Abstract
The principal's role as a leader is crucial in improving the teacher performance and student achievement. However, it still remains unknown what kinds of school leadership behaviors that are effective to improve teacher performance and student achievement. This study aims to determine the level of significance of the effect of (1) the quality of principal's leadership behaviors on teacher performance, (2) the quality of principal's leadership behaviors on student achievement, and (3) the teacher performance on student achievement.This study is a quantitative descriptive research. The study population was 317 teachers with 281 teachers as the samples. The data collection technique was carried out through questionnaires, participant observation, and teacher performance appraisals. The data analysis technique used the Structural Equation Modeling (SEM). The results of this study showed a significant (5%) influence between: (1) the quality of the principal's leadership behaviors on the teacher performance where the estimated rate was 0.89 with the value of -t = 3.23> 1.96. The higher the quality of the principal's leadership behaviors had become, then it increased the quality of the teachers' performance; (2) the quality of the principal's leadership behaviors on the level of student achievement where the estimated rate was 0.77 with the value of -t = 2.86> 1.96; and (3) the level of teacher performance on the level of learning achievement where the estimated rate was 0.92 with the value of -t = 4.45> 1.96. The structural model of learning outcomes showed that the loading factor of report cards had a greater effect of 0.995 when it compared to the school exam scores with an effect of 0.897. Effective principal leadership behaviors were limited to (a) the relationship between leaders and followers, (b) task structure, and (c) position power.
Highlights
The leadership role of the principal is crucial to improve teachers’ performance
The findings on successful and effective principal leadership behavior based on direct experience are beneficial for efforts to improve the quality of education
Data that were free from outliers must have the value of p1 or p2 > 0.05 to make sure that there was no difference of significance between data and data groups
Summary
The leadership role of the principal is crucial to improve teachers’ performance. high performance teachers will improve students’ learning outcomes. The application of the successful and effective leadership behaviors in a school can be seen as a reference or if possible, as a role model for other schools to conduct the same method With such hope, it is possible to improve the quality of Indonesia’s education system following national and international standards. The graduation rate of public high school students in Tenggarong decreased in the 2015/2016 academic year by 98.95%, when compared to the previous year the number of high school graduates was 99.46% (source: school data) This is to the attention of researchers, that if academic achievement, namely the graduation rate is no longer determined nationally, the effectiveness of principals' leadership and teacher performance needs to be reviewed and investigated. According to Smith in Hendarman (2015), "to build an effective school it is necessary to have strong instructional leadership, clear attention to learning outcomes, high student rewards,
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