Principals’ Interpersonal Skills, Teachers Morale and Students’ Academic Performance in Secondary Schools

DOI: https://doi.org/10.33650/al-tanzim.v8i4.8537

Authors (s)


(1) * Olayiwola Olorisade   (Kwara State University)  
        Nigeria
(2)  Taiwo Tolulope Olaoluwa   (Gambia College School of Education)  
        Gambia
(*) Corresponding Author

Abstract


This study aims to evaluate the relationship between principals' interpersonal skills, teacher morale, and students' academic performance in schools in Indonesia. The method used is a quantitative approach with regression analysis to assess the simultaneous influence of the three variables. The results showed that the respondents rated the principal's interpersonal skills highly, with an average score of 2.91 (SD = 0.75). However, they did not significantly influence teacher morale (t = 0.964, p = 0.339). In contrast, teacher morals significantly influenced student academic performance, with a 29.9% increase in student performance (t = 2.241, p = 0.029). Data shows that from 2016/2017 to 2020/2021, there was a significant increase in the number of students who achieved five or more credits on the certification exam. These findings emphasize the importance of moral support for teachers in improving students' academic performance. The implication of this study is the need to develop a program that focuses on improving teacher morale to improve the quality of education and create a more productive and supportive learning environment for students.

Keywords

Interpersonal Skills, Leadership, Teacher Morale, Student Academic Performance



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Al-Tanzim : Jurnal Manajemen Pendidikan Islam
Published by Lembaga Penerbitan, Penelitian, dan Pengabdian kepada Masyarakat (LP3M) of Nurul Jadid University, Paiton, Probolinggo, East Java, Indonesia.