Leadership Styles Of School Principals Research Articles

School Principal Leadership Style and Organizational Performance in Improving the Quality of Education

Leadership means the process of influencing group activities in the context of formulating and achieving organizational goals. There are two things that characterize leaders in carrying out achievements, namely openness and willingness to serve. Leadership always gives an interesting impression because leadership requires a style and attitude that is appropriate to the organizational climate and educational unit where this cannot be separated from performance. Organizational performance is the result obtained by an organization, whether the organization is profit centric or non-profit centric, which is produced over a period of time and is work performance that can be measured in relation to the ability and strength of the organization as a whole to achieve organizational goals. This research aims to describe the leadership style of school principals and organizational performance in improving the quality of education at MI Ma'arif NU Teluk Purwokerto Indonesia. This research is a qualitative descriptive type of research. The results of the research show that in improving the quality of education, MI Ma'arif NU Teluk has attempted to optimize teacher performance which is supported by the leadership of the school principal through strengthening the cognitive, psychomotor and affective competencies of teachers and supported by the existence of a teacher certification program.

Revitalizing Educational Leadership: A Comprehensive Literature Review of Transformational Leadership in Indonesia Academic Settings

This research was motivated by the limited research on the transformational leadership style of school principals. Transformational leadership is mostly researched on company leaders. This research aims to describe previously published research on transformational leadership of school principals. This research uses a literature review method, with the main source being articles that have been published in the journals Sinta 1 and Sinta 2. Search for articles using the keywords transformational leadership and “kepemimpinan transformasional”. Data analysis was carried out deductively, inductively, interpretatively, comparatively and historically. The research results show that thirteen variables are influenced by the principal's transformational leadership. Three variables moderate the influence of transformational leadership on other variables. A transformational school principal can be a source of inspiration for teachers and education staff.

Analisis Gaya Kepemimpinan Kepala Sekolah dalam Meningkatkan Kinerja Guru Sekolah Dasar

The aim of this literature study aims to determine, explain and analyze the leadership style of school principals in improving teacher performance. The method for writing literature studies uses a conceptual research approach relating to ideas and theories. The stages in writing a literature study include selecting a topic, searching for literature, developing an opinion, and a literature survey. Data analysis used used content analysis. The results of the literature study found that the principal's leadership style in improving teacher discipline is a storytelling style. Apart from the storytelling style, the principal also applies a situational style. The principal's leadership style in improving teacher performance is a selling (consultative) style by directing teachers to complete duties, the principal's leadership style in improving teacher abilities, namely the participative style applied during internal teacher council meetings and other meetings and the principal's leadership style in increasing teacher responsibility, is a delegative style, namely dividing authority among members to carry out organizational tasks. It is hoped that supervisors and school principals can provide encouragement and direction in the work of discipline, commitment, ability and responsibility of teachers effectively and efficiently to improve performance in schools.

PENGARUH MOTIVASI DAN GAYA KEPEMIMPINAN TRANSFORMASIONAL TERHADAP KINERJA GURU MELALUI KEPUASAN KERJA GURU SMP NEGERI DI KECAMATAN PENAJAM PASER UTARA

The research aims to analyze the influence of motivation and transformational leadership style of school principals on teacher performance through job satisfaction of State Middle School teachers in North Penajam Paser District, East Kalimantan. This research method uses a quantitative research approach. The research population was 36 teachers, hereinafter referred to as research respondents. The research results show that teacher work motivation has a significant effect on teacher performance. Transformational leadership has a significant effect on teacher performance. Work motivation has a significant effect on job satisfaction. Transformational leadership has a significant effect on job satisfaction. Job satisfaction has a significant effect on teacher performance. There is an indirect relationship between work motivation variables and teacher performance through job satisfaction. There is an indirect influence between transformational leadership style variables on teacher performance through job satisfaction.

The Influence of The Principal's Leadership Style and School Culture On Teacher Performance Mediated By Work Motivation

The purpose of this study is to examine the Influence of School Principal's Leadership Style and School Culture on Teacher Performance Mediated by Work Motivation in XYZ School, Lampung, Indonesia. This study is quantitative research with 142 teachers’ population at XYZ School, Lampung, Indonesia. The respondent criteria include teachers who have been teaching for a minimum of 6 months, based on the teacher data available in May 2023 in XYZ School, Lampung, Indonesia, with no restrictions on gender and age. Based on the Slovin sample size calculation above, the sample size used in this study was 105 respondents. The data analysis technique used descriptive analysis of Partial Least Square Structural Equation Modeling (PLS-SEM) to measure the relationship between variables with the assistance of SmartPLS software. The research findings indicate that the variables of principal’s leadership style, school culture, and work motivation have a positive and significant influence on teacher performance. In addition, the principal's leadership style has a positive and significant effect on teacher performance, school culture has a positive and significant effect on teacher performance, the principal's leadership style has a positive and significant effect on work motivation, school culture has a positive and significant effect on work motivation, work motivation has a positive and significant effect on teacher performance, the principal's leadership style has a positive and significant effect on teacher performance mediated by work motivation, and school culture has a positive and significant effect on teacher performance mediated by work motivation

A Review on Self-Efficacy and Job Satisfaction as indicators of Effective School Principal’s Leadership Style

This review sought to investigate the importance of the relationship between the school principals’ leadership styles and the teacher’s sense of efficacy and job satisfaction. In the research article (“The Principals’ Leadership Style and Its Impact on the Teachers’ Self Efficacy and Job Performance in the Selected Secondary Schools,” 2023), it was acknowledged the organization’s contribution to its long-term success and production of high-quality results is highly dependent on its leaders and employees. The study sought to assess the impact of the principal’s leadership style on the efficacy rate and job satisfaction of the teachers. The study was participated in by public high school teachers in selected secondary schools in the locality of Sta. Maria, Bulacan. The author used the descriptive correlation research technique since the study examined the influence of the leadership style of school principals on the self-efficacy and job satisfaction of the teachers. The discussion centers on transformational and transactional leadership as styles of leadership being investigated with the use of the Multifactor Leadership Questionnaire (MLQ) by Avolio and Bass (1997) and the Minnesota Satisfaction Questionnaire (MSQ) by Weiss, et. al. to identify the respondent’s level of satisfaction with their work. Whereas, the teachers’ self-efficacy, the Teachers’ sense of Effectiveness Scale 1 was used, which consisted of 3 indicators - student engagement, instructional tactics, and classroom management. The study revealed that the principals’ leadership styles significantly affect the sense of efficacy and job satisfaction of the teachers. It was further recommended that professional development programs should continue and be pursued along with other initiatives to enhance and empower teachers’ job performance and satisfaction.

Exploring the Relationship between Principal Leadership Styles and Teacher Work Discipline

This research explores the relationship between the school principal's leadership style and teachers' work discipline in State Senior High Schools Pekanbaru, Riau. The study adopts a quantitative approach with a survey method and correlation technique. Through random sampling, the research involves 40 teachers from eleven State Senior High Schools in Pekanbaru. Data collection is conducted using a questionnaire, which has been calibrated with validity testing using Pearson Product Moment and reliability coefficient with Cronbach's Alpha formula. The research results indicate a relationship between the leadership style of school principals and the discipline of teachers in State Senior High Schools in Pekanbaru. The significance testing of a correlation coefficient of 0.51 supports this relationship. It suggests a moderate connection between the principal's leadership style and teacher discipline. This study implies that enhancing teacher discipline can be achieved through the role of the school principal's leadership style. In other words, a correlation of 0.51 indicates that the principal's role in leading and guiding teachers can have a positive impact on their work discipline, and these efforts may be crucial in achieving a higher quality of education.

The Relationship Between Principals’ Leaderships Towards TVET Teachers’ Motivation in Implementing ICT

The leadership role in a school organisation is crucial for long-term success, particularly in relation to teachers' motivation, especially in the implementation of ICT. School leaders possess the opportunity to employ diverse leadership styles that can influence teachers' motivation, specifically in integrating ICT into teaching and learning. Technical and vocational education is an area where ICT integration holds significant potential for productivity enhancement, given its pivotal role in developing students' college-ready skills. However, previous studies have shown uncertainties in the relationship between principals’ leadership styles and teachers' motivation in certain schools. Therefore, this study aims to examine the relationship between principals' leadership styles and TVET teachers' motivation in implementing ICT. A correlational study was conducted, employing survey methods, and utilizing the Principal Instructional Management Rating Scale (PIMRS) for instructional leadership styles and the Multifactor Leadership Questionnaire (MLQ) for transformational leadership styles. The instruments used to measure teachers' motivation were adapted from the instruments aligning with the TAM model. Data analysis included percentage, mean, standard deviation, frequency, regression, and Pearson's correlation analysis, with a significance level set at p = 0.05. The results revealed that TVET teachers' responses to the leadership styles of school principals in Malaysia are satisfactory. Furthermore, a significant correlation exists between the principal's leadership styles and TVET teachers’ motivation. In addition, regression analysis demonstrates that transformational dan instructional leaderships influence TVET teachers’ motivation in implementing ICT. These findings provide support for previous research indicating that the principal's leadership styles indeed influence teachers' motivation.

Investigating the relationship between the leadership style of school principals and the job satisfaction and conscientiousness of primary school teachers

Background and purpose: The leadership styles of school principals, according to their approach to teachers, are effective in the growth of creativity or its reduction. This research was conducted to explain the relationship between the leadership style of school principals and the job satisfaction and conscientiousness of primary school teachers. Methodology: The research design was descriptive and correlational. The research's statistical population included all teachers and principals of the elementary school in Shahrood city in the academic year of 2014-2016. The statistical sample of this research was selected and studied by a simple random sampling method of 120 teachers. Leadership style Questionnaire, Job Satisfaction Questionnaire, and Work Conscientiousness Questionnaire were used to collect data. After collecting and extracting data, participants' scores were analyzed using Pearson's correlation and multivariate regression using statistical software (SPSS). Results: The results showed a significant positive correlation between the leadership style score with job satisfaction and work engagement at the level of 0.001. Also, there is a positive correlation between humanistic leadership style and job satisfaction at the level of 0.001 and work conscientiousness at the level of 0.05. The table results showed a positive correlation between conscientious leadership style with job satisfaction and conscientiousness at the level of 0.01. The leadership style of humanistic management, with a beta coefficient of 0.82, and task-oriented management, with a beta coefficient of 0.36, could predict work conscientiousness in teachers. Moreover, the humanistic management leadership style with a beta coefficient of 0.15 and the duty-oriented management leadership style with a beta coefficient of 0.46 could predict teacher job satisfaction. Conclusion: Planning training courses related to improving transformational leadership skills for school staff, especially managers and teachers, is an inevitable necessity for the success and excellence of the school. Effective leadership requires the use of both transformational and exchange leadership styles. Therefore, while creating the necessary conditions and space for teachers' internal motivation and self-efficacy, school administrators should also pay attention to external incentives and rewards.

Effects of principals’ leadership styles on teachers’ commitment in Vietnam

<span lang="EN-US">In recent years, styles of transformational and transactional leadership have become an important area of research because of its significant impact on teachers’ outcomes such as commitment, job satisfaction, self-efficacy. However, the relationships between transformational and transactional leadership styles of school principals and teachers’ organizational commitment have been rarely investigated in the educational context in Vietnam. This study aimed to determine how transformational and transactional leadership styles influence the organizational commitment of Vietnamese high school teachers. The study employed two standardized surveys to collect data from 387 teachers at 24 public high schools in the Mekong Delta of Vietnam. The results of correlation coefficient analyses indicated that teachers’ organizational commitment was positively influenced by transformational leadership and negatively influenced by transactional leadership. In addition, the results of multiple regression analyses showed that the organizational commitment of teachers was predicted by all components of both leadership styles of principals. The present study suggested that school leaders might combine both transformational and transactional leadership styles in their leadership practices to improve teachers’ organizational commitment.</span>

Hubungan Gaya Kepemimpinan Transformasional Kepala Sekolah dan Budaya Organisasi Sekolah Dengan Kepuasan Kerja Guru SD di Kecamatan Cidahu

This study aims to determine the relationship between the principal's transformational leadership style, organizational culture, and job satisfaction of state elementary school teachers in Cidahu District, Sukabumi Regency. The research design used is descriptive research with a correlational approach. Subjects in this study (N = 163) were taken from the population and became a saturated sample. Data analysis used product moment correlation and multiple linear regression analysis with the help of SPSS v23 for Windows. The research results show that: (1) There is a positive and significant relationship between the transformational leadership style of school principals and teacher job satisfaction, with a correlation value of 0.694. (2) Based on a statistical study using the Pearson correlation test, there is a positive and significant relationship between school organizational culture and teacher job satisfaction with a correlation value of 0.620. (3) The results of multiple regression tests show that the relationship between the transformational leadership style variable of the school principal (X1) and school organizational culture (X2) simultaneously has an impact on teacher job satisfaction (Y), which is equal to 54%.

The Relationship Between the Transformational Leadership Style of School Principals, Assertive Communication, and Working Climate on Job Satisfaction of Private Elementary School Teachers in North Banjarbaru District

This study aims to analyze the relationship between the school principal's transformational leadership style, assertive communication and work climate on private elementary school teacher's work satisfaction in banjarbaru utara district. This research is a correlational study with path analysis. The population of this study were all teachers of private elementary schools in North Banjarbaru sub-district, totaling 123 people with a sample of 96 people taken by proportional random sampling technique. Data were collected through questionnaires and documentation and then analyzed using SPSS 15 statistical version. Meanwhile, data analysis techniques used statistical tests of path analysis and multiple linear regression. Hypothesis testing was carried out at a significance level of 0.05. The results showed: 1) The principal's transformational leadership style, assertive communication, work climate and teacher job satisfaction were in the high category. 2) There is a positive and significant relationship between the principal's transformational leadership style and teacher job satisfaction of 0.212. 3) There is a positive and significant relationship between assertive communication and teacher job satisfaction of 0.307. 4) There is a positive and significant relationship between the principal's transformational leadership style and the work climate of 0.325. 5) There is a positive and significant relationship between assertive communication and work climate of 0.641. 6) There is a positive and significant relationship between work climate and teacher job satisfaction of 0.460. 7) The relationship between the principal's transformational leadership style indirectly through the work climate on teacher job satisfaction is 0.362. 8) The relationship between assertive communication indirectly through the work climate on teacher job satisfaction is 0.602. Based on the conclusions above, the implications of the research results are that teacher job satisfaction can be increased through the principal's transformational leadership style, assertive communication and work climate.

The Relationship Between the Transformational Leadership Style of School Principals, Assertive Communication, and Working Climate on Job Satisfaction of Private Elementary School Teachers in North Banjarbaru District

The Relationship Between the Transformational Leadership Style of School Principals, Assertive Communication, and Working Climate on Job Satisfaction of Private Elementary School Teachers in North Banjarbaru District

The Effect of Principal Managerial Competency, School Principal Leadership Style, and Teacher Work Motivation on Teacher Performance in SDN Jekan Raya District, Palangka Raya

This study aims to determine and analyze the influence of the principal managerial competence, principal leadership style and teachers’ work motivation on teacher performance. This research is quantitative research with a path analysis approach. The study population was 440 with 200 studyampelous. Data collection was carried out using instruments consisting of managerial competence (11 items), principal leadership style (30 items), teacher work motivation (44 items), teacher performance (40 items) that had been tested for validity and reliability. The data analysis of this study used jalur analysis (Path Analysis). The results found that there was an influence of managerial competence on teacher work motivation (0.097), principal leadership style on work motivation(0.075), principal managerial competence on teacher performance (0.341),Principal leadership style towards performance (0.345), teacher work motivation towards performance (0.320), principal managerial competence towards teacher performance through teacher work motivation (0.420), principal leadership towards teacher performance through teacher work motivation (0.387).

The Effect of Principal Managerial Competency, School Principal Leadership Style, and Teacher Work Motivation on Teacher Performance in SDN Jekan Raya District, Palangka Raya

The Effect of Principal Managerial Competency, School Principal Leadership Style, and Teacher Work Motivation on Teacher Performance in SDN Jekan Raya District, Palangka Raya

The Role of School Principal Leadership Style, Work Environment and Family Support on PAUD Teacher Performance

Teacher performance is an important part of achieving the goals of an educational institution. The good or bad of an educational institution or school can also be seen from the level of teacher performance. To avoid the bad side of teacher performance, a comfortable work environment, the right leadership style and support from the family are needed so that performance can be more optimal. This research intends to analyze the performance of teachers in PAUD in Cengkareng District, West Jakarta, which is affected by the work environment, leadership style and family support. Questionnaire data as primary data and school IKP and EKI documents as secondary data. There were 22 respondents in this research who were sampled. Multiple linear regression analysis as data analysis and t-test as a hypothesis test were all processed through SPSS version 26. The results of this research describe that performance is not partially affected by the work environment. Meanwhile performance is significantly affected positively by leadership style. Furthermore, performance is significantly positively affected by family support. Other test results, performance is significantly positively affected by the work environment, leadership style and family support simultaneously.

Principal Situational Leadership: A Literature Review

The principal's leadership is related to the leadership style he uses, situational leadership style is one of them. This writer aims to collect and analyze articles related to the situational leadership style of school principals. The method used is literature review articles collected through the Google Scholar search engine and articles that meet the criteria are articles that discuss situational leadership and school principals. Articles that the author selected based on the last 5 years. Based on the articles collected, it was found that the situational leadership of the school principal is an effective and flexible leadership style because the principal is able to adapt to the demands of the existing situation.

Examination of the relationship between school principals' leadership styles and organisational happiness

The main purpose of this research is to examine the relationship between school principals' leadership styles and organisational happiness. İn this study, the relational survey model, one of the quantitative research methods, was used. The teachers participating in the research were selected by a cluster sampling method. In order to collect the data of the research, the ‘Personal Information Form’ was used to determine the demographic characteristics of the teachers; the ‘Leadership Styles Scale’, developed by Akçekoce and Bilgin, was used to determine the leadership style exhibited by school principals; and the ‘Organisational Happiness Scale’, adapted into Turkish by Arslan and Polat, was used to determine the organisational happiness levels of teachers. The obtained data were processed in a statistical programme to be analysed. As a result of the analyses, while the teachers have the perception that school principals exhibit the ethical leadership style the most, they think that school principals exhibit cultural leadership style the least. It is seen that teachers' organisational happiness perceptions are also at a high level. It is seen that there is a positive and strong relationship between the leadership styles of school principals and their perceptions of organisational happiness. In addition, in the study, it was concluded that the leadership styles of school principals were a significant predictor of organisational happiness and explained 41.3% of organisational happiness. Keywords: Educational organisations, leadership, leadership styles of school principals, happiness, organisational happiness.

Implementasi Manajemen Kurikulum 2013 dan Gaya Kepemimpinan Kepala Sekolah Dalam Meningkatkan Mutu Pendidikan

AbstractThis study aims to find out how the implementation of management curriculum 2013 and the leadership style of school principals improves the quality of education.This research is a type of qualitative research, with a field research approach. Data was collected by observation and interviews (primary) and data that came from various written/literary sources in the form of books, journals, magazines, and so on. (secondary). The data analysis used is descriptive data analysis by checking the validity of the data by using the triangulation technique.The results of the study revealed that the implementation of Management Curriculum 2013 was able to improve the quality of education. This is evidenced by the existence of a positive response from two directions in teaching and learning activities, the shift to student-centered learning. In addition, improving the quality of education is also supported by the leadership style of the school principal. This is evidenced by the acceptance of the concept initiated by the school principal, the skills to build and establish good relationships and the technical skills of the principal in managing and empowering all elements of the school can be implemented.

Liderlik Stilleri, Okul Kültürü ve Okul Dinamizmi İlişkisi

This research addresses the issue of how we can benefit from school culture and school principals' leadership styles in order to reach schools that respond to the needs of the 21st century and to create dynamic schools and to provide school dynamism to meet the current and possible needs of their students both today and in the future. In this direction, seeking an answer to the question in the research, "Do the leadership styles of school principals and school culture significantly predict school dynamism?". The research is a descriptive study in survey method with relational approach. Within the scope of the research, data were collected from 747 teachers working in secondary schools located within the borders of İzmir province, using multi-stage stratified proportional cluster sampling. The relationship between school principals' level of realization of leadership styles, school culture and school dynamism was analyzed using hierarchical multiple regression. The independent variables of the research are school principals' leadership styles and school culture; The dependent variable is school dynamism. The results obtained from the research explain how we can benefit from the school principals' leadership styles and school culture to ensure school dynamism. In the research, it has been concluded that the highest contribution to school dynamism is made by the transformational leadership in schools where the culture of duty, success and bureaucracy is dominant, and the leadership that allows freedom, being negative in schools where the support culture is dominant. According to partial correlations and explained variance values in the study, it was seen that the effect of task and success culture on school dynamism was higher than support culture and bureaucratic culture. The research offers suggestions for school principals to think and act on their leadership behaviors and school culture in order to ensure school dynamism.