified quality indicators can foster the development of knowledge and promote behavioral change among prehospital staff, and facilitate a standardized response to emergencies and disasters.

This study aims to analyze the influence of financial literacy and financial inclusion on the performance of Batik Small and Medium Industries (SMEs) in Jombang Regency using a quantitative approach through the Structural Equation Modeling–Partial Least Square (SEM-PLS) method. The study population includes all Batik SMEs in Jombang Regency, totaling 25 business units, so the sampling technique used is a census. Data were collected through a structured questionnaire that measures the level of financial literacy, financial inclusion, and business performance, then analyzed to determine the causal relationship between variables. The results of partial hypothesis testing indicate that financial literacy does not have a significant effect on the performance of Batik SMEs with a P-Value of 0.097, while financial inclusion also does not show a significant effect with a P-Value of 0.293 (both > 0.05). These findings indicate that financial knowledge and access to formal financial services owned by business actors have not been able to directly improve business performance. However, the results of simultaneous testing show an R-Square value of 0.528, which means that financial literacy and financial inclusion together are able to explain 52.8% of the variation in the performance of Batik SMEs, so that the model has moderate explanatory power. The insignificance of the partial effect indicates a gap between knowledge and financial access with actual application in business financial management, so that application assistance, practical financial management training, and strengthening of managerial competencies are needed to improve the performance of Batik SMEs sustainably.

The study examines how principals' pedagogical leadership influences the social climate in schools, with a specific focus on comparing the public and private sectors. It employs a quantitative-descriptive and correlational methodology, utilizing validated questionnaires administered to teachers from both types of institutions. These questionnaires focused on dimensions such as relationships, self-actualization, stability, leadership's capacity for change, and various components of school climate. The findings generally indicate that teachers have a favorable view of institutional leadership, particularly valuing the dimension of capacity for change the most. However, the correlations identified between leadership and school climate lacked statistical significance, suggesting the need to explore intermediate or qualitative variables to fully understand this disconnection. Moreover, the differences between the institutions were minimal, indicating that perceptions of leadership are likely influenced more by the professional quality of the leader than by the type of school leadership. This highlights the importance of enhancing managerial competencies to foster a positive school climate.

Purpose: This paper examines the impact of digital transformation and AI capabilities on MSME financial performance in an emerging economy via operational efficiency. Method: A quantitative survey is used as a method of data collection for the study and PLS-SEM is used to test the mediation and moderation. Findings: Results show that digital transformation capability, AI usage intensity, IT infrastructure preparedness and TTMS' (i.e., top management teams) digital competency drive operational efficiency, which in turn enhances financial performance. No direct financial implications from using AI or digital transformation capability are identified, highlighting that technological value is mainly achieved through operational efficiencies. On the other hand, IT infrastructure preparedness and digital management competence demonstrate both a direct and an indirect effect on performance. Environmental uncertainty has no direct effects on financial performance and does not moderate the relationships under study, indicating that digital and AI capabilities serve as basic rather than contingent drivers in this setting. Novelty: This work adds by disambiguating the mediating role of digital value creation in MSME and by questioning the tacit boundary condition effect of environmental uncertainty in emerging economy context. Implications: The findings emphasize therefore the necessity for integrating digital and AI strategy at heart of business process and developing managerial digital competencies to achieve durable performance improvements.

This study aimed to explore classroom management strategies and to identify demographic factors influencing classroom management competencies among junior high school teachers in the context of modern learning. Using a quantitative, cross-sectional survey design, data were collected from 48 public and private junior high school teachers using a validated Classroom Management Scale covering multiple dimensions of classroom practice. The findings indicate that most teachers demonstrate high levels of classroom management skills. Feedback, the creation of a conducive learning environment, and effective instructional techniques emerged as the most dominant strategies, reflecting a proactive and student-centered approach. Comparative analysis revealed that teaching experience and age had a stronger influence on classroom management competence than formal academic qualifications or employment status. Notably, the study identified a non-linear pattern of classroom management ability, which peaked at 10–20 years of teaching experience before declining at later career stages, likely due to burnout. These findings highlight the importance of differentiated professional development programs that emphasize experiential learning, mentoring, digital literacy, and teacher well-being rather than reliance on formal qualifications alone.

Cooperatives in the Philippines to this present day already existed for more than a century since its legislated amalgamation to the socio-economic governance of the country in 1916. Throughout those more than 100 years, it has its successes and failures of which management is a crucial factor. This study investigated further the managerial competency of cooperative officers and financial performance of selected agricultural micro cooperatives in the province of Isabela. Data were gathered from all the selected 37 only compliant cooperative represented by 185 officers as respondents. The study mainly sought to answer if there is relationship between cooperative officers and managerial performance, cooperatives profile and financial performance and core managerial competency and cooperative financial performance of cooperatives. The study revealed that majority of the selected agricultural micro cooperatives served as respondents of this study had a fair financial performance rating, that only educational attainment variable had significant correlation with managerial competency. The cooperative cooperatives profile and financial performance was found of having no significant relationship and there is no significant correlation of the managerial competencies and cooperative financial performance. Based on the findings of the study a proposed action plan was formulated for the agricultural micro cooperatives. Notably recommended that the Cooperative Development Authority and other government and private entities and stakeholders in the administration, supervision and supporting the cooperatives may conduct necessary, relevant and timely trainings or continuing education and other development initiatives and actions to assist more the agricultural micro cooperative to have a reliable and accurate Management Information System and data analytics useful in decision-making specially to achieve a sound financial performance.

This study analyzes the role of Islamic leadership in enhancing educational innovation through the integration of managerial, spiritual, and collaborative values ​​in Islamic schools. Using a qualitative literature review method, this study investigates how principals can apply the principles of amanah (trust) and ithqan (trustworthiness) as a basis for professional and ethical management. The results indicate that effective leadership in madrasas requires a balance between spiritual values, managerial competencies, and a collaborative culture that supports educational excellence. Furthermore, this study emphasizes the importance of educational supervision as a strategy for maintaining innovation and continuous improvement in Islamic educational institutions. An Islamic leadership approach that prioritizes integrity, professionalism, and knowledge sharing will foster an innovative and productive environment. Principals, as leaders, are not only responsible for academic success but must also be able to build a harmonious work climate, prioritize ethics, and continuously encourage positive changes in the learning process. Thus, this study contributes to the development of relevant leadership models in the context of Islamic education.

Abstract The rapid digitalization of organizations necessitates a re-evaluation of managerial competencies to effectively lead virtual and hybrid teams. This paper introduces the concept of Digital Managerial Competencies (DMC), a comprehensive framework delineating the specific skills and knowledge managers require to navigate the digital workplace successfully. Building on the DigComp framework and grounded in a systematic literature review of 48 peer-reviewed studies, the research identifies three core dimensions of DMC: Technological Knowledge, Soft Skills, and Management & Leadership Skills, comprising 18 specific competencies. The study employs inductive content analysis to develop and validate the model, further enriched through focus group feedback with practitioners. The findings contribute to theory by offering a multidimensional, context-dependent understanding of digital managerial effectiveness and practical guidance for developing targeted training programs. The DMC framework provides a valuable tool for scholars and organizations to assess, develop, and leverage managerial competencies in the evolving digital landscape, ultimately enhancing virtual team performance and organizational outcomes.

Based on Law No. 1 of 2009 concerning Aviation, it is explained that aviation is controlled by the State and the Government only conducts coaching. One of the forms of guidance carried out by the government is to improve the ability and role of airports as well as aviation safety and security by ensuring the availability of adequate flight paths and flight navigation in order to support air security. This study aims to determine the influence of Safety management system, safety culture and competence of air traffic guides on flight safety at Lede Kalumpbang airport. The population in this study is Lede Kalumbang airport employees / crew and the sample used in this study is 82 respondents. The data collection methods used were observation (observation), interviews, and questionnaire distribution. The sampling technique used is non-probability sampling type of saturated sampling, then the data is analyzed using multiple linear regression with the help of (software) Statistic Package For Social Science (SPSS) Version 26. The formulation of regression in this study is as follows: Y = 405 + 0.308X1 + 0.197X2 + 0.443X3 + μ. From this equation, it is known that the most dominant variable that affects flight safety is the variable of Guide Competency with a regression coefficient of 0.447. The R2 test (R square) obtained a result of 0.602 or 60.29% which means that the satisfaction of service users is influenced by the variables of safety management system (X1), Safety culture (X2) and guide competence (X3). While the rest (100%-60.2% = 39.8%) is explained by other variables such as traffic supervision, weather, and others.

The ability of a national defence to play its function is becoming increasingly difficult as the complexity of the current security environment, which may be defined as a complex adaptive system, grows. This study intended to highlight the patterns of efficacy of leaders’ roles in defining human resources policy within the defence sector in today’s strategic context. Challenges in leadership and human resource management in defence sector, in particular based on experience in various regions of the world – Australia, Persian Gulf countries, and Lithuania – are analysed. The article proves that personnel decisions in the military sector largely depend on the level of leadership competencies of managers. The characteristics and peculiarities of contemporary landscape of defence sector are described in the terms of BANI world (Brittle, Anxious, Nonlinear, Incomprehensible). The findings show that leadership in the military business in a BANI environment requires adaptability, endurance, compassion, and a focus on fostering a culture of trust and optimism. To manage instability, uncertainty, and emotional stress, leaders must prioritise their employees’ well-being and mental health, promote open communication to develop trust, empower individuals through flexible and agile processes, and embrace continuous learning. Based on the analysis of human resource management framework’ characteristics, in particular, within transformational leadership paradigm, drivers for improving leadership function on designing effective personnel policy are proposed. Expedient characteristics for BANI defence leaders and strategies for success in shaping high-performance personnel policy are summarised. The article also emphasises the need for closer attention to more effective and encouraging organisational culture creation, as well as application of Human Capital Management principles in military sector. The practical value of the study lies in outlining the vectors of development of patterns in public management within the defence sector in preparing leaders to deal with designing and implementing personnel policy under conditions of extreme dynamics, uncertainty, evolving and emerging threats

Public-Private Partnerships (PPPs) represent a hybrid project model characterized by complex processes, particularly during the implementation phase. The success of such partnerships is heavily dependent on effective management, which is directly influenced by the managerial competencies of managers overseeing PPP projects. While structural and policy aspects of PPPs are well-studied, fewer empirical works focus on managerial competencies that specifically examine the competency requirements for effective PPP management. Understanding these competencies is critical for enhancing project outcomes and ensuring the sustainability of PPP initiatives. The objective of this study, therefore, is to identify and synthesize the competencies that have been cited in empirical literature as essential for the effective management of PPPs. Guided by the PRISMA 2020 protocol, this systematic literature review (SLR) synthesizes empirical studies published between 2020 and 2024, sourced from Scopus and Web of Science. Using automation and qualitative analysis, 15 relevant studies were identified, leading to the emergence of ten key themes across the domains of knowledge and skills. The findings reveal the interdependent nature of these competencies, with several functioning as antecedents or enablers of others. This review offers a comprehensive understanding of the core competencies required by PPP managers and organizations, thereby contributing valuable insights for both scholars and practitioners aiming to strengthen the effectiveness of PPP implementation.

Introduction. Global demographic challenges necessitate training specialists who possess both traditional and advanced digital and managerial competencies. However, the structure and content of demographic programmes at leading universities have not previously undergone comprehensive comparative analysis . Aim . The present study aimed to conduct both quantitative and qualitative content analyses of master’s and doctoral programmes in demography at universities across Europe, North America, Latin America, Australia, Africa, and Russia. It sought to identify the core and variable components of their curricula, thereby enabling the compilation of a list of key competencies acquired by graduates upon completion of these programmes. Methodology and research methods . The analysis involved automated processing of complete programme texts (tokenisation, lemmatisation), construction of a TF-IDF matrix, calculation of cosine similarity between programmes, and cluster analysis (Ward’s method) based on a binary matrix of key competencies. Thematic similarity networks and a programme dendrogram were visualised, and a bilingual comparative table of competencies was provided. Results . The analysis conducted revealed that all the educational programmes considered provide a fundamental set of competencies, including: comprehensive theoretical knowledge in the field of demographic processes; proficiency in modern analytical methods; the ability to conduct independent research; skills in interdisciplinary collaboration; and the capability to work with big data. Additionally, 30% of the programmes available in the public domain are distinguished by the integration of management and ethical modules, alongside an emphasis on digital demography and project-based activities, which enhances their competitiveness in the international educational arena. It is noteworthy that programmes developed in Western countries exhibit a shift in focus towards applied tasks, accompanied by a reduction in the volume of theoretical and research components. Scientific novelty . For the first time, a comparable quantitative and qualitative analysis of educational pathways in demography has been conducted on a corpus of original programme texts, employing contemporary methods of textual data processing and visualisation. Practical significance . The results obtained facilitate the optimisation of new demography programme development, ensuring a balance between fundamental, research, and applied training, while also broadening the range of competencies through digital and managerial modules.

The purpose of this study is to establish the relationship between managerial competence, information asymmetry, and access to finance by registered small businesses in Uganda. This study is cross-sectional and correlational. Data was collected through a questionnaire survey of 301 registered small businesses. Data were analysed through correlation coefficients and linear regression using Statistical Package for Social Sciences. The results suggest that both managerial competencies and information asymmetry are significantly associated with access to finance. This study adds to the already existing literature on access to finance using evidence from an emerging African economy like Uganda.

This study examines how teacher classroom leadership is enacted and how it shapes student emotions in lower secondary-level EFL classrooms in Türkiye. Adopting a microecological perspective, the study employed a descriptive case study design and a multi-informant methodology, including teacher and student interviews, open-ended surveys, reflective journals, and classroom observations. Findings indicate that effective EFL classroom leadership is perceived as an integration of three core competencies: instructional expertise, strong interpersonal rapport, and effective classroom management. Relational qualities, such as empathy, fairness, and emotional support, were consistently identified as central to effective classroom leadership. Positive student emotions, including enjoyment, enthusiasm, and hope, were fostered by supportive teacher behaviors, engaging and varied pedagogies, and a calm, equitable approach to discipline. Negative emotions, such as boredom, anxiety, and sadness, were often linked to unclear instruction, perceived unfairness, or inconsistent classroom management. From these findings, the Connect–Engage–Manage (CEM) Model was developed, framing EFL classroom leadership as the interplay between building rapport (Connect), sustaining learner motivation through interactive and adaptive pedagogy (Engage), and maintaining an emotionally supportive, structured learning environment (Manage). Pedagogical implications highlight the importance of embedding relational, pedagogical, and managerial competencies into teacher training and professional development to enhance both language learning and emotional well-being. The study recommends fostering emotionally responsive leadership practices, integrating student-centered activities, and promoting flexible, adaptive management strategies in EFL classrooms.

In an era marked by rapid technological advancements and increasing demands for quality in higher education, the competencies of teaching staff are paramount. This study provides a comprehensive analysis of the key employee competencies and their impact on the career development of women college teachers in self-financing Arts and Science colleges in Chennai, India. The primary objective was to identify the prevalent competencies and evaluate their predictive power on career progression. A quantitative research design was employed, utilizing a structured questionnaire administered to a sample of 100 women teachers selected through convenience sampling. Data were analyzed using descriptive statistics, independent samples t-test, correlation analysis, and multiple linear regression. The findings reveal that the five core competencies—Educational, Learning, Social & Behavioural, Managerial, and Technological—collectively explain a significant portion of the variance in career development (R² = 0.467, F(5, 94) = 16.45, p < .001). Notably, Educational Competency emerged as the most potent predictor (β = 0.399, p < .001), followed by Managerial Competency (β = 0.184, p = .002) and Learning Competency (β = 0.215, p = .016). Paradoxically, Technological Competency was found to be a non-significant predictor. The study concludes that for women academics in this context, career advancement is more closely tied to integrated pedagogical and leadership capabilities than to isolated technical skills. These results have important policy implications for institutions. suggesting that colleges should prioritize holistic faculty development programs and establish formal career paths that reward a wide range of professional skills.

Engineering education increasingly demands instructional approaches that connect academic knowledge with the professional competencies required in contemporary engineering practice. Responding to this need, the present study aimed to evaluate the effectiveness of a Profession-Oriented Project-Based Learning (PO-PBL) model that integrates professional engineering standards into the Water Infrastructure Design course at Universitas Ekasakti, Padang, Indonesia. The PO-PBL model embeds technical, ethical, and managerial competencies throughout the project cycle to strengthen students’ conceptual mastery and professional readiness. Using a quasi-experimental nonequivalent control group design, the study involved 65 undergraduate students divided into an experimental class (n = 32) and a control class (n = 33). Data were collected through 40-item pretests and posttests, a 20-item Likert-scale survey on engagement and professional perception, and a rubric-based evaluation of project performance. Statistical analyses, including paired t-tests, independent t-tests, and analysis of covariance, indicated that students in the experimental class achieved higher posttest scores, greater learning gains, and stronger project outcomes than those in the control class. Survey responses also revealed higher levels of motivation, collaboration, and perceived professional relevance among students exposed to the PO-PBL model. These results suggest that integrating professional standards into project-based learning enhances the authenticity and purposefulness of instructional activities, thereby improving both cognitive achievement and professional competence. Overall, the PO-PBL model offers a practical and scalable framework for aligning engineering education with national professional expectations and supporting the development of industry-ready water engineering graduates in Indonesia.

ObjectiveLocal government public health nurses (PHNs) in Japan deliver community-based public health services and often make practice decisions under uncertainty, incomplete information, and competing priorities. This study examined negative capability (NC)-related dimensions among PHNs in Japan - operationalized as ambiguity intolerance (MAT) and attitudes toward ambiguity - and explored factors associated with these dimensions.MethodsWe conducted an anonymous web-based survey of local government PHNs in Japan from July 16 to August 25, 2024. Ambiguity intolerance (indexed by higher MAT scores) was assessed using the Japanese 24-item Measure of Ambiguity Tolerance (MAT), and attitudes toward ambiguity were measured using a 26-item scale with five subscales (enjoyment, anxiety, reception, control, exclusion). Self-rated understanding of NC was assessed using a visual analogue scale (VAS, 0-100), resilience was measured using the 14-item Resilience Scale (RS14), and career development was measured using a 26-item career development scale for local government PHNs. Multiple linear regression (forced entry) was conducted for MAT and each attitude subscale, including sex, municipality type, years of PHN, RN, and other work experience, resilience, NC understanding, and career development subscales as explanatory variables. The primary outcome was ambiguity intolerance (MAT total score). The five attitude subscales (enjoyment, anxiety, reception, control, and exclusion) were treated as secondary exploratory outcomes.ResultsData from 380 PHNs were analyzed (94.7% female; mean age 41.2 years, SD 11.9). The model for ambiguity enjoyment was significant (F(12,367)=9.03, p<0.001; adjusted R²=0.203) and showed positive associations with resilience (β=0.257, t=4.00, p<0.001), organizational mission/interpersonal support (β=0.168, t=2.27, p=0.024), professional identity as a PHN (β=0.147, t=2.29, p=0.023), and years of other work experience (β=0.103, t=2.20, p=0.029); years of PHN experience was not significantly associated (β=-0.122, t=-1.94, p=0.053). The model for ambiguity anxiety was significant (F(12,367)=9.82, p<0.001; adjusted R²=0.218) and showed negative associations with resilience (β=-0.357, t=-5.61, p<0.001), policy/organizational management competence (β=-0.270, t=-3.40, p<0.001), and years of PHN experience (β=-0.174, t=-2.79, p=0.006). Other attitude subscales (reception, control, and exclusion) also showed significant associations with several predictors, although effect sizes were modest. Of 532 submitted responses, 152 were excluded due to incomplete key variables. Adjusted R² ranged from 0.076 to 0.218 across outcomes, indicating modest explanatory power.ConclusionNC-related dimensions among local government PHNs were associated with both individual resources (resilience) and career development. Because the design was cross-sectional and outcomes captured NC-adjacent dimensions rather than NC itself, causal interpretation should be avoided; longitudinal, intervention, and qualitative studies are warranted. Because multiple outcomes and subscales were examined, there is an increased risk of chance findings; results should be interpreted cautiously and as hypothesis-generating.

Implementation, namely the process of putting a new intervention into practice, requires careful planning and active support. Nevertheless, in Finland, relatively little attention has been given to strengthening implementation competence and leadership in social and healthcare services, and there is no published domestic research available on the topic. The present study piloted an implementation coaching for leaders and managers in child and family social work and evaluated the feasibility of the coaching with mixed methods. The coaching was conducted in three wellbeing services counties in which social workers from child protection and family social work simultaneously participated in Motivational Interviewing training. The goal of the training was to enhance the implementation competence of leaders and managers, and consequently, to support the implementation of Motivational Interviewing at the practitioner level. The research data consists of surveys and focus group interviews with the coaching participants. The results indicate that the participants' self-assessed implementation competence improved during the coaching process. Participants felt that the coaching helped them in implementing Motivational Interviewing within their teams as well as in planning future change initiatives. Furthermore, they described becoming more aware of the significance of implementation in leadership and development of services. However, frontline managers expressed a desire for more information about the intervention being implemented, so they could better support social workers in practicing new skills. In the future, it is essential to continue the systematic development of implementation support and to evaluate the feasibility and effectiveness of this support. Particular attention should be given to tailoring implementation support for different stakeholders, such as senior and frontline management.

Managerial Competency of First Line Nurse Managers and Its Impact on Nurses’ Retention and Quality of Care at King Fahad Central Hospital