This research aims to examine the role of learning leadership on teacher performance in elementary schools, analyze the influence of digital literacy on teacher performance, analyze the role of emotional intelligence on teacher performance and analyze the role of intellectual intelligence on teacher performance. In this digital era, digital literacy plays an important role in education. The application of digital literacy in education is still not optimal and there is no previous research that discusses the variables of instructional leadership, teacher performance, digital literacy, emotional intelligence and intellectual intelligence. The research method used is quantitative, the population of this research is all teachers who have used e-learning methods, and the analysis of this research uses structural equation modelling (SEM), the respondents for this research are 675 Indonesian teachers. The sampling method is simple random sampling. Research data was obtained from distributing online questionnaires designed using a 5-point Likert scale, namely scale 1 is strongly disagree, scale 2 is disagree, scale 3 is neutral, scale 4 is agree and scale 5 is strongly agree. Data processing uses SmartPLS 3.0 software tools. The SEM test stages in this research are the outer model test, namely convergent validity, discriminant validity and composite reliability, and then the inner model test, namely hypothesis testing. The results of the analysis using SEM are that the Instructional leadership variable has a positive and significant relationship to teacher performance, the Digital literacy variable has a positive and significant relationship to teacher performance, the Emotional intelligence variable has a positive and significant relationship to teacher performance and Intellectual intelligence has a positive and significant relationship to teacher performance. The novelty of this research is the discovery of a model of the relationship between instructional leadership variables, digital literacy variables, emotional intelligence variables, and intellectual intelligence variables on teacher performance which did not exist in previous research studies. This research has a novelty, namely a model analyzed using SEM-PLS in the digital era. The principal must be able to determine and set learning objectives in his school, in his implementation the principal always involves teachers in developing and implementing learning goals and objectives and the principal also refers to the curriculum set by the government in developing learning. The dimensions of instructional leadership are defining school goals, managing learning programs, and creating a positive learning climate. In other words, the principal has implemented Instructional Leadership with indicators of setting learning goals, indicators of being a resource for staff, indicators of creating a school culture and climate that is conducive to learning, indicators of communicating the school’s vision and mission to staff, indicators of conditioning staff to achieve their goals.

This study aimed at measuring the level of job burnout among King Khalid University staff. The descriptive-analytical approach was employed to describe job burnout, determine its prevalence, identify its causes, and propose ways to address it. This method was used for comparison, interpretation, and generating information to assist in understanding the phenomena of job burnout and to devise recommendations for mitigating its prevalence. The results showed that the overall mean estimation of the dimensions of the level of occupational burnout from the perspective of university staff was (2.28), with a standard deviation of (0.81), indicating a low degree. The arithmetic means of the study sample responses to the dimensions ranged from (1.98–2.66). This provides a good indicator of the prevalence of occupational burnout. The findings showed that individuals in higher ranks experience higher levels of job burnout compared to the rest of the ranks classified in the study.

In developing metropolitan cities, the expansion of urban areas due to the urbanization phenomenon has resulted in massive transport infrastructure development in suburban areas. This development has prompted many governments to begin introducing Transit-Oriented Development (TOD) to organize emerging transit hubs in suburban areas into their city plans. The approach adopted to introduce TOD may differ, depending on the existing context. Countries with similar socio-cultural background typically adopt a uniform approach, but not Jakarta and Kuala Lumpur as the most developing metropolitan cities in Southeast Asia with similar urbanization and socio-cultural Based on the situation, through the examining documents and spatial analysis, this study seeks to examine the impact of different policy approach between Jakarta and Kuala Lumpur on the progressions of transport infrastructure and TOD areas in suburban. The results showed that Kuala Lumpur had a more rapid progression in transport infrastructures development, accompanied by the establishment of several transit zones in urban and suburban areas. Meanwhile, Jakarta’s approach comprised the gradual development of infrastructures, initially focusing on TOD in central urban areas and only a limited number of suburban areas with significant commuter traffic. These results indicate that differences in policy approaches in the two regions with similar urbanization and socio-cultural contexts influence the evolution of transport infrastructure and TOD areas development. Several factors contribute to these discrepancies, including efficiency, synchrony, bias, clarity of organizational structure, and conceptual comprehension. At macro basis, policy makers must underline that the characteristics suitability between the approach and region critically determines the success of urban development.

Entrepreneurial Orientation (EO) emphasizes the identification and exploitation of business opportunities, while entrepreneurial action learning (EAL) underscores the acquisition of knowledge through practical experience and continuous improvement. Breakthroughs in both aspects contribute to maintaining flexibility, adapting to changes, and enabling success in competitive markets. The key to the development of small and medium-sized enterprises (SMEs) lies in a clear Entrepreneurial Orientation, a focus on Entrepreneurial Action Learning, and the cultivation of innovation spirit through continuous practice and experience accumulation, thereby enhancing entrepreneurial performance (EP). This study aims to explore the impact of Entrepreneurial Orientation on the Entrepreneurial Performance of SMEs, clarify the mediating role of Entrepreneurial Action Learning between Entrepreneurial Orientation and Entrepreneurial Performance, and investigate the variability of Entrepreneurial Performance among different industries. By means of data collection from 598 SMEs, data analysis was conducted using Structural Equation Modeling (SEM) and Analysis of Variance (ANOVA). The analysis results indicate that entrepreneurial orientation has a positive impact on entrepreneurial action learning and entrepreneurial performance, and entrepreneurial action learning has a positive impact on entrepreneurial performance. The study also found that entrepreneurial action learning partially mediates the relationship between entrepreneurial orientation and entrepreneurial performance. There are certain differences in entrepreneurial performance among different industries. This study enriches the relevant literature in the field of entrepreneurship. Additionally, research on entrepreneurial orientation, entrepreneurial action learning, and entrepreneurial performance in specific regional contexts is very limited, making this study valuable for subsequent research in related areas.