The effects of situational leadership and self-efficacy on the improvement of teachers’ work productivity using correlation analysis and SITOREM

Rais Hidayat,Yuyun Elizabeth Patras,Rindu Rahayu Agustin,Soewarto Hardhienata

doi:10.23916/0020200525310

Rais Hidayat, Yuyun Elizabeth Patras + Show 2 more

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https://doi.org/10.23916/0020200525310

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Abstract

This research aimed to determine the positive correlation of situational leadership and self-efficacy with the improvement of teacher work productivity. The quantitative method with correlation analysis were employed, furthermore the Scientific Identification Theory to Conduct Operation Research in Education Management (SITOREM) was applied to determine the priorities. The population includes all the elementary school teachers which are civil servants (PNS) in Bogor, Indonesia while 105 were selected as samples. The findings showed there is a positive correlation between situational leadership and teacher work productivity with a correlation coefficient of 0.783, and between self-efficacy and teacher work productivity with 0.782. This, therefore, means these two factors are influential in increasing the productivity of teachers. The novelty of this research was the use of SITOREM to highlight 7 indicators prioritized to be improved including leader behavior, delegation, direction, teacher achievement, facility use, efficiency, and managerial ability.

Highlights

The quality of education has been reported to be highly dependent on several factors and one of the most important is the work behavior of teachers which is associated with their work productivity (Hanushek & Ettema, 2017)
Data were collected using three questionnaire instruments including: 1) The teacher's work productivity instrument assessed by the teacher's supervisor, consisting of 6 indicators which are teacher achievement, work quality, utilization of infrastructure, efficiency, managerial ability, and performance, with 17 items ; 2) The transactional leadership instrument was conducted by the teacher to assess the principal, consisting of 5 indicators which are the leader behavior, saying, directing, participating, and delegating, with items; 3) The self-efficacy instrument was assessed by the teacher and it consists of 6 indicators which are self-confidence, self-ability, high goals, high-achievement, hard work, and ability to find a solution, with items
The research score empirically moved from the lowest score of 43, highest at 80, and the median at 63 and the indicates the empirical median score of teacher work productivity is above the theoretical and can, be categorized as high

Summary

Introduction

The quality of education has been reported to be highly dependent on several factors and one of the most important is the work behavior of teachers which is associated with their work productivity (Hanushek & Ettema, 2017). This, means the theme of teacher work productivity is very important to the education process (Harris & Sass, 2014) and needs to be researched and developed to improve the quality of education (Sass, Semykina, & Harris, 2014). Teachers are expected to maintain high work productivity due to its effect on the quality of education (Ndugu, 2014) as well as the democratic society (Camacho & Parham, 2019).

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