Leadership Styles Of School Principals Research Articles

The Influence of Transformational and Instructional Leadership Styles of School’s Principals on Teacher’s Performance, Motivation, Job Satisfaction and Student Achievement in Primary and Secondary Schools

This study aims to examine the influence of transformational and instructional leadership styles of school principals on teacher performance, motivation, job satisfaction, and student achievement in primary and secondary schools. A literature review method was employed, synthesizing qualitative and quantitative studies published between 2019 and 2024. The selected studies focus on the relationship between principal leadership styles and key educational outcomes, with data retrieved from sources in both English and Indonesian. The findings highlight that instructional leadership significantly improves teacher performance and job satisfaction by providing structured support and guidance. Transformational leadership fosters motivation, enhances job satisfaction, and promotes student achievement through inspiration and collaboration. The synergy between these leadership styles enhances educational outcomes, with principals effectively balancing both approaches. This review fills a gap by exploring how transformational and instructional leadership styles interact to influence teachers and students, offering a clearer understanding of their complementary roles in various educational contexts. The study provides valuable insights for educators and policymakers by emphasizing the importance of situational leadership and the need for leadership development programs for school principals. Adopting a hybrid approach to leadership can further enhance teacher performance and student achievement.

Modeling the Relationship between Some Leadership Styles on the Cohesion of the Educational Group using PLS modeling – a Field Study on a Sample of Primary Education Teachers in the City of Messaad

Purpose: This study aims to clarify the relationship between the three leadership styles (democratic, authoritarian, and Delegative) of primary school principals and their relationship to educational group cohesion from the point of view of primary education teachers. Design/Method/Approach: The study is an experimental study that reveals the administrative leadership styles of the school principal and their relationship to the cohesion of his group, using the descriptive, relational approach. We also used the questionnaire tool to collect data for 376 male and female teachers in primary education. Findings: Through analyzing the model, we found that there is a direct relationship between the democratic style of primary education principals in the city of Messaad and the cohesion of the educational group from the teachers’ point of view. While the delegative(Laissez-Faire)leadership style and the authoritarian style do not affect the cohesion of the educational group from the point of view of teachers. Theoretical Implications: This paper presents two significant studies on leadership styles, group dynamics, and cohesion, providing a basis for comparison with the findings of the current study. Additionally, it includes comprehensive definitions of the study's key terms. Originality/Value: This study is one of the first studies that was applied in the researchers’ environment, as this study helps school principals and supervisors adopt the appropriate method in managing their institutions in accordance with the needs and requirements of subordinate teachers in order to work efficiently and provide the best performance. Research Limitations/Future Research: This study provides prospects for future research on appropriate leadership styles as well as factors that help maintain group cohesion. Paper Type: Empirical JEL Classification: C93, D23, C92, M12

The Principal’s Leadership Style in Improving the Quality of Education

This study aims to describe the leadership style of school principals: (1) the leadership style of school principals who have integrity in improving the quality of education; (2) the leadership style of the principal who is virtuous in improving the quality of education; and (3) the leadership style of the principal who has the ability to improve the quality of education. The method used in this study is a descriptive qualitative approach. The results obtained from this study are: (1) the integrity leadership style of the principal at RA AL-Muttaqin Palembang, is quite consistent between what is said and what is done, namely if the principal says “next month the RA children will take part in the hajj”. So, he will carry it out, because the hajj manasik education program is an annual activity organized by RA as an integral part of the RA Curriculum. This program is held every year to enrich students’ understanding of hajj from an early age; (2) The Virtue leadership style of the principal at RA AL-Muttaqin Palembang, is quite in accordance with the definition of the Virtue leadership style, namely the RA principal who is very wise and very protective of his subordinates; and (3) the leadership style of the principal’s ability at RA AL-Muttaqin Palembang, which is quite in accordance with the definition of leadership style ability. The Principal of RA School, who has been very experienced in teaching for approximately 18 years, is undoubtedly capable of handling RA children.

Gaya Kepemimpinan Kepala Sekolah dalam Meningkatkan Kinerja Guru Di Madrasah Aliyah Negeri 1 Kota Sukabumi

This research aims to identify and analyze the leadership style of school principals in improving teacher performance in MAN 1 Sukabumi City. This research uses a qualitative approach with a case study method. Data was collected through in-depth interviews, observation and document analysis. Research participants consisted of school principals, teachers and administrative staff. The research results show that the transformational leadership style applied by school principals plays a significant role in increasing teacher motivation, involvement and performance. The principal also uses a participative leadership approach by involving teachers in decision making, which has a positive impact on teachers' sense of ownership and responsibility for their duties. In addition, the emotional and professional support provided by the principal creates a conducive and collaborative work environment. The conclusion of this research confirms that the principal's effective leadership style is a key factor in improving teacher performance, which in turn has a positive impact on the quality of education at MAN 1 Sukabumi City.

Pengaruh Gaya Kepemimpinan Kepala Sekolah, Profesionalisme Guru, dan Lingkungan Kerja Terhadap Kinerja Guru Mi Muslimat Nu Pucang Sidoarjo

This research aims to investigate the influence of the principal's leadership style and teacher professionalism on teacher performance at MI Muslimat NU Pucang Sidoarjo, with the main focus on improving the quality of education. In facing demands for improving the quality of education, serious attention to key factors such as the leadership style of school principals and the level of teacher professionalism needs to be researched. Through regression analysis, this research provides evidence that the principal's leadership style and the level of teacher professionalism have a significant contribution to teacher performance. An effective leadership style, which includes the principal's ability to provide direction, motivate and create a positive work environment, is considered a crucial element in establishing a quality learning process. Meanwhile, the level of teacher professionalism, which involves commitment to self-development, work ethics, and the ability to integrate the latest knowledge in learning, is also considered important for improving the quality of education. These findings strengthen the understanding that effective leadership and teacher professionalism have a positive impact in achieving the goal of improving the quality of education. Given the complex relationships between these variables, this research provides valuable insights for education stakeholders, especially in designing strategies and policies that support teacher professional growth and well-being.

PENGARUH KEPEMIMPINAN KEPALA SEKOLAH DAN PERILAKU INOVATIF GURU TERHADAP KINERHA GURU BERSERTIFIKAT PENDIDIK (STUDI PADA SEKOLAH MENENGAH PERTAMA DI KABUPATEN KOTAWARINGIN TIMUR)

Analysis of the Influence of Principal Leadership and Innovative Behavior on the Performance of Certified Educator Teachers (Study at Junior High Schools in East Kotawaringin Regency).This research studies the leadership style of school principals and the innovative behavior of teachers with the aim of determining their influence on teacher performance. The research method was carried out by testing primary data using PLS-SEM tools with a total of 100 respondents spread across East Kotawaringin Regency. The data analysis technique in this research is descriptive statistics and PLS-SEM inner and outer model testing.The results of this research show that the principal's leadership has a p-value of 0.02, which means that leadership has a positive and significant effect on teacher performance. Innovative behavior has a p-value of 0.01, which means innovative behavior has a positive and significant effect on teacher performance. The low R2 value of 14.7% in the research is expected to be able to be tested with other variables outside the research.

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.

Analysis of the relationship between leadership style and teacher work motivation in vocational high schools

Leaders who effectively apply a leadership style can realize their goals by providing motivation. The purpose of this research is to find out and obtain information about the leadership style of school principals and teacher work motivation at SMKN 6 Padang. This research is quantitative research with a correlational approach. The research population is 100 teachers at SMKN 6 Padang, while the sample in this study was 50 teachers taken using Proportional Stratified Random Sampling calculated using the Slovin formula. The instrument used was a Likert Scale model questionnaire with five alternative answers whose results were valid and reliable. Analysis in this research uses the SPSS 24.0 program to process and analyze normality, linearity and significance tests of the relationship between the two variables. The results of this research indicate that there is a positive and significant relationship between leadership style and teacher work motivation, which means that the principal's leadership style has a positive and significant relationship with teacher work motivation. The implication of the results of this research is to increase work motivation through the principal's leadership style, namely increasing the task-oriented leadership style of the principal. In addition, the results of this study show that the interpretation of the principal's leadership style towards subordinates is greater than the interpretation of the principal's task-oriented leadership style.

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.

School Principal Leadership Style In Improving Teacher Performance In Elementary School Muhammadiyah Purbayan Yogyakarta

The style or manner of a school principal in his capacity as a leader largely determines the success of improving the performance of teachers under his leadership. The purpose of this study was to obtain data on (1) the principal's leadership style in improving work discipline, (2) the principal's leadership style in increasing teacher work motivation, (3) the principal's leadership style in increasing responsibility and (4) the constraints- obstacles faced by school principals in improving teacher performance. Through a qualitative approach with descriptive methods, data collection techniques are carried out through interviews, observations, and documentation. This research shows that (1) the principal applies the situational leadership style in increasing discipline, (2) the principal applies the managerial leadership style in increasing teacher work motivation, (3) the principal applies the managerial leadership style in increasing teacher responsibility, and (4 ) constraints faced by the principal, namely the low teacher in the use of "computer" technology, the selection of learning methods and the different background conditions of subordinates. It is recommended that the principal can apply a better or varied leadership style so that the desired goals can be achieved well and optimally

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.

School Principal’s Leadership Style and Teachers’ Job Performance: A Systematic Review of Literature

The leadership style of the school principal plays a vital role in an institution because its primary goal is to guide, motivate, direct, and influence the school community—which includes teachers, staff, and other stakeholders—to fulfill the institution's vision, mission, and goals. As a result, the researcher conducted this systematic literature review to identify the effective leadership styles of school principals and how they connect to teachers' job performance, as successful teachers can transform an institution. The researcher thoroughly reviewed twenty (20) research articles, and the results revealed that the school principal uses a variety of leadership styles. Three of these—democratic, transformational, and autocratic— show potential and positively correlate with teachers' job performance. However, using an authoritarian leadership style should be conducted cautiously by the school principal as it can decrease teachers' job performance if not properly practiced. Furthermore, it has been concluded from the studied researchers that certain leadership styles have no substantial association, or a negative relationship, with teachers' job performance. Therefore, the authors of the reviewed literature did not recommend that school principals use it in their leadership roles within an institution.

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%.