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Teacher performance is one of the important aspects that determine the quality of the learning process in schools. In practice, improving teacher performance often faces various obstacles related to the use of technology, motivation levels, and discipline in carrying out tasks. Common problems found in schools include delays in preparing learning administration, suboptimal use of technology-based media and information systems, and irregularities in performing daily tasks. These conditions indicate that the factors of information system use, work motivation, and work discipline are critical components that significantly influence teacher performance and need to be analyzed more deeply as part of efforts to improve education quality. This study aims to analyze the effect of these three variables on teacher performance. The approach used is quantitative with a questionnaire instrument distributed to teachers as respondents. The data were analyzed statistically to examine both partial and simultaneous effects among variables. The results of the study show that the use of the Si Spentu Information System has a positive and significant effect on teacher performance, followed by work motivation, which also significantly contributes to improving the effectiveness and quality of task implementation. Work discipline has been proven to be an important factor that positively affects teacher consistency and professionalism. Simultaneously, the use of the information system, work motivation, and work discipline have a positive and significant effect on teacher performance at SMP Negeri 7 Malang. These findings confirm that improving teacher performance requires the integrated strengthening of these three aspects.

This study examines the integration of theology and development within the Africa Gospel Church (AGC). The study argues for a Christ-centered model of holistic transformation. AGC has historically emphasized holistic ministry through its six E’s strategies of evangelizing the unsaved, establishing churches, edifying believers, equipping leaders, exercising social compassion and executive function. This paper demonstrates through empirical research and theological reflection that sustainable development must be rooted in biblical principles which integrates theology and development which is hereby referred to as theology of transformation. Drawing on survey data from 334 church leaders across Kenya, the findings reveal a strong correlation between theological literacy and effective community development. The study concludes with practical recommendations for strengthening the AGC’s mission through theological education, participatory development, and integration of all the ministry strategies with theology of transformation.

This study investigates the relationships among teachers’ quality, teaching methods, and students’ key competency in higher vocational colleges, with learning motivation as a mediating variable. A quantitative correlational design was employed, collecting data from 384 students in Liaoning Province, China, using a structured questionnaire and stratified random sampling. Analyses were conducted with SPSS 29.0 and SmartPLS 4.0, including descriptive statistics, correlation analysis, multiple regression, and partial least squares structural equation modeling (PLS-SEM).

Results indicate that teachers’ quality and teaching methods are significantly associated with students’ key competency. Learning motivation is positively related to both instructional factors and key competency, and partially mediates these relationships. These findings suggest that the impact of teachers’ quality and teaching methods on students’ competencies operates through both direct and motivational pathways. The study provides empirical evidence for enhancing competency development in higher vocational education, highlighting the importance of integrating teacher professionalism, effective pedagogy, and student motivation.

Against the background of educational modernization and the policy orientation toward reducing excessive academic burden while enhancing learning efficiency, classroom teaching management is undergoing a fundamental transformation. Traditional management models that emphasize behavioral control and procedural compliance are increasingly insufficient for supporting deep learning, student agency, and sustainable classroom order. This study aims to reconceptualize junior high school Chinese classroom teaching management from a generative and learning-oriented perspective. Drawing on humanistic educational theory, interactive learning research, feedback literacy frameworks, and digital empowerment studies, this paper adopts a conceptual and theoretical synthesis methodology to construct an integrated governance framework. The study proposes a three-ring generative classroom governance model consisting of rule co-construction, task generation, and feedback cycles. The model embeds classroom order within learning processes, enabling discipline and engagement to develop simultaneously rather than in opposition. The findings indicate that effective classroom management should function as an organizational infrastructure for learning, rather than as an external mechanism of control. Digital technologies are further positioned as governance infrastructure that supports process visualization, real-time feedback, and differentiated participation. This study contributes a transferable theoretical framework for innovation in classroom teaching management, offering practical implications for learning-centered governance under contemporary education reform contexts.

This study examined the effect of using Kahoot on students’ reading comprehension of descriptive texts in an EFL classroom. A quantitative approach employing a quasi-experimental design was used. The participants were 54 tenth-grade students from a senior high school in Palembang, Indonesia, divided into an experimental group and a control group. Data were collected through pretests and posttests consisting of 20 multiple-choice items. The findings revealed that students taught using Kahoot achieved a significantly higher posttest mean score (M = 81.85) than those taught through conventional instruction (M = 62.22). An independent samples t-test indicated a statistically significant difference between the two groups (t = –11.420, p < 0.05). These results demonstrate that the use of Kahoot had a positive and significant effect on students’ reading comprehension achievement. It can be concluded that integrating Kahoot into reading instruction is an effective pedagogical strategy for improving EFL students’ comprehension of descriptive texts. The findings suggest that game-based digital learning tools can enhance engagement and learning outcomes in secondary school English classrooms.