The paper aims to examine the influence of a principal's managerial competence on teachers' job satisfaction and work commitment. The study belongs to a quantitative type with a cross-sectional design. The samples are 77 teachers from private junior high schools in Yogyakarta, all of which were selected using a random sampling technique. The data were collected through a questionnaire, which has been tested for validity and reliability. The data were analyzed using PLS-SEM as the samples used were less than a hundred numberwise. The hypothesis testing using PLS-SEM with path coefficient is accepted if the evaluation of the t-statistic is above 1.96 and p-value less than 0.05. The path coefficient revealed several results. First, work commitment significantly influences teachers' job satisfaction. Second, a principal's conceptual competency does not considerably affect the teachers' work commitment and job satisfaction. Third, the principal's interpersonal competency significantly influences teachers' work commitment and job satisfaction. Fourth, a principal's technical competency significantly affects teachers' work commitment and job satisfaction with respectively. Besides, the hypothesis tested simultaneously to the variables and was evaluated using R-square adjusted value path I resulted in 0.762, which means the conceptual competency, interpersonal competency, and technical competency simultaneously influence job satisfaction up to 76.2%, categorized as substantial (strong). Meanwhile, R-square adjusted path II is 0.363, which means that the three competencies simultaneously influence job satisfaction up to 36.3%, categorized as weak. The findings have important implications for those involved in developing teachers' professionalism in that improving a principal's interpersonal and technical competencies will have a positive influence on teachers' job satisfaction and work commitment.

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<p>The tendency to eat in response to stress known as emotional eating (EmE). Individuals with EmE usually has been change their dietary pattern towards more unhealthy snacking which contribute to overweight. This study aims to examine the interrelationship between EmE, snacking behavior and nutritional status among adolescents. This was an analytic observational with a cross sectional design study. It was conducted in Surakarta, on August 2019. Total 140 adolescents aged 14-17 years were selected. The data ofEmE were measured by Emotional Eater Questionnaire (EEQ), data of snacking behaviour measured by food frequencies questionnaire (FFQ),and BMI were measured using weight scale and microtoice. Data wereanalyzed by descriptive, bivariate and binary logistic using SPSS v.23. There was significantly difference of EmE and snacking behavior in underweight, normal, and overweight adolescents. We found that underweight (4.17±3.16) and normal individuals (4.97±4.19) were not an emotional eater, and less sweet snacks and sweet drinks consumption while overweight individuals were an emotional eater (14.26±6.04) and eat more sweet snacks, and sweet drinks (p&lt;0.001) during negative emotional states. It was shown that emotional eating and snacking behavior were found higher in overweight than underweight and normal individuals.</p>

Professional teacher is one of fundamental factors that influences students' success in learning. Therefore, identifying influencing factors can give insight to improve the teachers' professionalism efficiently. The research aims to measure two internal factors, namely meaning in life and teacher leadership, in influencing teacher professionalism. Quantitative with a cross-sectional survey was further applied using explanatory research to examine private junior high school teachers in Balikpapan, East Kalimantan, Indonesia. Using a random sampling technique, 150 teachers was selected as samples. The data were then analyzed through structural equation modeling with smartPLS version 3.3.0. The measurement proved that meaning in life positively influenced the teachers' professionalism and teacher's leadership with a p-value of 0.000 and T-statistic for each is 8.094 and 6.887, respectively. Similarly, teacher leadership positively influences teacher professionalism, with a p-value of 0.000 and T-statistics of 4.554. Besides, meaning in life through teacher leadership contributes to teacher professionalism with a p-value of 0.000. These results recommended the meaning in life and teacher leadership as the internal factors in planning the teacher professional development policy because, to date, the focus was only on the external factor.

A principal is required to have managerial competence for effective leadership; leading to the achievement of the school's goals. High managerial skills contribute to the management and optimization of human resources in the school. The study aims to review the principal's managerial competence in actualizing a creative school of SMP Muhammadiyah 3 Yogyakarta. The research employs a qualitative approach with a case study method. The samples, including the principal, teachers, educational staff, and students, were taken through a purposive and snowball sampling method. The data were collected using the triangulation technique, which is the combination of observation, documentation, and interview methods. The data were arranged in the form of text and they were analyzed using the interactive inductive technique. The study concluded that the principal's managerial competence in actualizing a creative school consists of three aspects: conceptual, technical, and interpersonal. Conceptual competence manifests in two ways: building the vision and mission and implementing networking-based innovative program. Technical competence takes the form of responsive management to changes, productive culture, as well as human resources development. Interpersonal competence is shown by collaborating with and humanizing the subordinates, trustfully and respectfully. The research implies the relevant parties involved in school development, particularly the educational board. The principal's managerial competence is a significant factor in establishing a creative school.