The Influence of Leadership and Motivation on the Performance of Teachers at SDN 23 Talang Kelapa

Bety Kurniasari

Penulis

Bety Kurniasari Universitas PGRI Palembang Author

Kata Kunci:

principal leadership, instructional leadership, work motivation, teacher performance, elementary school, school climate.

Abstrak

This study examines how principal leadership and teachers’ work motivation relate to teacher performance at SDN 23 Talang Kelapa, Talang Kelapa District, Indonesia. The study used a quantitative survey design. Data were collected from teachers using a Likert-scale questionnaire that had been reviewed for validity and reliability, and then analyzed using multiple linear regression. The results indicate that principal leadership and work motivation are both positively and significantly associated with teacher performance, and their combined contribution is meaningful for strengthening teaching quality. The findings suggest that school improvement efforts need to focus on consistent instructional guidance, fair and transparent management, and a work climate that supports teachers’ autonomy, competence, and collegial support

Referensi

Alanoğlu, M. (2021). The role of instructional leadership in increasing teacher self-efficacy: A meta-analytic review. Asia Pacific Education Review. doi:10.1007/s12564-021-09726-5.

Bellibaş, M. Ş., Gümüş, S., & Liu, Y. (2021). Does school leadership matter for teachers’ classroom practice? The influence of instructional leadership and distributed leadership on instructional quality. School Effectiveness and School Improvement, 32(3), 387–412. doi:10.1080/09243453.2020.1858119.

Cai, Y., Liu, P., Tang, R., & Bo, Y. (2022). Distributed leadership and teacher work engagement: The mediating role of teacher efficacy and the moderating role of interpersonal trust. Asia Pacific Education Review. doi:10.1007/s12564-022-09760-x.

Deci, E. L., Olafsen, A. H., & Ryan, R. M. (2019). Self-determination theory in work organizations: The state of a science. Annual Review of Organizational Psychology and Organizational Behavior, 6, 19–43. doi:10.1146/annurev-orgpsych-012218-015203.

Fauzi, R., Taufiq, A., & Suhardiman, B. (2022). The effects of principal leadership and work motivation on teacher performance. Journal of Educational Sciences, 6(3), 429–443. doi:10.31258/jes.6.3.p.429-443.

Khairina, N. N., Yarrow, N., Cilliers, J., & Dini, I. S. Z. (2023). Improving teachers and school leadership in Indonesia: Impact evaluation of Guru Penggerak program at the primary level. World Bank.

Madigan, D. J., & Kim, L. E. (2021). Towards an understanding of teacher attrition: A meta-analysis of burnout, job satisfaction, and teachers’ intentions to quit. Teaching and Teacher Education, 105, 103425. doi:10.1016/j.tate.2021.103425.

Nurabadi, A., Bafadal, I., Juharyanto, J., Gunawan, I., & Adha, M. A. (2021). The effect of instructional, transformational, and spiritual leadership on elementary school teachers’ performance and students’ achievements. Cakrawala Pendidikan, 40(1), 17–31. doi:10.21831/cp.v40i1.35641.

OECD. (2019). TALIS 2018 results (Volume I): Teachers and school leaders as lifelong learners. OECD Publishing.

Özdemir, N., Gümüş, S., Kılınç, A. Ç., & Bellibaş, M. Ş. (2022). A systematic review of research on the relationship between school leadership and student achievement: An updated framework and future direction. Educational Management Administration & Leadership. doi:10.1177/17411432221118662.

Qi, X., Lin, W., & colleagues. (2022). The mediating effect of work engagement on the relationship between principal leadership and teacher innovativeness. Frontiers in Psychology, 13, 948152. doi:10.3389/fpsyg.2022.948152.

Shen, J., Wu, H., Reeves, P., Zheng, Y., Ryan, L., & Anderson, D. (2020). The association between teacher leadership and student achievement: A meta-analysis. Educational Research Review, 31, 100357. doi:10.1016/j.edurev.2020.100357.

Slemp, G. R., Field, J. G., & Cho, A. S. H. (2020). A meta-analysis of autonomous and controlled forms of teacher motivation. Journal of Vocational Behavior, 121, 103459. doi:10.1016/j.jvb.2020.103459.

Wartenberg, G., Aldrup, K., Grund, S., et al., & Klusmann, U. (2023). Satisfied and high performing? A meta-analysis and systematic review of the correlates of teachers’ job satisfaction. Educational Psychology Review, 35, 114. doi:10.1007/s10648-023-09831-4.

Zakariya, Y. F. (2020). Effects of school climate and teacher self-efficacy on job satisfaction of mostly STEM teachers: A structural multigroup invariance approach. International Journal of STEM Education, 7, 10. doi:10.1186/s40594-020-00209-4.

Zhou, S., Slemp, G. R., & Vella-Brodrick, D. A. (2024). Factors associated with teacher wellbeing: A meta-analysis. Educational Psychology Review, 36, 63. doi:10.1007/s10648-024-09886-x.

Beames, J. R., Spanos, S., Roberts, A., McGillivray, L., Li, S., Newby, J. M., O’Dea, B., & Werner-Seidler, A. (2023). Intervention programs targeting the mental health, professional burnout, and/or wellbeing of school teachers: Systematic review and meta-analyses. Educational Psychology Review, 35(1), 26. doi:10.1007/s10648-023-09720-w.

Maricuțoiu, L. P., Pap, Z., Ștefancu, E., Mladenovici, V., Valache, D. G., Popescu, B. D., Ilie, M., & Vîrgă, D. (2023). Is teachers’ well-being associated with students’ school experience? A meta-analysis of cross-sectional evidence. Educational Psychology Review, 35(1), 1. doi:10.1007/s10648-023-09721-9.

Burić, I., & Moè, A. (2020). What makes teachers enthusiastic: The interplay of positive affect, self-efficacy and job satisfaction. Teaching and Teacher Education, 89, 103008. doi:10.1016/j.tate.2019.103008.

Burić, I., Kim, L. E., & Hodis, F. (2021). Emotional labor profiles among teachers: Associations with positive affective, motivational, and well-being factors. Journal of Educational Psychology, 113(6), 1227–1243. doi:10.1037/edu0000654.

Shen, J., & colleagues. (2020). (see above).

Bardach, L., & Klassen, R. M. (2021). Teacher motivation and student outcomes: Searching for the signal. Educational Psychologist, 56(4), 283–297. doi:10.1080/00461520.2021.1991799.

Bardach, L., Klassen, R. M., & Perry, N. E. (2022). Teachers’ psychological characteristics: Do they matter for teacher effectiveness, teachers’ well-being, retention, and interpersonal relations? Educational Psychology Review, 34(1), 259–300. doi:10.1007/s10648-021-09614-9.

Bardach, L., & Klassen, R. M. (2020). Smart teachers, successful students? A systematic review of the literature on teachers’ cognitive abilities and teacher effectiveness. Educational Research Review, 30, 100312. doi:10.1016/j.edurev.2020.100312.

Stapleton, P., Garby, S., & Sabot, D. (2020). Psychological distress and coping styles in teachers: A preliminary study. Australian Journal of Education, 64(2), 127–146. doi:10.1177/0004944120908960.

MacIntyre, P. D., Ross, J., Talbot, K., Mercer, S., Gregersen, T., & Banga, C. A. (2019). Stressors, personality and wellbeing among language teachers. System, 82, 26–38. doi:10.1016/j.system.2019.02.013.

Meyer, J. P., Morin, A. J. S., Stanley, L. J., & Maltin, E. R. (2019). Teachers’ dual commitment to the organization and occupation: A person-centered investigation. Teaching and Teacher Education, 77, 100–111. doi:10.1016/j.tate.2018.09.009.

Kun, A., & Gadanecz, P. (2022). Workplace happiness, well-being and their relationship with psychological capital: A study of Hungarian teachers. Current Psychology, 41(1), 185–199. doi:10.1007/s12144-019-00550-0.

Lucas-Mangas, S., Valdivieso-León, L., Espinoza-Díaz, I. M., & Tous-Pallarés, J. (2022). Emotional intelligence, psychological well-being and burnout of active and in-training teachers. International Journal of Environmental Research and Public Health, 19(6), 3514. doi:10.3390/ijerph19063514.

Thakur, M., Hn, J., Sharma, R., Mohanan, K., & Hari Hara, S. (2022). Job satisfaction, psychological well-being, and perceived stress among teachers during the pandemic. Asian Journal of Psychiatry, 71, 103049. doi:10.1016/j.ajp.2022.103049.

Pala’langan, A. Y. (2021). Pengaruh servant leadership, disiplin kerja, dan kepuasan kerja terhadap kinerja guru. Jurnal Akuntabilitas Manajemen Pendidikan, 9(2).

Frontiers in Education. (2024). How does principal’s instructional leadership shape teacher performance? A moderated mediation model. Frontiers in Education, 9, 1401394. doi:10.3389/feduc.2024.1401394.

European Journal of Education. (2025). Principal instructional leadership and teacher attitudes: A meta-analysis. European Journal of Education. doi:10.1111/ejed.70199.

Burić, I., Slišković, A., & Penezić, Z. (2019). A two-wave panel study on teachers’ emotions and emotional-labour strategies. Stress and Health, 35(1), 27–38. doi:10.1002/smi.2836.

Burić, I., Slišković, A., & Penezić, Z. (2019). Understanding teacher well-being: A cross-lagged analysis of burnout, negative student-related emotions, psychopathological symptoms, and resilience. Educational Psychology, 39(9), 1136–1155. doi:10.1080/01443410.2019.1577952.