Principal Leadership 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.

TRANSFORMASI PRAKTIK AKREDITASI BAN-PDM MALUKU MELALUI PELATIHAN DARING DALAM PENERAPAN INSTRUMEN AKREDITASI TERBARU

The purpose of this community service is to enhance the capacity of BAN-PDM assessors in Maluku Province through online training on the 2024 Accreditation Instrument. This training aims to deepen assessors' understanding of key aspects of educational accreditation, such as school climate, principal leadership, the role of educators, and the learning process. By integrating online methods, it is expected that this training can address the geographical challenges in the Maluku archipelago and improve the quality of educational accreditation in the region. The results of this training show that online methods are effective in enhancing assessors' understanding of the latest accreditation instruments. Despite facing technical challenges and connectivity limitations, participants demonstrated a significant increase in their understanding and skills related to educational accreditation. The evaluation of the training results indicates that assessors can effectively apply new knowledge in their accreditation practices, making a positive contribution to improving the quality of education in Maluku Province.

School Principal’s Perspective on Continuing Institutional Growth Development of an Education of Private School in Phnom Penh

This study aimed to explore the school principal’s perspective on continuing institutional growth development. The school principal's job is hard in a number of ways. School principals have to balance their jobs as site manager and instructional leader on a regular basis. This study looked into and identified the knowledge and learning opportunities that school leaders, particularly those who head schools with bilingual programs, rely on to lead their schools. School leadership and management are recognized as key determinants for school reforms; however, little is known about the effects of school principals’ leadership as perceived by teachers on teaching and learning outcomes. Education is main key element for develop family value, community, country, and all sectors in the world. So, school leader must be set clear policy, vision, mission, and core value for students ’achievement. School principal need to have strong commitment and long perspective for develop institutions by change their leadership styles, infrastructures, and school development’s plans. According to data collection and analysis of Mean = 3.29; Std. Deviation = 6.19 from 30 school principals and vice school principals from private school located in Phnom Penh show that: Schools or institutional growth development depend on school principal leadership styles and long perspective for development institutions. Another researchers or scholar can be choose leadership behavior, employee ’mindset change, integrated technology for institution for next studies.

The Role of Principal Leadership Management as a Driving Force in Implementing the Independent Curriculum Using AI

In the millennial era, characterized by constant change and progress, schools that thrive possess specific qualities and characteristics. Education not only functions as a place to transfer knowledge but also as a place to develop students' skills, character, and critical thinking abilities. In this increasingly complex world, educational institutions must adapt curricula and teaching methods that are relevant and able to meet students' diverse needs. Schools that innovate and provide captivating learning experiences will be better able to attract the attention of students and parents. In addition, educational institutions must realize the importance of building an identity and characteristics that distinguish them from other schools. This includes developing superior programs, adequate facilities, and a positive and supportive learning environment. This study investigates the role of principal leadership in implementing the Merdeka Curriculum while integrating artificial intelligence (AI) in a kindergarten/early childhood education environment. Through a qualitative approach, this study explores the experiences of a principal and staff at TK IT Tunas Mulia. Findings indicate that principals play a critical role in fostering a culture of innovation and adaptation to AI, providing the necessary training and resources for teachers to utilize AI tools effectively, and collaborating with stakeholders to ensure successful implementation. However, the study has identified challenges such as limited teacher proficiency in AI and the need for more comprehensive AI-integrated curriculum materials. While principal leadership plays a critical role, the study concludes that further support and professional development are necessary to fully harness the potential of AI in improving early childhood education.

Principals in Preschool Management and Leadership: A Necessary Combination to Ensure That Preschool Teachers Are Given Conditions to Be Responsible for Teaching in Preschool

Following the educational reforms of 2010 and the revision of the curriculum in 2018, Swedish preschool principals have a special responsibility for ensuring that preschool teachers have the necessary conditions to assume their responsibility for the teaching and to lead the work team. This indicates that integrating leadership with management is essential for a sustainable and successful preschool education. This study explores this assumption. Building on the concepts of management and leadership, with a qualitative research design, this study analyses data from seven interviews with preschool principals. The results showed a lack of a combination of management and leadership among the principals in relation to their special responsibility of ensuring that preschool teachers are given conditions necessary to be responsible for teaching in the preschool. The principals either lacked both management and leadership or focused on management only with a lack of leadership. Our findings suggest the necessity for principals to combine management and leadership and move from a previous flat organisational structure towards a focus on increasing preschool teachers’ responsibilities and leadership within the work team. Support for principals is needed to be able to perform a combination of management and leadership when their mission is complex and time-consuming.

The role of principal leadership in developing levels of resilience: a private senior secondary school ethnographic study

This research is motivated by the level of school resilience which is not yet good, so school principals must increase school resilience with their leadership. Therefore, this research aims to analyze and describe the leadership of school principals in setting direction, developing human resources, and redesigning organizations to increase school resilience. The method used in this research is qualitative research with an ethnographic approach, which helps provide an in-depth and detailed picture of the school's daily habits in implementing school resilience. This research uses data collection techniques in the form of observation, interviews and documentation by carrying out data analysis techniques using description, analysis and interpretation. The results of this research explain that in carrying out the three leadership roles of the school principal, namely setting direction, developing people, and redesigning the organization, through school habits (culture), private schools will be able to create a level of resilience in the school environment. Even in unfavorable conditions, school principals can survive by carrying out leadership roles using existing school habits.

Teacher Performance in the 21st Century: Examining the Roles of Leadership, Self-Efficacy, Compensation, and Job Satisfaction

The main purpose of this study is to examine the effect of leadership on teacher performance via self-efficacy and job satisfaction, a mediating variable, as well as compensation. Based upon an Indonesia study, the research engages a meta-analysis of these relationships for illuminating insights on optimizing teacher performance in educational environments. We collected data from a sample of 680 teachers 87% response rate and analyzed them using SmartPLS, the evaluation comparable to complex social science models. The results suggest that both self-efficacy and compensation affect teacher performance directly, respectively, through job satisfaction; principal leadership only has a significant direct effect on the dependent variable without being mediated by job satisfaction. These results may have implications for how intrinsic and extrinsic factors, motivation, rewards, and leadership styles influence faculty outcomes. The practical implications include a call for targeted teacher professional development and compensation policies that are more equitable and effective educational leadership practices to improve teaching performances, which will in turn favorably impact the quality of education generally.

Creative Leadership: An Implementing Study of Transformative Leadership Models in High School for Sustainable Development Goals

Purpose: The objectives of this study are to: 1). Identify the types of principal leadership applied in high schools, 2). The application of creative leadership of school principals in modern Islamic boarding schools in empowering teacher performance in schools, 3). Fostering the creative leadership of school principals in modern Islamic boarding schools. Theoretical Framework: This study will explore how high school leaders in Muhammadiyah apply creative and transformative leadership principles to face contemporary challenges in education, such as adapting to new technologies, improving the quality of teaching, and promoting sustainable development values among students and staff. Methods: This research uses an interpretative paradigm with a qualitative approach, case study type, and multicase design. Data were collected using observation, interviews, and documentation. Data validity using triangulation of sources, methods, and theories. Next, an interactive model analysis is carried out. Obyek penelitian dilakukan di SMAM SBM Piyungan Yogyakarta dan SMAM Pondok Pesantren Modern Imam Cabang Syuhodo Muhammadiyah Blimbing, Sukoharjo, Jawa Tengah. Results and Conclusion: The results of this study show (1) Types of creative leadership in these two schools include being innovative, engaging in the community, providing opportunities for students to develop, and focusing on social and humanitarian contributions. (2) The application of principals' creative leadership in empowering teacher performance in schools is carried out by encouraging innovation in learning, providing support and training, recognizing and rewarding superior performance, developing joint learning plans, providing emotional support, facilitating teacher collaboration, implementing an equitable evaluation system, and integrating educational technology. Research implications: The implications of creative values applied in cottages, especially in terms of raising cottages, are proactive, advanced, inclusive, do not impose and do not prohibit, and even provide education to the community so that according to the direction of Islamic boarding schools that uphold Islamic teachings, can be implemented and applied. Originality/value: the originality of this research lies in pesantren which includes Islamic educational institutions with creative leadership that is not stagnant, and always runs and develops dynamically.

Implementation of Principal Leadership at SMKN 2 Sungai Raya

This research was conducted at SMKN 2 Sungai Raya, Kubu Raya Regency, with the aim of describing: (1) the implementation of the principal's leadership at SMKN 2 Sungai Raya, (2) the leadership style of the principal in carrying out his duties at SMKN 2 Sungai Raya. A qualitative analysis approach is used to explain the implementation of the principal's leadership at SMKN 2 Sungai Raya. The results of the study found that: 1) Principal leadership at SMKN 2 Sungai Raya is implemented through the principal's responsibility for main tasks and functions, working with teachers and paying attention to teachers, making firm and disciplined decisions at school, demonstrating the teacher's role as an educator who directs and acts as a motivator at school, becomes an administrator in the implementation of educational administrative services 2) The leadership style of the principal at SMKN 2 Sungai Raya is a charismatic leadership style that gives a downward pull force to carry out work without providing supervision and gives subordinates confidence in increasing competence in building excellent schools.Implementasi; Kepemimpinan; Kepala Sekolah.Penelitian ini dilaksanakan di SMKN 2 Sungai Raya Kabupaten Kubu Raya, dengan tujuan untuk mendeskripsikan tentang: (1) Implementasi kepemimpinan kepala sekolah di SMKN 2 Sungai Raya, (2) Gaya kepemimpinan kepala sekolah dalam melaksanakan tugasnya di SMKN 2 Sungai Raya. Pendekatan analisis kualitatif digunakan untuk menjelaskan pelaksanaan kepemimpinan kepala sekolah di SMKN 2 Sungai Raya. Hasil penelitian menemukan bahwa: 1) Kepemimpinan kepala sekolah SMKN 2 Sungai Raya diimplementasikan melalui tanggung jawab kepala sekolah terhadap tugas pokok dan fungsi, bekerja sama dengan guru dan memberikan perhatian kepada guru, mengambil keputusan yang tegas dan disiplin di sekolah, menunjukkan peran guru sebagai pendidik yang mengarahkan serta sebagai motivator di sekolah, menjadi administrator dalam pelaksanaan pelayanan administrasi pendidik 2) Gaya kepemimpinan kepala sekolah di SMKN 2 Sungai Raya adalah gaya kepemimpinan karismatik yang memberi gaya tarik ke bawahan untuk melaksanakan pekerjaan tanpa memberikan pengawasan serta memberikan bawahan kepercayaan dalam meningkatkan kompetensi dalam membangun sekolah yang unggul.Implementation; Leadership; Headmaster.This research was conducted at SMKN 2 Sungai Raya, Kubu Raya Regency, with the aim of describing: (1) the implementation of the principal's leadership at SMKN 2 Sungai Raya, (2) the leadership style of the principal in carrying out his duties at SMKN 2 Sungai Raya. A qualitative analysis approach is used to explain the implementation of the principal's leadership at SMKN 2 Sungai Raya. The results of the study found that: 1) Principal leadership at SMKN 2 Sungai Raya is implemented through the principal's responsibility for main tasks and functions, working with teachers and paying attention to teachers, making firm and disciplined decisions at school, demonstrating the teacher's role as an educator who directs and acts as a motivator at school, becomes an administrator in the implementation of educational administrative services 2) The leadership style of the principal at SMKN 2 Sungai Raya is a charismatic leadership style that gives a downward pull force to carry out work without providing supervision and gives subordinates confidence in increasing competence in building excellent schools.

Examining the Influence of Principal Leadership on School Effectiveness : A Comprehensive Analysis in The Context of Primary Schools in Surabaya

This study aims to analyze the influence of principal leadership on the effectiveness of primary schools. This research used a quantitative method. The research targets teachers in Surabaya, utilizing a sample of 376 respondents selected through a systematic random cluster sampling technique. The research instrument Principal Leadership adapted "The Successful School Leadership Survey," comprising 22 items, and the school effectiveness instrument was adapted "PESOC," consisting of 17 items from previous studies. Data was collected using an online questionnaire administered through Google Forms. The analysis employed Structural Equation Modeling with Partial Least Squares (SEM PLS), encompassing both inner and outer model evaluations. The study's result was that principal leadership positively affected the effectiveness of schools. The research findings strongly supported the notion that the leadership exhibited by school principals was a critical factor in the establishment and maintenance of effective schools. The study emphasized the importance of leadership that specifically addresses the four dimensions outlined in the Successful School Leadership survey, highlighting their integral role in shaping and sustaining educational institutions that are deemed effective.

Leadership in Technical Fields Through a Gender Lens

Although women have fought for labor rights for many years, they continue to be underrepresented at almost all levels of decision-making. The present study aims to provide insights into female leadership in technical fields both in the EU and in Russia. The article examines the principal leadership aspects of women’s status and career experiences. To identify the ingredients of successful leadership, the Multifactor Leadership Questionnaire and interviews were administrated to a sample of 200 mining students and 40 senior executives. The research data were processed by means of correlative, regressive, and autocorrelation analyses. To track the consistency of the identified leadership factors, female heads of enterprise divisions and university departments shared their views on career progress. The Mann–Whitney U test was employed to analyze the leadership factors. Studies indicate that the more senior the position is, the fewer women there are in leadership roles. Women’s progress in technical careers is hindered both by their own uncertainty and judgments made by others about their abilities. To rectify this situation, practices for encouraging young women to pursue technical careers are recommended along with approaches for maintaining them within the career structure. The research findings also indicate a positive emerging global trend towards increased gender diversity in technical fields.

The Relationship Between Principal Leadership and Student Achievement: A Multivariate Meta-Analysis with an Emphasis on Conceptual Models and Methodological Approaches

Principal leadership has been widely regarded as a powerful catalyst for school improvement and student learning. This article presents a multivariate meta-analysis of 42 empirical studies, published between 2000 and 2020, that examined the effects of principal leadership on student achievement in the United States. The focus is on the conceptual models and methodological approaches used to examine these effects. Our study reveals three major findings: (a) principal leadership had a positive impact on student achievement, when the effects were conceptualized as direct effects without controls (0.25 SD), or as indirect effects (0.22 SD); (b) the observed effects of principal leadership are contingent upon how impacts were conceptualized and analyzed; and (c) substantial heterogeneity existed in observed principal leadership effects, with student outcome measure serving as a significant moderator. We offer directions for future studies, including conducting more replication studies using high-quality approaches across different contexts; developing common typologies, sets of variables and their definitions and measurements; identifying significant mediators in the school process; applying multiple conceptual models and methodological approaches on a more comprehensive dataset; and moving beyond the effectiveness perspective to adopting an equity lens.

Longitudinal effects of a professional development program on principals’ leadership practices: results of a baseline latent change score model

ABSTRACT Principal leadership plays an important role in teacher practices and student achievement. Professional development (PD) can help principals to improve their leadership practices – yet few studies to date have examined the effects of formal PD on principals. The present study uses matched data from n = 62 principals and n = 1112 teachers to investigate the longitudinal effects of an 18-month PD program regarding school improvement for principals in Germany. Results from baseline latent change score modelling suggest positive changes in principals’ self-reported leadership practices aimed at improving instructional quality at their schools and promoting teacher development. The positive change in practices is partly reflected in the reports of teachers in the respective schools. We find evidence for characteristics of high-quality PD programs for principals, such as joint participation of leadership pairs, group discussions, internships and coaching, that might help practitioners to design future PD activities for principals. Research should further examine characteristics of effective PD for principals taking control groups and confounding variables into account.

Empowering Educational Leadership: The Role of Principal in Enhancing Learning Quality and Teacher Performance

This study analyzes how principal leadership can manage their teaching staff to improve the quality of learning and their performance in schools. This study uses a qualitative approach to the case study type. Data collection techniques are carried out through interviews, observations, and documentation. Data analysis uses the Miles and Huberman interactive model, which consists of data reduction, presentation, and conclusion. The study results indicate that effective principal management involves several main stages, namely planning teacher performance development programs, developing clear strategies, and scheduling integrated with the school's academic calendar. Principals who successfully implement this management can consistently improve teacher performance, which improves the quality of learning in schools. In addition, the principal's provision of rewards and sanctions has proven to be an effective motivator for teachers to continue improving their performance. This study is expected to significantly contribute to the literature on educational management by highlighting the importance of the role of the principal in improving the quality of learning through effective management.

Leadership capabilities and organizational culture on the agility of low-cost Islamic education organization

Islamic based low-cost private school facing a suffer from a lack of new students due to the incapability to adapt to current condition. They are already “lost in the competition” with other school. This quality also includes the inability of the low-cost private schools to adapt with technology and change. Another finding is that low-cost private schools struggling in managing the funding and management. Low-cost private high school has become a key support in ensuring the fulfilment 12-year compulsory education stated by Indonesian Education Law. With only 40 percent of the total population able to attend public schools, the government as well as the private sector needs to accommodate affordable private schools to meet the need of high schools in Jakarta. Low-cost private schools become essential in providing the gap between the need of schools from the total population of students and the availability of the public school. The previous study highlighted organizational agility with the mediation of Islamic Work Ethic can be achieved through leadership capability and organizational culture, whilst several studies also suggest that Islamic Work Ethics or Istiqamah have no impact in promoting organizational agility. This research conducted in 2022–2023 encompassed 133 low-cost private high school in Jakarta in which all of them are Islamic low-cost private high school. The finding of this study is that school principal leadership capabilities and school culture are positively affect school agility with Istiqamah as mediated variable.

The Influence of the Principal's Leadership Style on BOS Fund Fraud with Accountability as an Intervening

Therefore, this research aims to determine the influence of the Principal's leadership style on fraud in School Operational Costs (BOS) funds in Indonesia with accountability as an intervening variable. Methodology/approach – The research uses descriptive statistical analysis techniques and inferential statistical analysis to analyze sample data and the results are applied to the population, with the Structural Equation Model (SEM) with a Partial Least Square (PLS) approach based on the results of theoretical studies and hypotheses to be tested as well as this approach quantitative. Findings - The results obtained from this research are that there is a significant influence of the principal's leadership style on BOS fund fraud, there is a significant influence of the principal's leadership style on accountability, there is a significant influence of accountability on BOS fund fraud, and there is a significant influence of the principal's leadership style on fraud BOS funds with accountability as an intervening variable. So far previous research has been carried out to analyze the transparency and accountability of the use of BOS funds, but no one has specifically examined the influence of the school principal's leadership style on BOS fund fraud. Therefore, in this study, we want to examine the influence of the school principal's leadership style on BOS fund fraud by including accountability, which has been the subject of previous research, as an intervening variable.

Principals Leadership in Improving Students Entrepreneurial Competence

The problem of imbalance between the number of labor force growth and available jobs is a seriousconcern in the context of education and economic development today. The phenomenon where the number of Vocational High School (SMK) graduates continues to grow but their ability to become entrepreneurs or create new jobs is still minimal highlights the importance of effective entrepreneurship education. Currently, entrepreneurship education in schools tends to only touch the surface, focusing on introducing entrepreneurial values, without giving emphasis on internalizing these values or encouraging real actions in daily life. Based on these problems, this paper will discuss how the principal's leadership and how the principal's leadership strategy in improving student entrepreneurship in SMK. The research process using literature study begins with the identification of the topic or research question to be researched. After that, researchers search for related literature through various sources of information such as libraries, online databases, and electronic journals. With great responsibility, school principals are responsible for the implementation of learning activities that can ultimately improve existing graduates, especially in the field of entrepreneurship. In line with this, some of the strategies that can be carried out by school principals in improving student entrepreneurial competence are by creating innovation, working hard in improving school quality, motivation, never giving up, and having entrepreneurial instincts.

Flipped Leadership for Multicultural School Principals: Illustrating an Indigenous Key School in a Metropolitan Area

Flipped Leadership for Multicultural School Principals: Illustrating an Indigenous Key School in a Metropolitan Area

The Effect of Principal Leadership, Ethos, and Work Climate on Educator Performance MAN District of Sumedang

Education is seen as a valuable investment in improving the quality of human resources and building a nation. The research focuses on the MAN Se-Kab district of Sumedang to analyze the leadership of the head of the school, the work ethos, the working climate, and the performance of the educators. Quantitative survey methods are used with data collection using lifts. Data analysis includes validity, reliability, classical assumption tests, double linear regression, and hypothesis tests. Research at MAN Se-Kab district Sumedang found that the leadership of the head of school, the work ethos, and the working climate were rated "Good" (average 4.24, 4.58, and 4.27), as well as the performance of educators. (rata-rata 3,90). Nevertheless, the leadership of the head of the school did not significantly impact the teacher's version (t count -1,035 < 2,012, significance 0,306 > 0,05). On the contrary, the work ethos (2,621, significance 0.042 < 0,05) and the working climate (2,047, signification 0.053 < 0.05) had a significant positive impact. Simultaneously, the three variables influence the performance of educators (f counts 10,890 > f table 4,052, significance 0,045 < 0,05). The determination coefficient of 30.4% suggests that the head of school leadership, work ethos, and work climate variables can explain variations in teacher performance. In comparison, the other 34.8% variations are influenced by external factors such as culture and environment. Research recommendations include improved teacher performance and the role of the head of school in creating a productive working environment. The study provides in-depth insight into education dynamics in the MAN Se-Kab district of Sumedang, providing a basis for improving the quality of educators' performance and leadership.

Principal leadership at vocational high school: Center of excellence (SMK PK) Muhammadiyah 2 Pekanbaru

The "Center of Excellence" (SMK PK) is a program launched by the Ministry of Education and Culture to enhance the quality and performance of vocational schools through partnerships with business and industry. This study explores the leadership of the principal at SMK PK Muhammadiyah 2 Pekanbaru within the context of the program. Using a qualitative approach, data were gathered through interviews, documentation, and observation from the principal, head of administration, and vice principal of curriculum. The findings reveal six key leadership indicators: creating an effective school, professional development of staff, improving student achievement, fostering entrepreneurship, driving innovation, and establishing collaborations. Factors influencing leadership were categorized into supporting (e.g., communication, participatory leadership) and inhibiting (e.g., stakeholder disagreement, teacher reluctance).