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<p>This study examines the structural relationships among culture, educational psychology, parental involvement, and human resources in shaping the quality of education in Aceh Besar. Drawing on an integrated framework that combines perspectives from educational psychology, human resource development, and school effectiveness, the study seeks to clarify how these factors interact rather than operate independently. A quantitative approach was employed using data from 160 respondents, analyzed through Structural Equation Modeling–Partial Least Squares (SEM-PLS) to assess both direct and indirect effects. The findings reveal three key contributions. First, the study confirms established literature by demonstrating that educational psychology has a strong positive effect on both human resources and the quality of education, reinforcing the central role of motivation, self-regulation, and learner-centered processes in improving educational outcomes. Second, the study presents a novel and contrasting finding: human resources show a significant negative relationship with educational quality, challenging the dominant assumption that increased human resource capacity automatically enhances educational performance. This suggests that the effectiveness of human resources depends on alignment, management, and institutional support rather than quantity alone. Third, the study provides contextual insights by showing that culture does not have a significant direct effect, indicating that in relatively homogeneous settings, cultural factors function as background conditions rather than active drivers. Parental involvement is found to significantly improve educational quality but not human resources, highlighting its role in shaping the learning environment rather than directly developing competencies. Overall, the study advances the literature by offering a more integrated understanding of how psychological, institutional, and environmental factors jointly influence educational quality, particularly in developing regional contexts.</p>

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The influence of culture, educational psychology, and parental involvement through human resource development on improving educational quality

  • 期刊论文

  • 发表日期：

    2026年5月25日

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  • Ibrahim,
  • Amiruddin,
  • Musliadi Bin Usman

摘要

This study examines the structural relationships among culture, educational psychology, parental involvement, and human resources in shaping the quality of education in Aceh Besar. Drawing on an integrated framework that combines perspectives from educational psychology, human resource development, and school effectiveness, the study seeks to clarify how these factors interact rather than operate independently. A quantitative approach was employed using data from 160 respondents, analyzed through Structural Equation Modeling–Partial Least Squares (SEM-PLS) to assess both direct and indirect effects. The findings reveal three key contributions. First, the study confirms established literature by demonstrating that educational psychology has a strong positive effect on both human resources and the quality of education, reinforcing the central role of motivation, self-regulation, and learner-centered processes in improving educational outcomes. Second, the study presents a novel and contrasting finding: human resources show a significant negative relationship with educational quality, challenging the dominant assumption that increased human resource capacity automatically enhances educational performance. This suggests that the effectiveness of human resources depends on alignment, management, and institutional support rather than quantity alone. Third, the study provides contextual insights by showing that culture does not have a significant direct effect, indicating that in relatively homogeneous settings, cultural factors function as background conditions rather than active drivers. Parental involvement is found to significantly improve educational quality but not human resources, highlighting its role in shaping the learning environment rather than directly developing competencies. Overall, the study advances the literature by offering a more integrated understanding of how psychological, institutional, and environmental factors jointly influence educational quality, particularly in developing regional contexts.