Relationship between Instructional Leadership of Headmaster and Work Discipline and Work Motivation and Academic Achievement in Primary School at Special Areas of Central Jakarta

Eddi Supriadi,Hj Abdul Raheem Bin Mohamad Yusof

doi:10.5539/jel.v4n3p123

Abstract

The study aimed to investigate the relationship between the instructional leadership of headmaster and the work discipline of teachers and the work motivation and the academic achievement of primary school students from Special Province of Central Jakarta. The research method will be done with quantitative research methods. The study uses data collection instruments of survey with the Likert scale, data research were analyzed using descriptive and inferential statistics. The results showed that there was a significant association the instructional leadership of headmasters, the work discipline of teachers with the work motivation and the academic achievement. The study shows that to improve academic achievement and work motivation with the improve instructional leadership of headmaster and the work discipline at Primary School Special Province of central Jakarta, It can be concluded that the factors that contribute to the academic achievement and the work motivation is leadership instructional headmaster and work discipline teachers.

Highlights

Teachers are considered as the main determinant of the success of a school, Edmonds (1979), Mahmood (1993); Miller (1982) believes the headmasters leadership is the most important determinant of excellence the school
For question 1 how far stage the instructional leadership of headmaster, work discipline and work motivation and academic achievement use descriptive study
The findings show that the instructional leadership of headmaster based on indicators describing the mission, vision and objectives of the school has a mean = 19.91, standard deviation = 3.238, managing curriculum and instruction indicator has a mean = 19.86, standard deviation = 3.437, supervise teaching and learning indicator has a value mean = 18.20, standard deviation = 4.499, indicators to monitor progress of students having a mean = 15.73, standard deviation = 3.614, indicators encourage the teaching and learning climate has a mean = 15.99, standard deviation = 3.112, indicator development staff/professional development has a mean value = 10.18, standard deviation = 2.763, from these data indicators describing the mission, vision and goals of instructional leadership of headmaster variables has the high score

Summary

Introduction

Teachers are considered as the main determinant of the success of a school, Edmonds (1979), Mahmood (1993); Miller (1982) believes the headmasters leadership is the most important determinant of excellence the school. As the highest leader in the school, the headmasters should be able to manage all elements of the school, dividing their time well in school management, both for its own tasks as well as for the school as a whole, teaching and learning activities can be carried out efficiently and effectively. The main role of the headmasters in the school is to provide instructional leadership to teachers, headmasters should be able to give a good impression to motivate teachers in carrying out their duties effectively so that their performance will be better. Mulyasa (2007) states in a new paradigm of educational management, headmasters in school should at least be able to play the role of Educator, Manager, Administrator, Supervisor, Leader, Innovator, Motivator. Stronge in the Cotton (2003) concluded that to obtain good results of student achievement need to a dramatic change in the role of a headmasters who focus on managerial issues and principals who focus on issues of instructional

Methods

Results

Discussion

Conclusion