mpowering Education: Transformational Leadership Creates Inspiring Work Climates to Boost Teacher Performance
AbstractThe principal's leadership plays a crucial role in shaping the work dynamics of teachers, necessitating a strong commitment to offering clear direction and active support to the teaching staff. Furthermore, a favorable work environment encourages effective communication between the principal and the teachers. This research examines the effect of transformational leadership and work climate on school teacher performance. Employing a quantitative approach with an ex post facto design, the study involved 70 respondents selected randomly from six schools with A and B accreditation. Data were gathered using validated questionnaires, and the hypothesis was tested through multiple linear regression analysis. The findings revealed that transformational leadership significantly influenced teacher performance, with a t-value of 3.698 and a significance level of 0.005. Additionally, the work climate had a notable effect, reflected by a t-value of 2,842 and a significance level of 0.005. When combined, transformational leadership and work climate considerably impacted teacher performance, as evidenced by an F-value of 29.357 and a significance level of 0.000. This research underscores the critical role of principals as motivating leaders and emphasizes the importance of fostering a supportive work environment to boost teacher performance in schools. |
Keywords
Full Text:
References
Alzoraiki, M., Ahmad, A. R., Ateeq, A. A., Naji, G. M. A., Almaamari, Q., & Beshr, B. A. H. (2023). Impact of Teachers’ Commitment to the Relationship between Transformational Leadership and Sustainable Teaching Performance. Sustainability (Switzerland), 15(5), 4620. https://doi.org/10.3390/su15054620
Amtu, O., Makulua, K., Matital, J., & Pattiruhu, C. M. (2020). Improving Student Learning Outcomes through School Culture, Work Motivation and Teacher Performance. International Journal of Instruction, 13(4), 885–902. https://doi.org/10.29333/iji.2020.13454a
Bakker, A. B., Hetland, J., Kjellevold Olsen, O., & Espevik, R. (2023). Daily Transformational Leadership: A Source of Inspiration for Follower Performance? European Management Journal, 41(5), 700–708. https://doi.org/10.1016/j.emj.2022.04.004
Bellibaş, M. Ş., Kılınç, A. Ç., & Polatcan, M. (2021). The Moderation Role of Transformational Leadership in the Effect of Instructional Leadership on Teacher Professional Learning and Instructional Practice: An Integrated Leadership Perspective. Educational Administration Quarterly, 57(5), 776–814. https://doi.org/10.1177/0013161X211035079
Cirocki, A., & Anam, S. (2024). ‘How Much Freedom Do We Have?’ The Perceived Autonomy of Secondary School EFL Teachers in Indonesia. Language Teaching Research, 28(2), 440–465. https://doi.org/10.1177/13621688211007472
Coman, C., Țîru, L. G., Meseșan-Schmitz, L., Stanciu, C., & Bularca, M. C. (2020). Online Teaching and Learning in Higher Education during the Coronavirus Pandemic: Students’ Perspective. Sustainability (Switzerland), 12(24), 1–22. https://doi.org/10.3390/su122410367
Dicke, T., Marsh, H. W., Parker, P. D., Guo, J., Riley, P., & Waldeyer, J. (2020). Job Satisfaction of Teachers and Their Principals in Relation to Climate and Student Achievement. Journal of Educational Psychology, 112(5), 1061–1073. https://doi.org/10.1037/edu0000409
Donitsa-Schmidt, S., & Ramot, R. (2020). Opportunities and Challenges: Teacher Education in Israel in the Covid-19 Pandemic. Journal of Education for Teaching, 46(4), 586–595. https://doi.org/10.1080/02607476.2020.1799708
Fathi, J., Greenier, V., & Derakhshan, A. (2021). Self-Efficacy, Reflection, and Burnout Among Iranian EFL Teachers: The Mediating Role of Emotion Regulation. Iranian Journal of Language Teaching Research, 9(2), 13–37. https://doi.org/10.30466/ijltr.2021.121043
Fernández-Batanero, J. M., Montenegro-Rueda, M., Fernández-Cerero, J., & García-Martínez, I. (2022). Digital Competences for Teacher Professional Development. Systematic Review. European Journal of Teacher Education, 45(4), 513–531. https://doi.org/10.1080/02619768.2020.1827389
Hermanto, Y. B., & Srimulyani, V. A. (2022). The Effects of Organizational Justice on Employee Performance Using Dimension of Organizational Citizenship Behavior as Mediation. Sustainability (Switzerland), 14(20), 13322. https://doi.org/10.3390/su142013322
Huang, T., Hochbein, C., & Simons, J. (2020). The Relationship Among School Contexts, Principal Time Use, School Climate, and Student Achievement. Educational Management Administration and Leadership, 48(2), 305–323. https://doi.org/10.1177/1741143218802595
Ibrahim, R. Z. A. R., Zalam, W. Z. M., Foster, B., Afrizal, T., Johansyah, M. D., Saputra, J., B , & Sari, D. P. (2023). The Role of Teacher Professional Development in Enhancing Teacher Performance: A Systematic Review. International Journal of Educational Management, 37(3), 456–472. https://doi.org/10.1108/IJEM-09-2021-0345
Khan, M. A., & Ali, S. (2021). The Impact of Transformational Leadership on Teacher Job Satisfaction: A Study of Public Sector Schools in Pakistan. Journal of Educational Administration, 59(6), 675–690. https://doi.org/10.1108/JEA-01-2021-0010
Korkmaz, H., & Korkmaz, A. (2022). The Effect of Teacher Leadership on Student Achievement: A Meta-Analysis. Educational Research Review, 34, 100-115. https://doi.org/10.1016/j.edurev.2021.100115
López, M. A., & Rodríguez, J. (2020). The Influence of School Leadership on Teacher Motivation: A Systematic Review. Educational Management Administration & Leadership, 48(4), 563–580. https://doi.org/10.1177/1741143218771234
Miller, D. C., & Smith, J. (2021). Teacher Collaboration and Student Achievement: A Review of the Literature. Journal of Educational Research, 114(5), 563–577. https://doi.org/10.1080/00220671.2020.1791234
Nugroho, A. S., & Sari, R. (2023). The Role of Emotional Intelligence in Teacher Performance: A Study in Indonesian Schools. International Journal of Educational Research, 112, 101-110. https://doi.org/10.1016/j.ijer.2022.101110
O’Neill, S., & McMahon, M. (2020). The Impact of Teacher Well-Being on Student Outcomes: A Systematic Review. Educational Psychology Review, 32(3), 1–25. https://doi.org/10.1007/s10648-020-09512-5
Parker, P. D., & Martin, A. J. (2021). The Role of Teacher Engagement in Student Learning: A Meta-Analysis. Educational Psychology Review, 33(2), 1–25. https://doi.org/10.1007/s10648-020-09511-6
Rizvi, M., & Ali, S. (2022). The Relationship Between Teacher Motivation and Student Achievement: A Study of Secondary Schools in Pakistan. Journal of Educational Psychology, 114(4), 563–577. https://doi.org/10.1037/edu0000590
Sari, D. P., & Rahman, A. (2023). The Influence of School Climate on Teacher Performance: A Study in Indonesia. International Journal of Educational Management, 37(2), 234–245. https://doi.org/10.1108/IJEM-09-2021-0346
Zhang, Y., & Wang, Y. (2021). The Role of Teacher Professional Development in Enhancing Student Learning: A Meta-Analysis. Educational Research Review, 34, 100-115. https://doi.org/10.1016/j.edurev.2021.100115
| 10.33650/al-tanzim.v8i4.9646 |
|
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 Nurrizayani, Niswanto, Nasir Usman
